1. D Impartial Neutral, fair, on neither side.
Warm-Up: Do not take a paper from the tan bin.
Place your homework on your desk.
In the next table of your LINCS sheet, copy the following information:
1. Term:
Impartial   
3. Reminding Word (sounds like or looks like):
4. Story (use the definition and the reminding word):
5. Picture
2. Definition:
Neutral, fair, on neither side. D

2. Agenda (Friday, 9/21)
Essential Question: How do you complete the Station Rotations? How do I find essential details? Standard: RL1 Finding key details Objective: Students will use essential details of a text to come to a conclusion based on a high order thinking question. Warm-Up: LINCS: Impartial Whole Group: Cash Stamps Socratic Seminar Work Period: Complete Socratic Seminar for the following topics: Technology: Achieve 3000, fill out yellow sheet and answer Activity Questions (Sentenced to Shakespeare) Independent Work: Grade 8: Read Chapters 4 and 5 of Life and Death and complete the BMH questions and HOTQ. Independent Reading: Choose a book from the class library. Read quietly. Focus on any new vocabulary you can find. Teacher-Led: DAR Testing

4. Higher Order Thinking Question
Chapters 3-5 of Life and Death Which Wes Moore (Bronx or Baltimore) had the most to be thankful for when he was a child? Begin with a complete topic sentence that answers the question. Cite your evidence. Include evidence from the book that supports your topic sentence. Use at least two pieces of evidence to support your answer.

5. Socratic Seminar Introduction
Group Discussion
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

6. Socratic Seminar Introduction Video
2:30

7. Primary Conversation Topics from Book-Mind-Heart:
Student-Led Book Talk
Group Leader
Keep the conversation moving.
Ensure people are letting each other speak.
Ensure the conversation is civil.
Primary Conversation Topics from Book-Mind-Heart:
What does the author want you to know?
What surprised you?
How does “family” affect what people think of others?
Hot Seat
Evaluators
Speakers
Speakers
Evaluators

8. Socratic Seminar Norms
Don’t raise hands but use sensitivity to take turns and not interrupt others
Listen carefully
Address one another respectfully (Yes, sir/ma’am. No, sir/ma’am. Refer to each other by first name. Use statements such as, “I understand what Mackenzie is saying, but…”)
Base any opinions on the text
Address comments to the group (no side conversations)
Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence
If you are an observer, listen, understand, take notes, evaluate.
Hot Seat: If you are an observer/evaluator and you would like to make a comment, you may move to the “hot seat” to engage in the conversation.

9. Socratic Seminar Self-Evaluation Sheet

10. Socratic Seminar Self-Evaluation Sheet

11. Socratic Seminar Self-Evaluation Sheet

12. Socratic Seminar Self-Evaluation Sheet

13. Socratic Seminar Self-Evaluation Sheet

14. Socratic Seminar Partner Evaluation Sheet

15. Socratic Seminar Partner Evaluation Sheet

16. Socratic Seminar Partner Evaluation Sheet

17. Socratic Seminar Partner Evaluation Sheet

18. Socratic Seminar Partner Evaluation Sheet

19. Socratic Seminar 2 Book-Mind-Heart Questions
1 Version of the High Order Thinking Question
Can either Wes Moore be blamed for the decisions they made as children? Why or why not?

20. Closing
How are obstruct and prosecution related?