Name: Hannah Broder

Lesson # 1 of __1 Title of Unit and Lesson: Socratic Seminar

Duration of Lesson: 45 minutes Grade Level(s): 4th Subject(s): Literacy/Speaking
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: To ask and answer questions using the text.

Related Skills (skills that support the use of the strategy): Use speaking and listening skills among peers while
also providing and responding to feedback about seminar performance.

Content Focus: The content of the article as well as material that may relate to it.

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CCSS SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information and make comments
that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.

CCSS RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.

CCSS RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.

CCSS RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

Instructional Learning Objectives: Objectives are what
students will be able to do as a result of this lesson. These
objectives will directly support and align to the Central Focus.
They should also align with standards, instructional activities,
and assessments. Write objectives using clear, measureable
terminology.
Ask and answer questions (both written and verbal)
asked by peers referring to the article
Refer to text when making statements and asking
and/or answering questions
Assessments: How will students demonstrate their learning? List
the formal/informal assessments used to monitor student learning
of each objective.
Students will verbally show their understanding by
writing notes as well as speaking out loud and sharing
their ideas/comments
I will look at all student’s notes prior to the seminar
and ensure they are referencing the text with page

Provide feedback on Socratic Seminar performance
using specific details from the seminar
numbers as well as direct quotes
Students will read aloud and turn in their notes written
about their assigned partner. They are required to
provide specific quotes and an accurate representation
of their performance

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Conversation (Vocabulary words from the text will be discussed
Collaborate before the lesson)
Listen
Critique

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Article from NEWSELA.com “Toys R Us Is Closing Its Stores”
Lined paper
Pencils
Bell

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students are very familiar with the process of Socratic Seminar as they engage in one every week. They know
the roles and how to prepare and execute their assigned jobs. Before the seminar begins, we will have gone
over specific vocabulary words from the article so they do not need to spend time deciphering meaning and
can focus on the content of the article.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Students know that after ST math on Tuesdays we will be doing Socratic, so they will
will you transition students from the prior arrange themselves in the proper formation when instructed.
activity/learning to this lesson? How will
you incorporate or build on students’ prior
knowledge? (Review.)
Hook/Purpose for Learning: What Students will have read the article the previous day and are instructed to
experiences/backgrounds and/or interests make notes (including questions they may have) in the margins of the
do students bring that could be used to
excite students to the activity? How will you
article. We will begin the Socratic Seminar by briefly going over the
set learning expectations for your students? vocabulary words that they may be unfamiliar with.
(Introduce)

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
Students will arrange themselves in Socratic Seminar formation (center desks with chairs along the outside). I
will then take volunteers to be in the center of the seminar. I will pick some students that are comfortable
speaking and can carry the conversation effectively and will also choose students who do not usually volunteer
to ensure everyone has a chance to be in the center.

Once the center panel has been chosen. I will match each student on the outer circle with a student in the inner
circle. The student on the outer circle will be responsible for recording the performance of the student in the
inner circle. They will have a piece of lined paper and will write the following bullets (they know how to do
this)
- Amount of times talked
- Amount of times interrupted
- Most interesting thing said
- Eye contact?
- Areas did well
- Areas to improve on

I will choose a Discussion Director and that student will be responsible for leading the conversation and
making sure only one student is speaking at a time. This student will also summarize the topics discussed at the
conclusion of the seminar.

Next, I will choose a student to be in charge of the “Tangent Bell”. This bell is used when the topic of
conversation strays from the main ideas of the article as well as to keep time. The student in charge of the bell
will only ring it when necessary and knows the rules of the bell.

Once all of the roles have been established, the Discussion Director will begin the conversation. At this point,
I will simply be facilitating the seminar, offering access to the Internet to fact check and/or asking prompting
questions if the conversation slows.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
IEPs/Struggling readers: The articles provided have been leveled to help with comprehension of the
information. This will also ensure the students will have enough time to read the articles in class.

Independent Practice: How will you provide students opportunities to master what you taught them?
Once 25-30 minutes of discussion has elapsed, I will signal to the Discussion Director to wrap up. He/she will
then ask the outer circle if they have any questions to ask. Once they have asked/added anything to the inner
circle, the Discussion Director will summarize all of the topics covered throughout the seminar.

After the summary, students from the outer circle will give their feedback to their assigned inner circle student.
Each student will stand up and read their notes and give feedback to their partner.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
IEPs: This is a low risk environment for the students will IEPs. There is a list of topics they must write about
and have ample time to take their notes on their partner. If needed, they can use tally marks and paraphrase
what their partner speaks about.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
At the end of the lesson, I will say my appreciations for what the students did well and give any critiques to the
class as a whole. I will also say something interesting that I learned from a student or the article as well.