Socraticseminar

Primary Subject and
Grade Level
Social Studies, 5th Grade, March 2nd 2016, 1:42 PM
Interdisciplinary
Connections
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
Relevance/Rationale
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.
Outcomes/Objectives
Standards
Use of Formative
Assessment to
Inform Planning
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:
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.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.
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
Overview
Technologies and
Other
Materials/Resources
Grouping Strategy
Basic skills class

504s
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
themselves.
Students will be grouped ahead of time to insure groupings that

promote discussion. Students that frequently distract each other will be
separated.
Academic
Vocabulary
Lesson Procedures
Infer- deduce or conclude (information) from evidence and

reasoning rather than from explicit statements.
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!
Differentiation
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...
Name
Name
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.
Closure:
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 Success
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.
Reflection
1. In general, how successful was the lesson? Did the

students learn what you intended for them to
learn? How do you know?
I feel that this lesson was very successful! The students
were able to converse at a level far beyond their years.
The conversations were intelligent and full of wisdom. I
was happy to see that almost all members of the class
participated. I know that the students learned what I
intended because of the quality of their conversation.
They really were extraordinary, and while I was not
surprised at the quality of their conversation (I know
what theyre capable of!) I was amazed and proud.
2. If you have samples of student work, what do they
reveal about the students levels of engagement
and understanding? Do they suggest
modifications in how you might teach this lesson
in the future?
The reflection shows that the students are reflective on

their own work. I agree with almost all of their
assumptions. I think that they were especially on point
with things they need to work on next time. All of these
things were things I noticed. One thing I would add is
that students need to speak loudly. Sometimes I could
barely hear! Still, I also agree with the things they felt
they did well. They spoke to all and stayed on topic,
something that I thought they would maybe struggle
with.
3. Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?

One thing that really contributed to the success of this
lesson was that I planned ahead. By having the sheets
of paper and the clipboards already on their desks, the
students werent distracted by me handing out papers.
In addition, by adding the FQ on the paper, the students
were able to look at it whenever they needed. This
ensured that students stayed n topic.
4. Did you depart from your plan? If so, how and
why?
I did, slightly. Since the fire alarm went off, I had to give
each group 8 minutes instead of 10 minutes to speak.
This didnt really hinder them, though.
5. Comment on different aspects of your
instructional delivery (e.g., activities, grouping of
students, materials, and resources). To what
extent were they effective?
I think that grouping students based upon their social
skills and reading levels worked well. Each conversation
was definitely different, but both didnt ever really stop
(with the exception of one child who is very shy). In
addition, having the Socratic Seminar rules as a
resource was very helpful, because students could look
at them whenever they needed to be reminded.
6. If you had an opportunity to teach this lesson
again to the same group of students, what would
you do differently?
I would have the students turn in their jots, for
two reasons. First, this would ensure that all
students did their homework and give me a
chance to grade for content. This is especially
important for the three students that dont speak
much, as they will get credit for their jots.

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Primary Subject and

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

Reading: students will use inferring

This lesson is important because students will be able to discuss

Students will be able to discuss what they can infer about

Common Core State Standards: This lesson follows the following

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

Basic skills class

Some students may have their notes on their Chromebooks.

Students will be grouped ahead of time to insure groupings that

Infer- deduce or conclude (information) from evidence and

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

Remind students: The inner circle will get ten minutes to

Does the student...

speak loudly and clearly?

What We Did Well

What We Will Work On

Students may get off task!

1. In general, how successful was the lesson? Did the

The reflection shows that the students are reflective on

extent did these contribute to student learning?

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