Monday 4/22 Plan

Teacher (Candidate): Emily Harris Grade-Level: Lesson Date: 4/22

10

Title of Lesson: Julius Caesar Socratic Seminar Cooperating Teacher: H. Comer

Core Components
Subject, Content Area, or Topic
GSWLA English 10

Student Population
Block 1 GSWLA 18, 4 Male, 16 Females
Block 4 GSWLA 25, 6 Male, 19 Females, 2 504’s. 3 IEP’s, 1 BIP
Learning Objectives

10.1 The student will make planned multimodal, interactive presentations

collaboratively and individually.

10.4 The student will read, comprehend, and analyze literary texts of different
cultures and eras.

The students will know:

 that literature is universal and influenced by different cultures and eras

 that analysis of a text should be based on textual evidence rather than personal
opinion
 that verbal and nonverbal techniques are important for effective communication

The students will be able to:

 engage others in a conversation by posing and responding to questions in a group

situation
 construct meaning from text by making connections between what they already
know and the new information they read
 analyze and critique themes across texts and within various social, cultural, and
historical contexts
 analyze universal themes
 analyze works of literature for historical information about the period in which
they were written
 analyze a particular point of view or cultural experience reflected in a literary work
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions or making
inferences
  demonstrate comprehension and apply strategies to write about what is read.

Virginia Standard(s) of Learning (SOL)

10.1 The student will make planned multimodal, interactive presentations
collaboratively and individually.

f) Use a variety of strategies to listen actively and speak using appropriate

discussion rules with awareness of verbal and nonverbal cues.

g) Respond thoughtfully and tactfully to diverse perspectives, summarizing

points of agreement and disagreement.

10.4 The student will read, comprehend, and analyze literary texts of different
cultures and eras.

b) Analyze the similarities and differences of techniques and literary forms

represented in the literature of different cultures and eras.

c) Interpret the cultural or social function of world and ethnic literature.

e) Examine a literary selection from several critical perspectives.

f) Critique how authors use key literary elements to contribute to meaning,

including character development, theme, conflict, and archetypes.

g) Interpret how themes are connected within and across texts.

h) Explain the influence of historical context on the form, style, and point of
view of a literary text(s).

i) Compare/contrast details in literary and informational nonfiction texts.

m) Use reading strategies to monitor comprehension throughout the reading

process.

Materials/Resources
 Sticky Notes- (To meet the needs of students with high anxiety- These students
can write their thoughts or questions to contribute to the socratic discussion and
pass it to a neighbor or a moderator to read out to the group. The Tally Marker
Students would count these as times that student spoke.)
 JC Socratic Seminar Sheet (Students will have this completed prior to the Socratic
Seminar. They will use this to discuss)
  JC Socratic Instructions
 JC Socratic Seminar Exit Ticket

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Strategy Return
Used
X Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

Emergency folder is ready and labeled with current rosters

Doors are locked
Aisle is free of clutter

Time Process Components

(min.)  The room will be set up in a giant circle for the Socratic Seminar
before class.
 Before the Socratic Seminar, Students read Acts 1-3 of Julius
Caesar. They watched Acts 4-5 of the Julius Caesar film as well.
*Anticipatory Set:

5 min TTW play morning announcements and take attendance

10 min BEACH BALL QUESTIONS

  With the classroom already being set up in a circle, the Beach Ball warm
up will be a great SEL Activity for the students.
 How it will work:
 TTW have a blown up a large beach ball and will write a question on each
color panel.
 TTW have the class stand in a circle and throw the ball between them.
When students catch the ball, they must answer the question on the panel
their right thumb is on.
Question Examples:

1. What is the most important goal that you want to accomplish during your
lifetime?
2. What is one thing you did over the weekend?
3. (Anticipatory question for Franz Kafka’s “Metamorphosis” that we’re
reading after Julius Caesar)... If you were a beetle for a day, what would
you spend the day doing?
4. If you had to spend a month without your phone, what would you do?
5. What do you want to be when you graduate?
6. If you started a restaurant, what kind of food would you serve?
7. If you had all the resources you needed what would you create?
8. If you had 20 minutes to run into any store of your choice and pick one
thing of your choice regardless of price what would it be?
9. You’ve just been chosen to go on tour with your favorite music
group/artist, who is it?
10. A movie is being filmed about your family during a holiday. What’s the
movie titled? Is it a comedy, drama, or horror movie?
11. If I sat this candy/snack on your desk right now and said don’t eat it, you
would eat it. You couldn’t resist. What is it?
12. Which color crayon are you, and why?

*State the Objectives (grade-level terms)

I will…
 Know that literature is universal and influenced by different
 cultures and eras
 that my analysis of a text should be based on textual evidence
rather than my personal opinion.
I will be able to…
 engage others in a conversation by posing and responding to
questions in a group situation
 construct meaning from text by making connections between what I
already know and the new information I read
 analyze and critique themes across texts and within various social,
cultural, and historical contexts
 analyze works of literature for historical information about the
period in which they were written
 analyze a particular point of view or cultural experience reflected
in a literary work
 compare and contrast two or more texts on the same topic or with
similar themes
 use evidence from the text(s) for support when drawing conclusions
or making inferences

3 *Instructional Input, Modeling, or Procedures

min [Direct Instruction]
 TTW go over socratic seminar instructions/expectations and what
students can expect when participating.
 Link: JC Seminar Instructions and expectations
 TTW ask for volunteers to take on the roles of the Tally Marker and
Moderators.
 TTW give the Tally Marker Student a student roster to make tallies
every time a student adds to discussion.
 TTW also provide sticky notes at this time for students who would prefer
to write on a sticky note. (Meeting the needs of students with high
anxiety).

*Check for Understanding

 Examples of Questions posed during Socratic Seminar: (All of the

Socratic Seminar questions are on this separate worksheet: Socratic
Seminar Questions

1. What qualities do you think make Caesar a controversial figure in the

play?
 2. Discuss Brutus’s reasons for joining the conspiracy against Caesar. Do you
think he was justified?
3. How does the relationship between Brutus and Cassius evolve throughout
the play? What does this say about their characters?
4. What role does Mark Antony play in the political dynamics after Caesar’s
death? How does his character change?
5. What does the play suggest about the nature of power and ambition?
6. How does Shakespeare explore the theme of fate versus free will in
Julius Caesar?
7. Discuss the role of public opinion in the play. How does it influence the
actions of the characters?
8. Examine the theme of betrayal. Who betrays whom, and what are the
consequences of these betrayals?

*Guided Practice
N/A

*Independent Practice
 [Students will have been working on their Socratic Seminar Sheets
for two class days: 4/18-3/19 in order to prepare for the Socratic
Seminar discussion for this plan 4/22]

Entire Assessment
Class Students will Participate in the Socratic Seminar. Students must discuss
Block
at least 2 times.
There will be 2 Moderators and 1 Tally Marker:
 Moderator/Facilitator (2 Students)
o These students will be in charge of:
 reiterating topic questions
 keeping the conversation of the group on topic
 moving the seminar to the next question when the
first has been thoroughly addressed.
 the moderator and anyone else in the circle can also
ask clarifying questions:
 “can you expand off of that a bit more,” or
“what did you mean by…”
 Tally Keeper
o This student will be given a list of names in the class.
o They will be in charge of:
 Tallying how many times a student speaks during the
 seminar
 Calling on and encouraging other students who haven’t
spoken so that they can have the opportunity to give
input or add thoughts.
 Making sure everyone has had an opportunity to speak,
and that the same people are not always leading the
conversation.

5 min *Closure
[Bell 1: Class will end 10 minutes early to put desks back in place for Bell 2
Bell 4: Will not end early]

 JC Socratic Seminar 3-2-1 Exit Ticket

o 3 things your classmates said that stood out to you:
o 2 things you contributed to the discussion:
o 1 thing you wish you had said:
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
 Socratic Seminar Discussion
 Sticky Notes during Socratic for learners with high anxiety and/or
accomodations
 Socratic Seminar Sheet Graphic Organizer (on canvas)
 3-2-1 Exit Ticket (on canvas)

Classroom Management Strategies (To ensure a positive learning environment).

 Student Moderators and Tally Markers- Allows for students to participate
in making sure the Seminar stays on topic.
 [School Policy]- E-Hall Passes (online)

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
 Lesson 5 Reflection

This lesson was designed to wrap up my students’ Julius Caesar English Unit by

engaging students in a Socratic Seminar. It was a lesson which met the Tenth Grade English

Standards for the state, 10.1 and 10.4, by having students read, comprehend, and analyze

literature by Shakespeare and collaboratively discuss by using the Socratic teaching method.

As a part of my teaching philosophy, I find value in students being given the ability to

express themselves both in oral and written form. So much can be gleaned from a discussion of

various ideas and perspectives. I also believe that discussion allows for students to further grasp

content, think critically, and strengthen their literacy skills. The Socratic Seminar in this lesson

allowed for students to not only learn how to successfully communicate their ideas and opinions

to others, but also grapple with the ideas of others and the different concepts covered during the

Julius Caesar Unit.

As a Christian educator, I think it is important to allow students’ God-given creativity and

personalities to shine, especially through forms of self-expression like writing, art, and oral

discussion. Socratic Discussion provides a beautiful outlet for students to make connections to

themselves, the literature, their lives, our world, etc. In his book, “Socratic Circles: Fostering
Critical and Creative Thinking in Middle and High School,” Matt Copeland says it best when he

writes, “Socratic circles change the way individuals read, think, discuss, write, and act, they have

the power to change a student's perspective on living, learning, and behaving,” (Copeland 3). He

goes on to say that “Critical reading, critical thinking, discussion skills, listening skills, team-

building skills, vocabulary improvement, and student ownership, voice, and empowerment are

all valid reasons for including Socratic circles in the classroom,” (Copeland 3). While Socratic

Seminars allow for student-lead discussion, the teacher still facilitates learning by using

questions which steer the conversations toward the learning targets and central ideas of the unit

that need to be addressed. Copeland writes in his article that “Socratic circles foster in students a

new way of looking at the world around them. One of the keys to creating lifelong learners—

students who continue the quest for knowledge and understanding long after they have exited our

classrooms-is contained within the magic of Socratic circles,” (Copeland 3). All these reasons

sum up the overall “why” of implementing this Socratic strategy in my lesson.

 Work Cited

Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High

School. Stenhouse Publishers, 2005. Internet Archive, Socratic circles : fostering critical

and creative thinking in middle and high school : Copeland, Matt, 1975- : Free

Download, Borrow, and Streaming : Internet Archive.