LTM 612

NAME: Robin Esch Gower Lesson Title: Romeo and Juliet Socratic Seminar Stage 1 Desired Results Standards: Reading
Key deas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. . !etermine a theme or central idea of a text and analy"e in detail its development over the course of the text# including how it emerges and is shaped and refined by specific details$ provide an ob%ective summary of the text.

Grade level: 9

Speaking and Listening

!o"#re$ension and !olla%oration 1. &nitiate and participate effectively in a range of collaborative discussions 'one(on(one# in groups# and teacher(led) with diverse partners on grades 9*1+ topics# texts# and issues# building on others, ideas and expressing their own clearly and persuasively. a. Come to discussions prepared# having read and researched material under study$ 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. b. -or. with peers to set rules for collegial discussions and decision(ma.ing 'e.g.# informal consensus# ta.ing votes on .ey issues# presentation of alternate views)# clear goals and deadlines# and individual roles as needed. c. /ropel conversations by posing and responding to 0uestions 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. d. Respond thoughtfully to diverse perspectives# summari"e points of agreement and disagreement# and# when warranted# 0ualify or %ustify their own views and understanding and ma.e new connections in light of the evidence and reasoning presented. !$ara&ter Edu&ation 1his lesson plan embeds the values of respect and appreciation for different perspectives and ways of thin.ing

Essential 'uestions:
-hich# if any# is2should be stronger3 family loyalty# loyalty among friends# or the bond of romantic love4 &s it ever o.ay to deceive others4

To#i&al 'uestions: !oes the student come to the

discussion prepared# having read and researched material# and prepared one thoughtful 0uestion to share with the

class4 5or what reasons do people align themselves against one another4 &s it all right to propagate division for the sa.e of family loyalty4 &s it disrespectful to go against parents, wishes4 6re there any aspects of the human experience that transcend time and place4

Student o%(e&tives )out&o"es*:

1he student demonstrates his2her ability to cite textual evidence to support his2her analysis of the text both explicitly and inferentially 1he student initiates and actively participates in collaborative discussions 1he student prepares for discussion# and draws on that preparation 'e.g. textual evidence) to effectively participate in discussion 1he student poses and responds to discussion 0uestions# and relates the discussion to broader themes or larger ideas 1he student responds thoughtfully to diverse perspectives

Stage 2 Assess"ent Eviden&e +or"ative assess"ent Su""ative assess"ent 1he student come to class with notes2textual annotations 1he student prepares one critical# open(ended 0uestion 7y listening# posing 0uestions# and responding to 0uestions# the student demonstrates active participation 1he student demonstrates respectful behavior toward peers throughout the seminar Stage , Learning -lan Learning A&tivities.-ro&edure )in&lude ti"ing*: Day 1: Explanation2/urpose of Socratic Seminar 'adapted from http322www.nwabr.org2education2pdfs2/R&8ER2/rimer/ieces2SocSem.pdf) o Explanation3 Socratic seminar is a collaborative intellectual discussion facilitated with open(ended 0uestions about a text o /urpose3 Gain a deeper understanding about themes2ideas2values within

a text !irections3 5rom their reading2notes2annotations# each student will create a critical2open(ended 0uestion that addresses themes2ideas2values within the boo.. Students will write down their 0uestion and bring it to class the next day. 6s a class# we will collaborate to formulate discussion protocol which will include3 o 6ddressing each other with respect o 6ll 0uestions2opinions must be based upon the text o 9o side conversations

/o"e0or1: Students carefully review2organi"e notes2annotations Students come up with one open ended# critical 0uestion that is grounded in Romeo and Juliet. 6s a springboard# students may use the handout :;pen Ended <uestions for a Socratic Seminar= Students review our discussion protocol Day 2: Romeo and Juliet Socratic Seminar Students arrange their chair2des.s in a large circle 1eacher poses the opening 0uestion 6ll students are provided an opportunity to pose their 0uestion '&f necessary# the seminar will ta.e place over two class periods) -hen discussion draws to a close# teacher will as. students debriefing 0uestions about the discussion# including3 o !o you thin. you or any of your peers did an especially good %ob at3 Citing reasons and evidence for his2her statements with support from the text4 !emonstrating they had given thoughtful consideration to the topic4 /roviding relevant and insightful comments4 8oving the discussion to a deeper level4

Materials: ;ne copy of Romeo and Juliet per student$ paper# pens2pencils# >andout3 :;pen Ended <uestions for a Socratic Seminar=

2222222222222222222222222222222222222222222222222222222222222 Motivation.$oo1: Students are provided an opportunity to raise 0uestions and express their opinions about themes portrayed in Romeo and Juliet# and to ma.e explicit and inferential connections between those themes# their lives# and contemporary times 2222222222222222222222222222222222222222222222222222222222222 Di33erentiation: Students who are uncomfortable spea.ing in class my choose to write their 0uestions and answers and submit them to the teacher