ELA.26

STANDARDS

Reading

RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Writing

W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Speaking and Listening

SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

SL.4.1(a): Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion

SL.4.1(b): Follow agreed-upon rules for discussions and carry out assigned roles.

SL.4.1(c): Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL.4.1(d): Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Language

L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Students will actively develop their theory of what it means to be a hero. They will read rich and complex texts that portray heroes from multiple historical periods and cultures and share their observations through a Socratic seminar. A Socratic seminar is "a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others" (ILA/NCTE, 2016). This group discussion protocol will most likely be new for students and learners will require assistance in understanding what a seminar discussion is and how to participate in one in order for the activity to be successful. Teachers will want to refer to the resources below to understand how to facilitate such a discussion and then make a plan for establishing seminar norms with students.

PLACEMENT

BEFORE

The unit requires the students to read, research, and write about various types of heroes. This Cornerstone is ideal for the middle or last quarter of Grade 4 Unit 1 in order to support student writing activities in the writing companion document.

DURING

1. Lesson 1: I can understand and explain what a seminar discussion is. I can generate and understand our class seminar norms.
2. Lesson 2: I can use two different texts to research examples of heroism or lack of for our class seminar.
3. Lesson 3: I can engage in an effective class seminar discussion with my group by recalling and using facts previously learned. I can listen and take notes about examples of heroism during our class seminar discussion to demonstrate mastery of a heroic quest. I can reflect on my participation in the seminar discussion and set a goal for a future discussion.

PLANNING

PLANNING

The Cornerstone for this unit is a seminar discussion around what it means to be a hero. As a teacher, think about the broad term heroism and think about common misconceptions of heroism. What is often portrayed as heroic? What does heroism looks like on a daily basis? For instance, is Superman the best real-life example of a hero or is a young person who is able to articulate and advocate for human rights a better example? What are the strengths of both as examples? The bottom line is that Superman and individuals like Malala resonate with us, but their heroism does not look the same. Students should develop this nuanced understanding through the seminar. The two compared texts should serve as a touchstone and reference during the discussion.

INSTRUCTIONAL APPROACH

Students read about various heroes and then discuss the concept of heroism through a seminar discussion. As the Cornerstone begins, a teacher should think with the end in mind: students will discuss the concept of heroism using two texts. In order to facilitate a discussion, students should understand the purpose of the discussion (why) and the methods used to ensure every student can express his or her thoughts on the subject (how). The first days should focus on the how as the why will continually be discussed. Teachers will want to think about how to explain what a seminar discussion is, the expectations during it, and what happens after it.

Planning ensures a seminar's success. Teachers new to seminar discussions should reference the Paideia Resource Packet, the Seminar Lesson Plans and the Support Slideshow that models two different ways to format a seminar in the materials and pacing section of this Cornerstone.

BACKGROUND INFORMATION

Websites

• https://www.youtube.com/channel/UCttuieuiFmj6m-V1VI6OOWA/videos  Links to an external site.
• http://www.paideia.org Links to an external site.
• http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html  Links to an external site.