Background:
The Socratic method of teaching is based on Socrates’ theory that it is more important to enable students to think for themselves than to merely fill their heads with “right” answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent. Students are given opportunities to “examine” a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After “reading” the common text “like a love letter”, open-ended questions are posed. Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate. Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than “the answer.” Participants in Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to “paraphrase” essential elements of another’s ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the “eyes” and use each other’s names. This simple act of socialization reinforces appropriate behaviors and promotes team building.
Through this Socratic seminar I hope to engage the students into an in-depth, self reflective and educational conversation about the story of Romeo and Juliet, using the original play version and more modern graphic novel style telling of the story. Students will be instructed on how to respectively engage and participate in an intellectually discussion with other students within the classroom. They will learn the value of question based (Socratic method) for analyzing the text and the reading experience. Through this seminar students will learn about our unit theme Family Honor through an engaging conversation about our focus text Romeo and Juliet through two modes of representation. Students will learn about the subject as well as their own opinions and reflections on the matter through class discussion. Students will also gain an understanding of how to interact and participate in the conversation, while also respecting the time and opinions of others during an educational discussion.
Essential Question: How does the ideas and rules of Family Honor from society influence texts of the Renaissance period?
Socratic Seminar Goals:
To have students…
· Increase understanding of the storyline of the anchor text
· Speak to each other and not just the teacher
· Are active participants in the discussions
· Think clearly
· Express themselves clearly
· Support their claims with textual evidence
· Become better listeners
· Become better readers
Learn to respectively engage in an educational discussion.
Socratic Open Ended Question Seminar:
Students will first be made aware of the purpose for the question led discussion style for text analysis. This method will enforce Socrates methods of attempting to have his students come up with their own answers as opposed to trying to just figure out the right answer or the answer that the teacher is looking for. Student will each take the text they have just read (Romeo and Juliet the Graphic Novel) and they participate in a discussion which is guided by critical analysis questions that will ultimate help them to come up with their own answers to the questions. Students will be made aware of some of the “rules” of the Socratic method discussion, such as biasness and prejudices will not be allowed within this discussion. Students will not attempt to offend any other student. Students will respect whoever is speaking, meaning they will not interrupt or argue in an inappropriate manner. Students will be required to defend their opinions with evidence from the text. Members of the dialogue will express respect for the fellow members by suspending judgment and giving the speaker their full attention. This discussion is not a debate but an intellectual discussion where all members should feel comfortable to speak.
World Connections Questions:
· How is the town of Verona similar to the town you live in?
· How does the fact that this story takes place in a different place make it difficult for you to comprehend this story?
· Do you think this Story talks about universal subjects, like family and love?
· Can you think of times where a story similar to this could in the real world?
What do you think Shakespeare is trying to say about families in this Play?
Closed-Ended Questions:
· Which two families disagree with each other?
· What is the result of these two families disliking each other so much?
· What are some of the traits that are different between the two families?
· Who does Romeo really go to see at the masquerade ball?
· Why does Romeo not receive the message about the plan from the Fryer?
Open-Ended Questions:
· Why do the two families hate each other?
· Why is it so important for Juliet to marry? And to marry Paris?
· Why is Romeo so quick to give up his name for Juliet?
· Why does Romeo kill Tybalt?
· Why can Romeo suspend his family for Juliet but will also kill for his family the next day?
· What word is most important word associated with family honor in this play?
· What might be another good title for this play?
· According to this story what does it mean to be a part of a family?
· In what ways are the two families different? Alike?
Universal Theme/Core Question:
· What influence does Family honor have on the characters and plot of this play?
· To what extent will the characters behaviors be influence by their duty to their families?
· Why is family such a big deal? Does have anything to do with a pride thing?
· Do we have the same sense of family honor in our society today?
· Why do you think Shakespeare included the scene where the two heads of the families sort of united in common grief? What does say about the extent of the family feud?
· What do you think about your family choosing whom you would marry?
· How does marriage affect family ties within this play and in the real world?
Literary Analysis Questions:
· How would this story change if it were told from the perspective of the different characters?
· Why did the author choose to write the story-taking place over the span of a few days, where the action occurred both day and night?
· What influences does the characterization have on this play?
· How would this story differ it was written in prose or poetic form and not as a play?
· How do the picture from the graphic novel help you to understand what is going on in the text?
· What literary elements does Shakespeare use within this play? How are the different or similar to the graphic novel?
What are some other potential outcomes of alternate endings?
Closing Questions:
· Did the graphic novel help you to understand the play?
· Do you think that the graphic novel is easier to read because this text was originally written to be seen not just read?
· Why has this story become one of the most famous love stories ever told?
· Is this a story about love or family honor or both?
How would you have handled this situation if you were Romeo or Juliet?