7 minutes Beginning of second class—go over expectations, Asking questions, listening to directions, taking notes hand out self-evaluation and peer evaluation sheets, for better understanding of procedure and discuss the inner circle (pilot) and outer circle (wingmen) roles 5 minutes Room arrangement—inner circle 10 students— Students move into classroom arrangement for outer circle will have 2 wingmen for each pilot in the Socratic seminar inner circle that will sit behind them Teacher will pose a question: How did the Native Pilot and wingmen have 1 minute to discuss ideas Americans live prior to European Contact 4 minutes Teacher brings group back together and asks Students begin discussion…wingmen are writing question again and waits for discussion to begin (if down thoughts on sticky notes and passing to the no one volunteers, teacher will ask a student pilot as ideas arise. Wingmen are also using tally directly) marks for their peer observation 2 minutes When time is up, direct the pilots to complete the Take 2 minutes to complete evaluations self- assessment and wingmen to complete their peer evaluation 2 minutes Direct students to change pilots and wingmen and Students change and repeat above process 2 more give another question to start process over. There times are 4 questions or topics for discussion in all. Description of Lesson Assessment: assessment is their peer evaluations as well as self- evaluations. On the back of the selfevaluation rubric, students will answer the EQ of “What impact did European Explorers have on Native American culture?” in a short essay with a claim, evidence and reasoning. How will students reflect on the process and their learning? Reading the peer evaluations and self-evaluations will be their reflection as well as understanding and being able to answer the EQ. Socratic Seminar will continue to be part of the learning strategy in this classroom. The ability to develop strong discussion techniques and locating and communicating important information from texts will be on-going. Justifying and supporting their claims with specific examples from the text is also evidence that they are able to complete that skill.
7 minutes Beginning of second class—go over expectations, hand out self-evaluation and peer evaluation sheets, and discuss the inner circle (pilot) and outer circle (wingmen) roles Asking questions, listening to directions, taking notes for better understanding of procedure 5 minutes Room arrangement—inner circle 10 students— Students move into classroom arrangement for outer circle will have 2 wingmen for each pilot in the inner circle that will sit behind them Socratic seminar Teacher will pose a question: How did the Native Americans live prior to European Contact Pilot and wingmen have 1 minute to discuss ideas 4 minutes Teacher brings group back together and asks question again and waits for discussion to begin (if no one volunteers, teacher will ask a student directly) Students begin discussion…wingmen are writing down thoughts on sticky notes and passing to the pilot as ideas arise. Wingmen are also using tally marks for their peer observation 2 minutes When time is up, direct the pilots to complete the self- assessment and wingmen to complete their peer evaluation Take 2 minutes to complete evaluations 2 minutes Direct students to change pilots and wingmen and give another question to start process over. There are 4 questions or topics for discussion in all. Students change and repeat above process 2 more times Description of Lesson Assessment: assessment is their peer evaluations as well as self- evaluations. On the back of the selfevaluation rubric, students will answer the EQ of “What impact did European Explorers have on Native American culture?” in a short essay with a claim, evidence and reasoning. How will students reflect on the process and their learning? Reading the peer evaluations and self-evaluations will be their reflection as well as understanding and being able to answer the EQ. Socratic Seminar will continue to be part of the learning strategy in this classroom. The ability to develop strong discussion techniques and locating and communicating important information from texts will be on-going. Justifying and supporting their claims with specific examples from the text is also evidence that they are able to complete that skill.