TSL: Example Lesson Plan Year 11: Socratic discussion
1 of 2
The National Strategies | Secondary Teaching speaking and listening: Example lesson for Year 11: Socratic discussion
Example Lesson Plan Year 11: Socratic discussion Year: 11 Term: 1 SOW: Speaking and listening Lesson number(s): 2 Title: Socratic discussion
Objectives: Reading •
To explore the meanings of words in and out of context
•
To use a range of reading strategies in the style of a Socratic discussion (a variation of ‘Guided Reading’ as recommended by the Strategy)
Speaking and listening •
To identify and evaluate skills as speakers and listeners
•
To understand the value of speaking and listening in English
Assessment focus/objective AO 1 – Speaking and listening (ii) Participate in discussion by both speaking and listening, judging the nature and purposes of contributions and the roles of participants
Resources •
The ACTIVboard for ‘Words and Meanings’ (Starter Activity)
•
Photocopy of the poem Mirror (for the Socratic Discussion)
•
Assessment cards (a different one – or two – for each student in the outer circle)
•
PowerPoint presentation: Mirror
Lesson sequence Starter Whole-class exploration of key words from the poem (Mirror)
Introduction 1. Whole-class discussion to remind pupils of the key features of poems to look out for
00008-2010PDF-EN-14
© Crown copyright 2010
2 of 2
The National Strategies | Secondary Teaching speaking and listening: Example lesson for Year 11: Socratic discussion
Development 2. Pupils individually annotate the poems 3. Reading and discussion of poem from the inner circle 4. Feedback from the outer circle.
Plenary Class discussion – What did we learn from the speaking and listening activities today? •
Modelling?
•
Peer assessment?
Differentiation: The inner circle is mixed ability. The more difficult assessment cards are given to most able pupils. The remainder of this lesson allows for implicit differentiation – the teacher tries not to have too much input and the whole class works together. The pupils learn not only from each others’ reading skills but also through the use of previously discussed reading strategies, which they are now putting into practice as speaking and listening.
Assessment: Peer and teacher assessment through the DIALOGIC stage of the inner circle discussion and the outer circle feedback.
00008-2010PDF-EN-14
© Crown copyright 2010
The National Strategies | Secondary Teaching speaking and listening: Example lesson for Year 11: Socratic discussion
Example Lesson Plan Year 11: Socratic discussion Year: 11 Term: 1 SOW: Speaking and listening Lesson number(s): 2 Title: Socratic discussion
Objectives: Reading •
To explore the meanings of words in and out of context
•
To use a range of reading strategies in the style of a Socratic discussion (a variation of ‘Guided Reading’ as recommended by the Strategy)
Speaking and listening •
To identify and evaluate skills as speakers and listeners
•
To understand the value of speaking and listening in English
Assessment focus/objective AO 1 – Speaking and listening (ii) Participate in discussion by both speaking and listening, judging the nature and purposes of contributions and the roles of participants
Resources •
The ACTIVboard for ‘Words and Meanings’ (Starter Activity)
•
Photocopy of the poem Mirror (for the Socratic Discussion)
•
Assessment cards (a different one – or two – for each student in the outer circle)
•
PowerPoint presentation: Mirror
Lesson sequence Starter Whole-class exploration of key words from the poem (Mirror)
Introduction 1. Whole-class discussion to remind pupils of the key features of poems to look out for
00008-2010PDF-EN-14
© Crown copyright 2010
2 of 2
The National Strategies | Secondary Teaching speaking and listening: Example lesson for Year 11: Socratic discussion
Development 2. Pupils individually annotate the poems 3. Reading and discussion of poem from the inner circle 4. Feedback from the outer circle.
Plenary Class discussion – What did we learn from the speaking and listening activities today? •
Modelling?
•
Peer assessment?
Differentiation: The inner circle is mixed ability. The more difficult assessment cards are given to most able pupils. The remainder of this lesson allows for implicit differentiation – the teacher tries not to have too much input and the whole class works together. The pupils learn not only from each others’ reading skills but also through the use of previously discussed reading strategies, which they are now putting into practice as speaking and listening.
Assessment: Peer and teacher assessment through the DIALOGIC stage of the inner circle discussion and the outer circle feedback.
00008-2010PDF-EN-14
© Crown copyright 2010
