The Golden Lion Tamarin Comes Home: Socratic Seminar - Describing the Relationship Between 2 or More Concepts
Lesson 3 of 8
Objective: SWBAT discuss the relationship between two or more concepts in a complex informational text.
To review content taught yesterday and to practice the skill for today, scholars look at pictures of three different concepts/ideas/people. Since we are from the Eastern Shore of Maryland, I show scholars pictures of things that they are familiar with: Maryland Blue Crabs, polluted Chesapeake Bay and Maryland watermen. Here is a screenshot of three pictures used in cue set. You can show pictures of any two or three things that you think your scholars will recognize and be able to determine the relationship with relative ease.
I ask scholars to look at the pictures and describe the possible relationship between the three things that are pictured. Scholars have 3 minutes to jot down their ideas. As scholars are jotting down their ideas, I get their juices flowing by saying, "I wonder how Blue Crabs and a polluted bay are related? Well, I know that Blue Crabs live in the bay. How would a dirty bay affect them? What does that tell me about their relationship?" Here are scholars analyzing the relationship.
If needed, I will think more or provide additional questioning so that scholars can be successful and can begin to think. After scholars think independently, I give them 2 minutes to do a whip around (1 scholar at each table group shares at a time, and the turn goes around the circle). I take 2 friends from my cup to share whole group and then I take 3 volunteers. This short discussion at the end of sharing time helps to hold all scholars accountable for participating and it helps scholars to hear thoughts from across the classroom.
Since today is day two of this skill, I keep the teaching strategy VERY short. We quickly review the foldable from our notebooks and do a quick call and response. I say, "What is one possible relationship between two ideas?" Then, scholars chorally answer. Here is the foldable how-to from yesterday's lesson.
This is a great way to quickly review content previously taught so that they be prepared for the remainder of the lesson.
Today, scholars finish reading The Golden Lion Tamarin Comes Home so that they can be prepared for socratic seminar. Scholars complete a T-Chart graphic organizer to help them answer the question that will be discussed: Describe the relationship between humans and golden lion tamarin monkey's Scholars break into the same heterogeneous partnerships that were assigned at the beginning of the week.
They have 20 seconds to move with their books, pencils and T-charts to a comfy place in the room. They have 30 minutes to complete the T-chart and jot down their thinking to answer the discussion question. The ELL co-teacher partners with 3 scholars in my first class who need more support - 1 for attention and 2 for speaking support.
I circulate to all scholars to ensure that they are on task and successful with the comparison. I give on-the-spot feedback as needed.
Here is an example of some students who were struggling and received some on-the-spot feedback. How are they supported?
Here's an example of an interview with a scholar who has a good handle with the skill. How is she challenged?
During the seminar today, there are two circles (one inside of another larger circle). Scholars who are participating in the discussion are in the inner circle. Scholars who are watching/listening and evaluating the discussion sit on the outside of the circle.
Scholars discuss the following question:
Describe the relationship between humans and the golden lion tamarin monkey.
Scholars in the outer circle give an individual rating to their partner (person who has the same color post-it note on their desk) and an overall rating for the group. Here is the Rating Scale for Socratic Seminar. The rating is a simple 1 to 5. Five indicating everyone participates, discussion remains on topic, participants respectfully agree/disagree, discussion is interesting,and participants remain attentive.
We will do three discussions each lasting 7 minutes so that each group of scholars have an opportunity to discuss. As scholars discuss, they can continue to take notes on their note taking template. Completed note taking templates are a part of their checklist items for the week. Also, we will debrief each discussion for 2 minutes before we switch to the next one so that scholars can have on-the-spot feedback and so that the next group can possibly benefit from the feedback.