This document outlines the steps for a Socratic seminar discussion on poetry. It includes instructions for students to complete a preliminary reading and analysis of two poems on their own. It then provides guidance for the in-class discussion, including sample discussion questions and a rubric for evaluation. Students are asked to set a goal for their participation and do a self-reflection afterward. The goal is for students to explore how poets use language to convey central themes through a thoughtful exchange of ideas about the poems.
This document outlines the steps for a Socratic seminar discussion on poetry. It includes instructions for students to complete a preliminary reading and analysis of two poems on their own. It then provides guidance for the in-class discussion, including sample discussion questions and a rubric for evaluation. Students are asked to set a goal for their participation and do a self-reflection afterward. The goal is for students to explore how poets use language to convey central themes through a thoughtful exchange of ideas about the poems.
This document outlines the steps for a Socratic seminar discussion on poetry. It includes instructions for students to complete a preliminary reading and analysis of two poems on their own. It then provides guidance for the in-class discussion, including sample discussion questions and a rubric for evaluation. Students are asked to set a goal for their participation and do a self-reflection afterward. The goal is for students to explore how poets use language to convey central themes through a thoughtful exchange of ideas about the poems.
This document outlines the steps for a Socratic seminar discussion on poetry. It includes instructions for students to complete a preliminary reading and analysis of two poems on their own. It then provides guidance for the in-class discussion, including sample discussion questions and a rubric for evaluation. Students are asked to set a goal for their participation and do a self-reflection afterward. The goal is for students to explore how poets use language to convey central themes through a thoughtful exchange of ideas about the poems.
How does this poet use language to convey the central idea and theme?
Step 1: First reading (Homework)
What I Read What I Think What I Wonder
Yo No Tengo Soledad by Gabriela Mistral
What I Read What I Think What I Wonder
Step 2: Analysis (Classwork) “Mother to Son” “Yo No Tengo Soledad” Tone (How does the poet feel about the subject?)
Word choice (identify two to three words that represent the poem)
Imagery (What are the strongest images the poet presents?)
Style (Is the poem free verse or does it have a rhyme scheme? Is it set up a certain way on the page?)
Theme What is a message to the the poem that you have seen in other poems?
Emotions How did this poem make you feel?
Relation Can you relate to any other works that you have read in class?
Step 3: Socratic Seminar on poems with focus on essential question Socratic Seminar Poetry: Essential Question How does this poet use language to convey the central idea and theme? Potential Questions to ask during the Socratic Seminar: ❏ What do you think this line means? ❏ What is the speaker’s attitude in this line? ❏ What effect does ______ (poetic device-TWISTER elements) create? ❏ What is the poet saying about ____? ❏ How does ________ poem compare to ________ poem? ❏ What did you like about the poem? ❏ How did the poem make you feel? ❏ Which words or phrase did you like? ❏ What words or phrases need clarification? ❏ What surprised you? ❏ What do you think the poem is about? ❏ What might this poem be saying? How can we define poetry?
Questions I will ask: Questions My notes/answers from text 1
2
3
4
5
Step 4: Goal setting My Goal for this Socratic Seminar:
Socratic Seminar Rubric Cognitive Level 4 Level 3 Level 2 Level 1 Skill Advanced Proficient Approaching Developing Textual Identifies multiple Identifies a major Identifies a Attempts to Analysis: themes/central theme/central idea theme/central idea identify a Theme/Central Idea -- ideas and provides in a text and in a text and theme/central idea Determining themes/central ideas an accurate analysis provides an provides a limited in a text but does and explaining how of development explanation of how explanation of how not fully they develop and and interaction with that theme/central that theme/central comprehend text interact in a text each other and with idea is developed idea is developed supporting ideas Speaking & Comes to Comes to Prepares some Prepares brief, Listening: discussions with discussions having notes with unspecific notes responses and read and connections to with some Preparation - - Entering a discussion or evidence; explicitly researched material highlight key areas. connections to presentation with draws on texts to for References some highlight talking high-quality evidence (notes, research, stimulate a teacher-provided ideas from notes in points. connections, questions) thoughtful, questions; draws on discussion. well-reasoned texts to stimulate a exchange of ideas. well-reasoned exchange of ideas. Speaking & Expresses original Expresses original Expresses ideas Expresses some Listening: ideas clearly and ideas clearly; clearly and ideas and makes persuasively. Builds connects to the connects to the some connection to Discussion/C new pathways of ideas of others and ideas of others. the ideas of others. ontribution discussion that are builds new Attempts to move Questions show -- Communicating clearly connected pathways of discussion forward limited ideas and contributing to discussion through to the ideas of discussion through by asking and comprehension and questioning, others through questions. responding to interest in topic. connecting, and probing questioning. Attempts to questions. Propels deepen discussion conversations by by building on the relating to broader responses of others. themes.
Post Socratic Seminar: Self Reflection 1. What did you do to meet your goal during this Socratic Seminar? Use evidence!
2. What is one comment you wanted to make but did not get the chance to during today’s Socratic Seminar?
3. What is one “take-away” that you have about the poem that you discussed? (i.e. What will you remember about the poem after today?)
