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Primary Subject and

Grade Level

Social Studies, 5th Grade, March 2nd 2016, 1:42 PM


Reading: students will use inferring

Art: students will be looking at art and evaluating it.
Visual Literacy: students will infer from a painting

Lesson Duration

1 hour


This lesson is important because students will be able to discuss

openly issues that they have focused on in the past unit. They will
also have practice using the 21st Century competencies, and learn
to listen effectively.



Use of Formative
Assessment to Inform

Students will be able to discuss what they can infer about

climate change through the art of Jill Pelto.
Students will facilitate their own conversations respectfully.

Common Core State Standards: This lesson follows the

following standards:
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others'
ideas and expressing their own clearly.
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.
West Windsors 21st Century Competencies- In particular, I
think the Socratic Seminar follows the following competencies:
Effective Communicator
Information Literate Researcher
Globally Aware and Responsible Citizen-- due more to
content then the seminar itself

Students have shown in past Post-Its that they struggle with

inferring, which is why Im focusing on incorporating
inferring into this lesson
Students are also talented artists and enjoy art
Students completed a flow chart showing they understand
the effects of climate change. They will now use these
understandings to infer what these paintings mean.

Class Information

Technologies and Other

Grouping Strategy

Academic Vocabulary

Basic skills class

Children with anxiety
Difficulty with comprehending and inferring overall

Students will hold a Socratic Seminar to discuss what they can infer
from seven paintings about climate change.

Some students may have their notes on their Chromebooks.

Document camera
Article (link below)- This article in particular was chosen to
ensure students would sort of start on an even playing field.
The students that are superior readers will have the article to
refer to, while visual learners can infer from the paintings

Students will be grouped ahead of time to insure groupings that

promote discussion. Students that frequently distract each other will
be separated.

Infer- deduce or conclude (information) from evidence and

reasoning rather than from explicit statements.

Lesson Procedures

Students will be in their seats at the desks for the beginning

of the lesson. Socratic Seminar Ground Rules, attached, will
be put on the board using the document camera.
Okay, historians! Today we are going to continue the
lesson from Thursday by holding a Socratic Seminar. Before
we begin, I just would like to review the ground rules for
the activity.
Have students quickly review the rules by selecting students
to read each one out loud (students have done this before
and understand the routines).
Call the names of the students in group one. You will all be
the inner circle. Make sure you have your notes, and please
go sit quietly.
Give them a few seconds to get situated before calling the
rest of the students to the carpet, informing them that they
are the outer circle. Remind the outer circle: Please
remember to fill out your evaluation form as the inner circle
discusses. Pay attention to their communication skills as
well as their content. The sheet will be attached to the
bottom of this lesson plan.
Sit in the rocking chair, away from the students so they
cannot look to me for answers. Remember, I will not be
speaking unless its absolutely necessary. You are in charge

of your own learning!


Remind students: The inner circle will get ten minutes to

discuss the focus question, What can you infer about
climate change from these pictures? Keep in mind that
your peers will be assessing you on including everyone,
staying on task, and being a team player. You may begin.
Allow circle to start talking. The key for this exercise is to
stay quiet. In my hand I will have the following assessment:

Does the student...



speak loudly and clearly?

refer back to the text?
listen to others respectfully?
stick with the subject?
talk to each other, not just the leader?
ask for help to clear up confusion?
invite and allow others to speak?
ask each other questions in a civil manner?

If the students did meet each goal, they will get a check. If
not, they will get an x.
Monitor students as they speak, writing down things they
did well and strong points.
After ten minutes, announce time is up (use a timer?). Have
the circles switch and repeat the process. Again, remind
each group of their role quickly before beginning again.
After group 2 has finished, give students time to complete
their reflections, leaving five minutes for a discussion.
At the carpet, have students face the easel. The following
will be written:

What We Did Well

What We Will Work On

Have students raise their hands to share what they thought

went well. Call on students one at a time. Add what they say
to the chart.
Do the same with the other half of the chart.
Close the lesson with: Well, public speakers, we sure did a
lot today! Keep in mind what we know about climate
change as we start our next unit: energy!

Assessment Criteria For


Reflection Sheet
My own evaluation

Anticipated Difficulties

Students may get off task!

Not a lot of teaching is involved here, its more planning
and assessing. I do not think they will have difficulty with
this, but it is something I think I should note.