Download Lesson Plan 1 - gtshakespeare

The Taming of the Shrew Act 3
Socratic Seminar Assignment
Here’s your chance to put your literary analysis, listening, and speaking skills to the test! Your class will be discussing Act 3 of The Taming of the
Shrew to answer essential questions from the unit.
What are an individual’s social responsibilities?
How does a person’s social role(s) affect relationships?
How does a person express individualism within a society?
How do individuals manipulate others to achieve their ends?
What is it?
A Socratic Seminar is a student-led discussion that is based on essential questions. Socrates, an Athenian philosopher born in 469 BC, is credited
with formulating this method of discussion. Encouraging participants to sit in a circle, Socrates would draw knowledge from the group by
presenting a series of deeply philosophical questions. A seminar consists of four elements:
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The text(s) – Act 3 of “The Taming of the Shrew”; if you’ve watched related movies, plays, etc, then you may consider them as well
The question(s) –
What are an individual’s social responsibilities?
How does a person’s social role(s) affect relationships?
How does a person express individualism within a society?
How do individuals manipulate others to achieve their ends?
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The leader - Offers the initial question then plays a dual role as leader and participant. (The Teacher)
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The participants - Study the text in advance, listen actively, and share ideas using evidence from the texts and personal experience for
support. In addition, students will be recording information as other students make comments and ask questions. LISTEN TO YOUR
PEERS. Consider their thoughts and how they may affect your opinion.
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Your task: Answer the essential questions above by focusing specifically on the text and your own experiences.
In order to prepare for the upcoming Socratic Seminar, you will need to gather significant quotations and examples from the text and your personal
experiences. You will be graded you on your level of preparedness.
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Step #1: Determining Your Perspective and Finding Evidence from the texts and Personal Experience/Historical Events:
Begin by considering your own personal answers to the questions. Next, find specific examples from Act 3 that help to support your position and
answer the above “essential” questions. For the seminar, you must have a total of six quotations/examples:

Four quotes from The Taming of the Shrew

Two examples from personal experience or historical events
Ideas/topics to consider as you prepare for the seminar:
 Bianca’s relationship with Hortensio
 Bianca’s relationship with Lucentio
 Katherine’s relationship with her father
 Katherine’s relationship with Petruchio
 Petruchio’s relationship with Grumio
 Petruchio’s relationship with Hortensio
 A woman’s “social responsibility” during this time
 A man’s “social responsibility” during this time
 Who is manipulating who in this Act, especially in scene 2? How are they manipulating others?
 What does it mean to express “individualism” within a society? What might happen if someone cannot express their
“individualism”? How can the characters in the play express their “individualism”?
Real life experiences
 How does it feel to be manipulated by others?
 What are your responsibilities to your “society”?
 How do social roles affect relationships in your life? For example, how is a relationship with a coach different from a
relationship with a friend? Consider your relationships with teachers, parents, your lacrosse team, your girl scout troop, etc.
How do social roles affect these relationships?
 How do you express your “individualism”?
 When do you manipulate others? How do you do it and why?
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Now that you have considered the questions, locate quotes and examples that help to support your opinions about the questions.
Examples from Act 3:
Quotation:
Quotation:
Explanation:
Explanation:
Quotation:
Quotation:
Explanation:
Explanation:
Examples from Personal Experience/Historical Events
Example:
Quotation:
Explanation:
Explanation:
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Step #2 -- Discussion Questions: Write down 6 discussion questions reflecting each of the three levels of Costa’s Levels of Questions that you
might introduce to the group. You should write questions pertaining to The Taming of the Shrew. Remember, good discussion questions are “open
ended” and produce more than just “yes/no” answers, or answers that are easily found in the book. Ask deep, “so what” questions to enrich
your discussion!
Level One Question:
Level One Question:
Level Two Question:
Level Two Question:
Level Three Question:
Level Three Question:
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Step #3 – Socratic Seminar: Now that you have organized your thoughts, it is your job to present those thoughts to your classmates. At the same
time, you will be taking notes about the perspectives of others. If someone makes a valid point or a compelling argument, write it down so that you
may re-evaluate your thinking later.
Seminar Day 1
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Seminar Day 2
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What am I supposed to do when I’m in a Socratic Seminar?
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Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to
understand the ideas, issues, and values reflected in the text. You may want to post it note examples that you plan to use.
Ask questions about the reading or issues related to the reading.
Ask for clarification of something you don’t understand.
Make judgments that can be defended with the text.
Locate facts and examples that can be cited as evidence for an argument.
Connect the reading to the real world.
Stick to the point currently under discussion; make notes about ideas you want to come back to.
Move the seminar forward—avoid repetitions.
Don't raise hands; take turns speaking.
Listen attentively and patiently.
Exhibit mature behavior with patience and self-control.
Speak up so that all can hear you.
Talk to each other, not just to the leader or teacher.
Be aware of time in terms of how long you speak and in terms of the needs of others to speak.
Use specific examples when you speak.
Avoid speaking for the group; use “I statements” when possible.
Avoid interrupting someone when he or she is speaking and avoid side conversations.
How will you be graded?

Come to the seminar prepared with quotes, examples, and questions.(40 points)

Participate in a meaningful way during the seminar. To participate in a meaningful way means to make a comment, make a connection to
the text, ask a question that builds on what other participants are saying, take notes during discussion and/or summarize key points. (40
points)

Complete the exit ticket by relating the discussion to the assigned question. (20 points)
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Exit Ticket:
To what extent does our society shape us as people? Use examples from Act 3 of “The Taming
of the Shrew” to examine this question and explain how society has shaped or is shaping the
characters in the play. Use examples from the discussion and from the text.
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Costa's Levels of Inquiry
Inquiry-based learning focuses on the student as learner, developing skillful, open-ended questioning skills.
Level One Questions (Text Explicit)
Level 1 statement
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Readers can point to one correct answer right in the text.
Words found in these questions include:
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defining
observing
describing
naming
identifying
reciting
noting
listing
Level Two Questions (Text Implicit)
Level 2 Statement
Readers infer answers from what the text implicitly states,
finding answers in several places in the text. Words found in
these questions include:
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analyzing
grouping
synthesizing
comparing/contrasting
inferring
sequencing
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Define irony. (English)
Identify the starting date of the American
Revolution. (History)
Define tangent. (Math)
Define photosynthesis. (Science)


102
Compare and contrast Mr. Frank and Mr. Van
Daan in Anne Frank: Diary of a Young Girl.
(English)
Analyze the causes of the American Revolution.
(History)
Compare the square root of 49 to the square root
of 64. Which is greater? (Math)
Diagram and order the stages of photosynthesis.
(Science)
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Level Three Questions (Experience Based)
Level 3 Statement

Readers think beyond what the text states. Answers are
based on
reader’s prior knowledge/experience and will vary. Words
found in these questions include:
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evaluating
judging
applying a principle
speculating
imagining
predicting
hypothesizing
Unit 1: Elemental Conflict
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
103
Predict how Charlie Gordon will change after his
operation in Flowers for Algernon. (English)
Imagine you were a soldier fighting in the Civil War.
How would you feel? (History)
Apply the Pythagorean theorem to the find the
measurement of this triangle. (Math)
Diagram the stages of photosynthesis and predict
how long each takes. (Science)
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“The Taming of the Shrew” Socratic Seminar Rubric
A – The participant is active but respectful in the discussion. The participant cites the text specifically as support in the
discussion. The participant may ask new questions of the group or offer insightful and original ideas for discussion. The
participant shares either personal experience, refers to other texts, or refers to historical events to enrich the discussion.
The participant demonstrates higher-level questioning and/or thinking skills. The participant demonstrates an excellent
understanding of the text.
B – The participant is somewhat active and respectful in the discussion. The participant refers to the text but might not
cite the text in the discussion. The participant asks new questions/and or contributes answers to discussion questions.
The participant stays mostly on task throughout the discussion. The participant demonstrates a good understanding of
the text.
C – The participant is somewhat attentive and involved in the discussion. The participant rarely refers to the text. The
participant either asks a new question or contributes an answer. The participant seems somewhat off-task. The
participant demonstrates a limited understanding of the text.
D – The participant is inattentive during the discussion and/or disrespectful. The participant does not offer a question or
answer during the discussion. The participant demonstrates very little understanding of the text. The participant is
chewing gum during the discussion.
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