Towson University

Department of Secondary Education

Lesson Plan Template
Fairy Tales
Lesson Three GT
Discussion- Socratic Seminar

Name: Rebekka Inglefield Date: 04/19/17

Brief Class Description Mods 4/5 and 10

Unit and Unit Goals:

I can use the discussion norms and active listening skills in order to properly participate in this
discussion.

I can state my claim, reasoning, and text support in order to present my argument.

Lesson Topic: Animal Research

Prior Knowledge:

CONTENT STANDARDS:

Alignment:
Common Core Objective Assessment Activity(ies)
Disciplinary Literacy (Brief description or
Standards related title of
activity)
Come to discussions SWBAT come SWBAT come Activity I
prepared, having read prepared for prepared for the
or researched discussion having discussion having
material under study; read both animal
read the materials
explicitly draw on testing articles, and
that preparation by and created an completed their
referring to evidence argument that graphic organizer.
on the topic, text, or explicitly draws on
issue to probe and evidence from the
reflect on ideas under text.
discussion.
SL.7.1.a

Present claims and SWBAT present their SWBAT to use their Discussion
findings, emphasizing claims, findings and graphic organizer in
salient points in a evidence in a clear order to present their
focused, coherent argument, reasoning,
and coherent way.
manner with pertinent and textual evidence
descriptions, facts, to argue their point.
details, and examples;
use appropriate eye
contact, adequate
volume, and clear
pronunciation.
SL.7.4

** An argument does not mean yelling. It means you believe something. I believe oreo cookies
are the best.

Materials Needed:

Technology Integration/Needs:

Lesson Procedure: Block to Block Schedule- 90 Min (Two-Day Lesson)

When students are taking out their materials, go around the room and put a check mark on the
ones that are completed!!!
 I. Readiness/Opening Activity: Grammar, Learning Outcomes & Agenda
NO Grammar. When you come in, take out your materials for the discussion.

II. Overview of task:

Last class you spent time evaluating an article and creating your own argument on
the topic of animal research. Today, I want you to be able to share with the class the
argument you made for or against animal research.

III. Teacher Talk: Explain the next task (partner talk at your table) and establish the
discussion norms.
a. Overview of next task: Before we open up for a whole group discussion,
Id like for you to present your arguments with a partner at your table.
This is your warm-up/ practice before we talk in a whole-group. As you
discuss with your partner, Id like you to practice asking follow-up
questions. By asking follow-up questions, you are ensuring that you
understand what your partner is trying to say.
b. Establish norms (Follow-up questions): As we go into whole-group
discussion, you will continue to ask follow-up questions. The point of
these follow-up questions are to deepen our understanding as a class in
order to create a meaningful discussion.

c. Check for understanding.

Time allotted: 10 minutes (3 min teacher talk, 7 min partner talk)

II. Provide Scaffolds (Sentence frames): Before we open up to a whole-group

discussion I want to go over some sentence starters and follow-up questions with
you. Once we start the discussion, I will be a by-stander. I want you as a class to
lead the discussion.
Ask the class what they think some sentence starters could be
when presenting your argument.
Ask the students some examples of follow-up questions.
Teacher Model: [Name] in your reasoning, you stated X. What do you mean by that?
I disagree with [name] because of this

What are the expectations we have as a class during a discussion? (Actively listening)
Waiting to raise your hand until after the speaker is done.
III. Check for understanding. Who can tell me one skill we are working on today
during our discussion? (Wait for student response) It is okay to not always have a
follow-up question. We want to make sure we are asking questions when we do
not understanding. If you have a question, I bet at least three other students have
the same question.
IV. Please make sure your name tag is facing the circle so everyone can see your
name. This makes it easier to call on someone.
V. Who felt some heat around this topic, and wants to share their argument?

Questions & Talk moves (To keep handy during discussion)

*Who can explain what [name] means when he/she says X?
*Can you take us to the paragraph in the article that you are
referring to?
*You said you felt some heat around this topic. What
specifically did you have heat around?
*Can you repeat that question for everyone to hear?
*Does anyone need the question restated?
*Make sure to pick up on student gestures.

Put a check mark next to every student that participates.