****NEW GOOGLE SLIDES COMPONENT ADDED****
Socratic Seminar using Plato's Republic (Book I: 327a to 332a).
This is a self-contained unit: a Socratic Seminar using a Socratic text! Everything you need is here. You may use the included reading or you could use the questions with a different text.
OVER 35 PAGES OF MATERIAL and 12 SLIDES - INCLUDING THE FOLLOWING:
IF YOUR STUDENTS ARE NOT USING COMPUTERS THEY MAY STILL DO THIS ASSIGNMENT. PRINT AND DISTRIBUTE OR USE WITH A SMART BOARD AND ENGAGE THE ENTIRE CLASS.
TWO LINKS PROVIDED WITH THE QUESTIONS ON GOOGLE SLIDES ALONG WITH EDITABLE BOXES FOR ANSWERS.
➢ EIGHT pre-seminar cards (GOOGLE SLIDES and PDF).
➢ TWO post-seminar cards (GOOGLE SLIDES and PDF).
➢ My instructions to my students - two different versions - one is on the first slide of the link you will send to your students and there is another version in the PDF - an example of what I say to my students (GOOGLE SLIDES and PDF).
➢ Instructions for using Google Slides.
➢ An example of a student markup using Google docs
➢ A copy of the pre-seminar questions as a PDF - the PDF has six questions instead of eight and is broken down with the percentage points per question.
➢ The reading selection from Plato’s Republic with line numbers and footnotes.
➢ If you are interested in this activity on Book I of the Republic you may be interested in my other units on TpT on the same section of the text (including a bundled unit). These units have various assignments including discussion questions, essay topics, teacher notes, test questions, etc. - click on the links below to see what is included.
Socrates - three units combined
What is Textual Analysis? The Republic
Higher Order Thinking Skills/High School HOTS - the Republic
You don’t need to teach entire works, just short excerpts of the Great Books, to engage students in complex, higher-order thinking and other skills deemed essential in the new CCSS guidelines.
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1: W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2: 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
The ELA Common Core State Standards require students to learn how to read texts carefully:
“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts
Keywords: Socratic Seminar; HOTS; High School; Non-fiction; Textual Analysis; The Great Books; Plato; Socrates; Critical Reading; Higher Order Thinking; philosophy; political philosophy; History; social studies; ELA; Literature; logic; CCSS; study guide
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