1. Socratic Seminar Norms

2. What is Socratic Seminar? Why Socratic Seminar?  It is a student-led discussion by a facilitator  It is promotional (increases awareness)  It is similar to how discussion will be conducted in college  It is fun because it is student led

3. Types of S. S. Questions Write at least one question in each of the following categories:  1. CLOSE-ENDED QUESTION : Write a question about the text that will help everyone in class come to an agreement about events or characters in the text. This question usually has a “correct” answer.

4. Types of S. S. Questions Write at least one question in each of the following categories:  2. OPEN-ENDED QUESTION : Write an insightful question about the text that will require proof or the “construction of logic” to discover the answer to the question. An open- ended question can not be answered with a yes or no; it is the opposite of a close-ended question. There can be more that one right answer, or explanation as long as proof is provided.

5. Types of S. S. Questions Write at least one question in each of the following categories:  3. LITERARY ANALYSIS QUESTION : Write a question dealing with how an author chose to compose a literary piece. How did the author influence point of view, characterization, poetic form, or archetypal hero patterns (archetype - a recurrent symbol or motif in literature).

6. Types of S. S. Questions Write at least one question in each of the following categories:  4. UNIVERSAL THEME/CORE QUESTION : Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

7. Types of S. S. Questions Write at least one question in each of the following categories:  5. WORLD CONNECTION QUESTION : Write a question connecting the text to real world.

8. Socratic Seminar: Step 1  In groups, construct a Big ideas and Details T-chart on the whiteboard (list page and line numbers)  Distinguish between main ideas and details in each book (Book 9 in The Odyssey)  Teacher checks each group’s whiteboards and approves T-chart

9. Big Ideas and Details T-chart  Big IdeasDetails

10. Socratic Seminar: Step 2  Students write five high-level questions on the whiteboard  Teacher checks each group’s whiteboards and approves of high-level questions  Students may then copy down their questions in the second half of the composition notebook

11. Facilitator Role & Expectations  Call on everyone (using the class roster)  Provide clarification for questions being asked  Get at least three responses that include textual examples for support (page and line numbers) “Can you give an example from the book to support that idea?” “Good example, but how does it support the idea that…”  Ask questioner if he/she is satisfied before moving on to another question

12. Participant Expectations  Speak loudly and clearly address each other by name  Address the whole class when sharing a response, not just to the facilitator  Use textual evidence to support ideas, answers, or other commentary (yes, that means page and line number)  Kindly ask classmates to rephrase or repeat questions or comments when you are confused or cannot hear clearly  Stay on topic  Listen to others respectfully and avoid hostile exchanges  Come prepared with good questions and answers, and have an open mind

13. Question Creation Chart (Q Chart) IsDidCanWouldWillMight Who What When Where How Why