Group A Long Term Plan

Socratic Seminar

Long Term Plan

Socratic Seminar
10 Instructional Days
Tayler Turner
Megan Farrar
Tannya Benavides
Christina Radley

Group A Long Term Plan

Socratic Seminar

Table of Contents
Long Term Plan Overview
Overview
Standards
Habits of Discussion
Habits of Discussion Games and Routines
Long Term Plan Week at a Glance
Socratic Seminar Lesson Plan: Interactive Read Aloud
Works Cited

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Group A Long Term Plan

Socratic Seminar

Overview
Socratic seminars are very useful tools for aiding in student discussions because they allow scholars to do the heavy
thinking in a lesson and begin to build self-advocacy as scholars are forced to answer and speak for themselves. In
addition, Socratic Seminars facilitate the construction of new knowledge through connections to prior knowledge,
making these vital tools in helping scholars become college ready (Clayton, 2013). Before Socratic seminars are
possible, certain habits and routines must be present so that scholars are able to adequately facilitate their own
discussion. Without this establishment of ground rules student discussions can fall flat (Clayton, 2013). This Long
Term plan serves as an implementation guide to help scholars master the habits and routines necessary to participate in
a Socratic seminar. While many of these objectives do not need to be independent lessons, they can be incorporated
into a literacy mini lesson, or introduced during morning meeting. However they are introduced, they should be
reinforced throughout the remainder of the day to keep scholars focused on these norms.
Speaking and Listening
This long term plan overview is aligned to habits of discussion and Common Core State Standards by getting scholars
to participate in agreed upon discussion norms. This is essential is forming a culture where scholars are able to facilitate
their own discussion, as required in Socratic seminars. Scholars will practice habits of discussion such as tracking the
speaker, speaking audibly, using a complete sentence, evaluating each others answers and building on to each others
answers (English Language Arts Standards).

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Habits of Discussion
Speak audibly: Speaking loud enough so that everyone can hear.
- Symbol- motioning pointer finger up towards the ceiling to let teammates know you they need to speak up.
Use a complete sentence: Responding to questions with a complete sentence.
- Symbol- putting two hands together and pulling them apart to them teammates know they need to stretch out
their answer.
Track the speaker: Eyes are tracking whoever is speaking in a discussion.
- Symbol- point to your eyes and then point to the teammate speaking to let teammates know their eyes should be
tracking the speaker.
Tell your teammates: Scholars tell their teammates their answer rather than the teacher.
Tell me more: Adding more details to your response.
- Symbol- spin pointer finger in a circle to show teammates they are almost there but need to add on more to their
answer.
Evaluate each others answers: Showing support or disagreement for a teammates answer.
- Symbol- scholars evaluate each others answers by giving them a thumbs up if they agree with them or a thumbs
down if they disagree with them.
Build on each others answers: Scholars add on to their teammates thought when answering a question
- Symbol- scholars repeatedly place fists one on top of the other as if they are building something to let teacher
and teammates know that they have something to add to their teammates answer.

Group A Long Term Plan

Socratic Seminar

Habits of Discussion Games and Routines

Loud and Proud:
Scholars sit in a circle and pass around a talking piece as music is playing. When the music stops, whoever has the
talking piece has to answer a question in a complete sentence and loud and proud voice. While the scholar is
answering the question, the other scholars have the job of grading their teammate by giving them a thumbs up if they
can hear their answer or giving them a loud and proud symbol (pointing one finger towards the sky) if they cannot
hear and need their teammate to speak louder.
Track Clap:
Whenever a teammate is called upon, scholars chorally chant Track teammates name and clap twice. By the end of
this chant, all scholar eyes must be tracking the teammate speaking. You can even keep track of this with team points
or teacher versus student points the first few days to incentivize tracking the speaker. This serves as a way to redirect
everyones attention towards the scholar that is speaking and reminds those who may have gotten distracted where
their attention should be.
Two Cents:
Scholars sit in a circle with two cents in front of them during a discussion. During the discussion, everyone two cents
to give, meaning that everyone needs to participate at least twice. Once a scholar speaks, they throw one cent into
middle to indicate to the team that they have spoken. Scholars must look during the discussion to pass the talking piece
to someone who still has their two cents to offer. While others are speaking, scholars must be tracking and attentively
listening because they have to inform their teammates that they have something to say or add to the discussion by
showing the symbol for evaluate your teammates answer or build on to your teammates answer.
Turn and Talks Sentence Stems:
Sentence stems are added into Turn and Talks to help scholars evaluate and add on to each others answers. After
partner number 1 speaks, partner number two is prompted respond by using the sentence stem I agree with you or
disagree with you because
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Group A Long Term Plan

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Common Core State Standards

All Common Core State Standards addressed in this Long Term Plan are listed below:
CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and

adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.1.A

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the

topics and texts under discussion).

CCSS.ELA-LITERACY.SL.1.1.B
CCSS.ELA-LITERACY.SL.1.2

Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Ask and answer questions about key details in a text read aloud or information presented orally or through

other media.
CCSS.ELA-LITERACY.SL.1.6

Produce complete sentences when appropriate to task and situation.

Group A Long Term Plan

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Long Term Plan at a Glance

Week 1: Speaking audibly, using a complete sentence, and tracking the speaker.
In this topic will work on using loud and proud voices when speaking, using a complete sentence when
appropriate, and tracking the speaker regardless of whether it is another student or a teacher.
CCSS
Habits of
Weekly Objectives and Focuses
Discussion Games
and Routines
CCSS.ELA-LITERACY.SL.1.1.A -Loud and Proud
SWBAT use loud and proud voices when answering a question about
CCSS.ELA-LITERACY.SL.1.6
-Track Clap
a text.
CCSS.ELA-LITERACY.RL.1.1
CCSS.ELA-LITERACY.SL.1.1
SWBAT track the speaker during a discussion.
CCSS.ELA-LITERACY.SL.1.2
SWBAT use a complete sentence when answering a question about a
text.

Week 2: Evaluating each others answers and building on to each others answer.
In this week we will work on evaluating others answers during a discussion and building on to others answers.
CCSS
Habits of
Weekly Objectives and Focuses
Discussion Games
and Routines
CCSS.ELA-LITERACY.SL.1.1.A -Track Clap
SWBAT show agreement or disagreement when their peers answer a
CCSS.ELA-LITERACY.SL.1.6
-Two Cents
question.
CCSS.ELA-LITERACY.SL.1.1
CCSS.ELA-LITERACY.SL.1.1.B
-Turn
and
Talk
SWBAT build on to each others answers.
CCSS.ELA-LITERACY.RL.1.1
CCSS.ELCCSS.ELASentence Stems
SWBAT answer questions about key details in a text
LITERACY.SL.1.2ALITERACY.SL.1.1

Group A Long Term Plan

Socratic Seminar

Socratic Seminar Lesson Plan

Interactive Read Aloud

The Other Side

Planning Overview
Text and Author: List of the title of the text and the
author
Purpose of Todays Lesson: Whats happening today
and how does it connect to the bigger picture:

Read Aloud: Is this day 1 or day 2 with the text?

What must they understand today and how does
it build to tomorrows lesson? Or, what must
they bring to this lesson from the previous
lesson(s)?
Connection to Standards: Which CCSS is the objective
is derived from?

Text and Author: The Other Side by Jacqueline Woods

Purpose of Todays Lesson:
Today, we are reading a story about Clover, a young girl living in a town with a fence
separating it into two sides: the black side of town, and the white side of town. Clover
always wondered why the fence existed, but was warned by her Mama to never cross itas
she said, it wasnt safe. But one day, she sees a white girl from the other side named
Annie sitting on the fence, and her curiosity about the fence and the girl living on the other
side grows. We are going to read this story to help us understand why people shouldnt be
divided or separated.
Objective: Students will be able to use the central theme of The Other Side to explain why
people should not be divided or separated.
Connection to CCSS:
CCRA.R.2 - Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCRA.R.3 - Analyze how and why individuals, events, or ideas develop and interact over
the course of a text.

Pre-Reading
Activate: Activate students prior knowledge by
inviting them to engage with the big ideas, themes,
or features of a text through their own experiences.
(This could entail an opportunity for students to
think quietly, freewrite, turn & talk, respond to a
poll, etc.)
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Activate Prior Knowledge:

Turn and Talk - When have you felt that someone was unfairly treated? What did you do
about it?
Set Purpose:
Introduce objective
Introduce Habits of Discussion

Group A Long Term Plan

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Set Purpose:

State the purpose/objective for the read.

Offer students a process to understand the story
elements/flow of ideas.

- What do thoughtful readers do during a discussion?

- Sit in pride position
- Track the speaker
- Push each others thinking
- HOW do we do this? What questions can we ask each other to help us explain our
thinking? (Add these to the Habits of Discussion anchor chart)
- Tell me more
- What in the story makes you think that?
- Whats your evidence?
- What do you mean by _______?
- I agree/disagree with your idea because _________
- Use Habits of Discussion to engage in Socratic Seminar after Read Aloud
While were reading, I want you to be thinking about:

During Reading

Prompt: Prompt students using questions to help

understand the learning objective and build
comprehension.
o

Select 4-5 stopping points in the book; ask

questions that align with your objectives and will
generate student discussion about the text.

Build community & deepen content: Consider

specific students to prompt and from whom to
intentionally elicit responses.

Big Question - What can we learn from Clover and Annie?

Page 5 - Why does Sandra say no to her playing?
(She knows black and white children arent supposed to be playing together; she worries
theyll get in trouble if the girl crosses her side of the fence)
Page 8 - The girl seems curious about the new girl and the other side of the fence entirely,
but the only response she gets from her mama to her questions is thats the way its always
been. I wonder what the girl thinks of her mom saying that.
- Make connections to students answering in Turn and Talk.
Page 24 - Why isnt Clovers mama saying anything?
(Nothing bad seems to be happening; she doesnt believe the fence/divide should exist;
shes inspired by Clover and Annies friendship and general bravery to not let the fence
separate them)
Page 25 - I remember at the beginning of the story Sandra said no, when Annie asked

Group A Long Term Plan

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them to play, and now all of the girls are playing together.
Page 29 - Why does Annie say, someday somebodys going to come along and knock this
old fence down? (She hopes/believes someday the fence wont need to exist; she and the
girls are seeing that black and white people can/should be together, and thinks eventually
everyone will recognize the same)
Introduction To Socratic Seminar
Facilitate Discussion: Engage and extend
students in conversation using talk moves, such as:
o
o
o
o
o

Revoicing: Repeating some or all of what a student

is saying, and asking the student to verify if that is
correct.
Connecting: Prompting students to use each
others ideas, or connecting students ideas.
Pressing: Pressing for reasoning (often based in
evidence from the text) or elaboration.
Revisiting: Inviting reconsideration by checking
back in with students and underscoring that they
may change their minds or qualify their positions.
Waiting: Waiting in silence, so that all students
have time to think.

Discuss: After reading the text in full, help

students to synthesize the purpose of the read
through a brief discussion.

Review Habits of Discussion anchor chart:

What do thoughtful readers do during our conversation?
-

Sit in pride position

Track the speaker
Push each others thinking
- HOW do we do this? What questions can we ask each other to help us
explain our thinking? (Add these to the Habits of Discussion anchor
chart)
- Tell me more
- What in the story makes you think that?
- Whats your evidence?
- What do you mean by _______?
- I agree/disagree with your idea because _________

Teacher Models Habits of Discussion during the Socratic Seminar, as if the teacher
was a student.
What can we learn from Clover and Annie?
Should people be divided or segregated based on the color of their skin?
- Pg. 8: Clover and Annie dont understand the other side of the fence (and why they
cant be friends) , but are told thats the way its always been
- Pg. 19: the girls decide to overcome the fence (and what it stands for), despite what their
parents had warned
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Group A Long Term Plan

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- Pg. 25: at the beginning of the story, the other girls didnt want to play with Annie
(because they didnt think it was safe/allowed), but Clover and Annies friendship removes
any fear and allows them to all play and sit together
- Pg. 29: Annie comments that someday the fence will be knocked down, hinting at the
idea that someday others will realize what they have realized and there will be no need for a
dividing fence
What really separated the characters in the story, the fence or the people?
- Pg. 17: Clover and Annie find a way to connect, despite the fence that has always divided
them
- Pg. 25: Clover and Annies friendship motivates the other girls to also ignore the
restrictions made by the fence,
Do you think children have the power to change things, even in small ways?
- Pg. 2: Clovers mother had always told her to not climb over the dividing fence because it
wasnt safe
- Pg. 8: when Clover asked questions about Annie and why the fence existed, she was told
by her mama because thats the way things have always been
- Pg. 19: the girls decide to overcome the fence (and what it stands for), despite what their
parents had warned
- Pg. 24: Clovers mother doesnt comment on their relationship, most likely because she
also doesnt agree with the dividing fence (and what it stands for), but doesnt feel in a place
to challenge it the way the young girls go
- Pg. 29: Annie comments that someday the fence will be knocked down, hinting at the
idea that someday others will realize what they have realized and there will be no need for a
dividing fence

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Group A Long Term Plan

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Should we accept things how they are, even if they are unfair?
- Pg. 8: when Clover asked questions about Annie and why the fence existed, she was told
by her mama because thats the way things have always been
- Pg. 19: the girls decide to ignore their parents warnings and make a connection, seemingly
because the division of the fence never made sense to them
- Pg. 29: Annie comments that someday the fence will be knocked down, hinting at the
idea that someday others will realize what they have realized and there will be no need for a
dividing fence

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Group A Long Term Plan

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Works Cited
Clayton, H. (2013). Socratic Seminars: Making Meaningful Dialogue. Retrieved from:
http://www.justaskpublications.com/just-ask-resource-center/e-newsletters/mccca/socratic-seminars-makingmeaningful-dialogue/.
English Language Arts Standards Speaking & Listening Grade 1. (n.d.). Retrieved March 18, 2016, from
http://www.corestandards.org/ELA-Literacy/SL/1/
Habits of Discussion Archives - Teach Like a Champion. (n.d.). Retrieved March 18, 2016, from
http://teachlikeachampion.com/tag/habits-of-discussion/
Teach For America. (Executive Producer). (n.d.) Rebecca Snyder - 2011 Sue Lehmann Winner - Teaching Sample
2. Retreived from: https://sites.google.com/a/teachforamerica.org/tfa-teacher-video-archive/jhu

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