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Author: Maggie Braswell

! Date Created: 4/17/2014 ! Subject(s): English Literature/Language Arts ! Topic or Unit of Study (Title): Cask of Amontillado Socratic Seminar ! Grade Level: 9 ! Materials: Mirrors and Windows textbook- The Cask of Amontillado short story ! Summary (and Rationale): Discussion of complex questions will stimulate student thinking. Socratic ! II. Statement of Instructional Objective(s) and Assessments: !
Objectives Respond verbally to open-ended question during discussion at least one time

seminars not only enrich student understanding of the text, but also teach students to respectfully participate in a discussion/debate.

! I. Focus and Review (Establish Prior Knowledge): [5 minutes] Using the text, students will determine a
position whether or not Montresor is a reliable narrator. Students will provide textual citations supporting their claim (write on scrap sheet of paper)

Assessments Teacher will keep track of student involvement

! State the objective: [2 minutes] We will be conducting a Socratic seminar today. Socratic seminars are ! III. Teacher Input (Present tasks, information and guidance): [10 minutes] Explain the history and ! IV. Guided Practice (Elicit performance): [30 minutes] Conduct discussion. Umbrella question: Is

Students will evaluate the effectiveness of the Teacher will collect exit slips and grade for discussion using complete sentences to answer the completion. three questions on the exit slip.

question-driven discussions, named after the philosopher, Socrates, who used questions to teach his students. In these discussions people don't talk over one another; they listen to each other's comments respectfully; they don't attack anyone's opinions and they agree to disagree. Assessment: [1 minute] I will be recording your participation in the discussion. Each student is expected to speak at least once, giving an insightful answer to a question. You will also complete a brief exit slip evaluating how you thought the discussion helped you understand the story. purpose of Socratic seminars. Rules in discussion: open to other students ideas, hold judgment, reason with others without being defensive, accept other viewpoints as valid. Montresor a reliable narrator? Follow-up questions: What is a reliable/unreliable narrator? When is Montresor telling this story? What are his actions in the story? What reasons do we have to be suspicious of him?

! V. Closure (Plan for maintenance): [15 minutes] Students give each other constructive comments and summarize discussion. ! Students complete exit slip :
Were you able to identify those who were prepared for todays discussion?

Were you pleased with the thoroughness and depth of the discussion? Were you pleased with the constructive comments that the students gave to each other?

! STANDARDS: ! RL.9-10.1 (Cite the text)

RL.9-10.3 (Character development) RL.9-10.5 (Authors rhetorical devices) RL.9-10.10 (Comprehend stories, drama, poems) SL.9-10.1 (a-d) (Participate in discussions)

! Plans for Individual Differences: Students may participate at varying levels in the seminar. A student may
come up with discussion questions, chart class discussion, provide feedback to participants, or simply observe the seminar.

! References (APA style): Gunter, M. A., & Estes, T. H. (2003). Instruction: A Models Approach (4th ed.). Boston: Allyn and Bacon. ! Sesay, M. Socratic Seminars in English Class | Scholastic.com. Scholastic Teachers. Retrieved from http://
www.scholastic.com/teachers/lesson-plan/socratic-seminars-english-class