Chelsea Pierson

University of Virginia
Socratic Seminar Lesson Plan
Standards:
VSOLs
9.1 The student will make planned oral presentations independently and in small groups.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
h) Give impromptu responses to questions about presentation.
j) Use a variety of strategies to listen actively.
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
f) Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
i) Use a variety of strategies to listen actively.
11.1 The student will make informative and persuasive presentations.
d) Support and defend ideas in public forums.
f) Monitor listening and use a variety of active listening strategies to make evaluations.
12.1 The student will make a formal oral presentation in a group or individually.
f) Collaborate and report on small group learning activities.
CCSs
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.b
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines,
and individual roles as needed.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.c

Propel conversations by posing and responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made
on all sides of an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the task.
(A note on the various grade levels: This course is taught to seven 9th grade students, two tenth
grade students, one eleventh grade student, and two 12th grade students)
Objectives/Goals:
1. Students will know what a Socratic Seminar is
2. Students will know people have different points of view that result from their individual
experiences
3. Students will know what collaboration is
4. Students will know people define family in different manners based on their experiences
5. Students will understand that discussions extend and increase perspectives and
understanding by considering and learning from other peoples points of view.
6. Students will be able to reflect on the concept of a family
7. Students will be able to list components of a good family
8. Students will be able to effectively discuss and actively listen to their peers in a Socratic
Seminar
9. Students will be able to apply their knowledge from their own lives as well as from The
Graveyard Book in the discussion of family
Assessments:
Diagnostic:
The day before, students wrote a free write based on the following questions: How do people
define family? What do you think constitutes a family? Do our experiences shape our opinions
and perceptions? (4, 6, 9)
Students will be asked if they know what a Socratic Seminar is, and we will write the rules for
the seminar together on the board prior to beginning (1, 2, 3)
Formative:
Students will make a list of the components of a family on the white board (1, 2, 4, 5)
Students will discuss the notion of family, with regard to their own lives as well as with regard to
their current class book, in order to expand learning and perspectives. (1, 2, 3, 4, 5, 6, 7, 8, 9).
Procedures:

Step 1 (10 Minutes): I will begin by seeing if the students have any pre-existing knowledge with
regard to the Socratic Seminar. Explain the concept of a Socratic Seminar and list them on the
board where the students will be able to see them throughout the discussion. The Socratic
Seminar is a formal discussion, based on a text, in which open-ended questions are posed in
order to further discussion and critical thinking. Within the context of the discussion, students
listen closely to the comments of others, thinking critically for themselves, and articulate their
own thoughts and their responses to the thoughts of others. I will explain that this particular
seminar will run a little differently. Students will each have a dry-erase marker, and when the
music begins to play, they will all go up to our white board and write everything they can about
family: good qualities, bad qualities, what theyd like to see in a family, etc. The questions they
will be focusing on were given to them the day before. They will be written on an easel on the
side of the classroom and can be found in the diagnostic assessments above. When the music
stops playing, the students will return to their seats. The music chosen should be instrumental,
and because this seminar falls at Halloween and because of the nature of the chosen book, organ
music will be playing.
Step 2 (10 Minutes):
The students will write their ideas of family on the board while the music plays. When the music
stops, they will return to their seats and take a few moments to reflect on what has been written.
While the students are jotting down their ideas, I will be out of the way but on hand in case there
is a lack of participation or comfort.
Step 3 (25 minutes):
I will pose the first question to get them going and remind them of the norms we established the
day before: No hand-raising, look out for social cues to know when to speak and when youve
had your say, no criticism, no interrupting, listen actively, use the book as a reference, ensure
your thoughts are based in the book or you can back them up with examples from life, write
down your thoughts if need be, ask clarifying questions (written on the side of the board) if
youre confused or disagree. Remember that a seminar is not a debate. The students will lead
their own discussion, and I will jump into mediate or guide them ONLY if necessary. Once the
discussion has slowed down, I will have two or three students, whoever did not participate as
actively as their peers, go up to the board and circle listed items that work together. Then, the
students will be asked to consider themes they see and how they do or do not translate into the
book. Then, the discussion will be over, and we will continue the book after the free-write.
Step 4 (5-10 minutes) :
Students will complete a free write that debriefs how they felt during the seminar, what they
learned, and what they were left thinking about with regard to discussion and the book itself.
Materials Needed:
Writing utensils/Paper (if students prefer)
White board/markers
12 copies of The Graveyard Book
Laptops for Free-writes

Attention to Individual Student Needs:

This class has thirteen students in it. Two students have IEPs, and four have behavioral problems
as well as trouble focusing in class. Because I know some of my students will become
uncomfortable during this seminar, I will constantly be reminding them of their norms and will
be jumping in from time to time to keep everyone together and on task, especially since this
seminar will be their first. Three students will be given stress tools, such as a squishy football, in
order to calm nerves while speaking and in order to maintain concentration and engage in more
effective active listening.