“A Small Place” – Socratic Seminar #1

Context:
Course name: Honors Language Arts
Grade level: 9th grade
Length of lesson: 80 min
Description of setting, students, and curriculum—and any other important contextual
characteristics: This lesson will be taught to a 10th grade honors class at Western Albemarle
High School during the second block of the day (roughly 10:40-12:05). The class is all white
with the exception of one Korean student. All students are at or above grade level. The students
in this class are comfortable with the school and the classroom community. They aren’t afraid to
put their ideas out for the class to discuss. They are currently seated in rows, desks lined up in
groups of 2-4.

Students are in the middle of a unit on memoir. The primary text is A Small Place by Jamaica
Kincaid. The gifted resource specialist came in to the classroom to help frontload historical
context about the sugar trade and Atlantic slave trade. Students have now read the last 4 pages of
the book and the first 37. They know what a memoir is. They’ve been collecting evidence from
the text, as well as other supporting texts (interview, website, article, travel video), and working
to apply the analysis skills we worked on during the poetry unit.

Objectives

Know:
1. Students will know that tourism is the main industry of Antigua.
2. Students will know that there is tension between tourists and locals.
3. Students will know the expectations and structure of Socratic Seminar.
Understand:
1. Students will understand that a difference in perspectives can create tension.
2. Students will understand that an individual’s identity impacts perspective.
3. Students will understand that identity is influenced by culture.
4. Students will understand that the effects of the slave trade are still present today.
Do:
1. Students will be able to discuss the differing perspectives in the book.
2. Students will be able to use textual evidence to support their theories.
3. Students will be able to apply classroom norms in order to hold a class discussion.
SOL’s:

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
b. Make predictions, draw inferences, and connect prior knowledge to support reading
comprehension.
c. Analyze the cultural or social function of literature.
h. Evaluate how the author’s specific word choices, syntax, tone, and voice shape the
intended meaning of the text, achieve specific effects and support the author’s purpose.

Methods of Assessment:
Formative: Summative

Formative #1: Synthesis Paper:

Title of assessment tool: Students will show their mastery of analysis,

Socratic Seminar Prep
Students will show their progress toward
being able to analyze and incorporate
evidence into an argumentative piece by
writing two 200 word pieces in answer to
the socractic seminar questions.
Criteria: Students should incorporate 2
pieces of evidence, appropriate analysis,
and an over-all point that they’re proving.
How data will be used: To determine if
integrating quotes, or application of
analysis strategies need to be reviewed
before the next seminar.
close reading, thesis statements, topic
sentences, and evidence integration by writing
a synthesis paper. This paper will incorporate
three different sources (“A Small Place,” one
of the other texts from class, and a
researched source of their own). They will
respond to thematic prompts, and construct
an argumentative essay.
Data will be used to guide further scaffolding
in class for analysis, grammar, and critical
thinking tasks.
Students will receive written feedback.

How students will receive feedback:

Students will receive verbal and written
feedback via class and Google Classroom.

(D1, D2, D3)

Differentiated Instruction:
Written Prep: Students were given the opportunity to prepare their materials for the discussion
before class. Students who are traditionally more reticent should feel as if they have something
to contribute.

Lack of Cold Calling: In their interest surveys, students have expressed stress regarding cold
calling. I will give them the opportunity to volunteer or give them a warning if I want them to
share an interesting thought I overhear.

Procedures/Instructional Strategies

Beginning Room Arrangement: Students sit in rows, with their desks clumped into 2-4. There are
whiteboards along the entire front wall of the room, and another whiteboard along one wall. The
teacher’s desk is at the front of the classroom near the whiteboard where the projector is. As
students enter, the Do Now will be on the board. As students come in, I’ll ask them to help me
arrange the room for the Socratic Seminar.

1. [10 mins.] Welcome/greeting/announcements/

Take attendance and listen to the school announcements.

Do Now:
Set up the room in Socratic Seminar formation (13 chairs inside, 13 outside).

Take out your Socratic Seminar prep and A Small Place.

Okay, thanks for setting up the room, guys. I’ve put you into groups. They’re up here on the
board. If you’re in Group 1, please sit in the inside circle. If you’re in Group, please sit in the
outside circle.

Pause for students to find their seats.

I’ve put the classroom norms up here on the board for you. Let’s take a moment to read over
them. Can I have a volunteer? Choose student to read.

Excellent. Let’s make sure that we’re keeping these in mind during our seminar. It’s important
that everyone feel comfortable sharing their opinion.

I also have the seminar expectations that I shared with you. These will be on the board for the
duration of the seminar. Outside circle, please note that you have a reflection page in front of
you. It is your job, when you’re in the outside circle, to track how well the inner circle does at
sticking to these expectations. I’ll read them over and we’ll debrief next class. I also recommend
that you take notes on anything interesting that comes up in discussion. I’ve included a space
on your handout for that.
When we’re actually discussing, be sure to use the evidence an analysis that you did for
homework. You spent time preparing that, so use it! I will be keeping track of participation for
the most part, but may jump in occasionally if the conversation gets off topic.

2. [20 mins.] Socratic Seminar Group 1

Okay, let’s get started. Does someone in the inner circle have a strong opinion on which
question we start with? I will have one student (one whose discussion post from the night before
was particularly interesting or strong) start us off with their take on a question.

As the discussion progresses, I will keep track of student participation. I will also intervene if
students are going off-topic or if they are not delving deeply enough into the text.

3. [20 mins.] Socratic Seminar Group 2

Time’s up! Please take your things and switch circle. This group will be focusing on the other
questions. You should all have prepared question 3 and/or 4. Let me reset the timer, then we’ll
begin. If you’re in the outside circle, please make sure that you are reflecting on the norms, just
like these guys did for you. Inner circle, be sure to refer to the text when you’re making an
argument.

4. [5 mins.] Rearrange Room

Solid first seminar, guys. Let’s put the room back, and then I’m going to give you the rest of the
period to work on your writer’s eye pieces. Feel free to flag me down if you have questions.

Support students in moving chairs and desks back to where they came from.

5. [20 min] Writer’s Eye Work Time

The next 20 minutes is your time to work on your Writer’s Eye pieces. Remember that you need
at least one poem. The other piece can be a work of prose or it can be another poem. The
prose piece needs to be between 500 and 1000 words. The poem needs to be at least a page,
double spaced.

As they work, I will play quiet music, but students are allowed to listen to their own as long as I
can’t hear it.

6. [5 min] Closing

Hopefully you made some good progress during this period. Remember that these pieces are
due on October 18th. E-mail me with any questions you have, but we will have a day to
workshop them in class. We will also have another Socratic seminar a week from today.
Homework: read through page 54 in “A Small Place” over the weekend. Take notes.

Materials:

1. Powerpoint
2. Norm Reflection Sheet for Observers

Appendix:

Norm Reflection Sheet:

1. How well did students adhere to the Socratic Seminar expectations on the board?

2. What did they do well?

3. What suggestions do you have for improvement?

4. What worked well for you in this Socratic Seminar?

5. What suggestions do you have to make this a better experience?

Socratic Seminar Notes:

1. What is seen and unseen on the island of Antigua?

2. What are the native and tourist experiences? How are they different/the same?

3. How is the island still experiencing the effects of slavery?

4. Would you say that history is still present on the island and in its culture? Where do you see
this history?