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Grade 6: Module 1: Unit 1: Lesson 13
3. Situate students physically creating an inner circle and an outer circle. The inner circle will engage in the discussion while the outer circle observes, preparing to provide specific and helpful feedback.
4. Discussion with the open-ended question designed to provoke inquiry and diverse perspectives.
5. Allstudentsshouldbeinvolvedandshouldmakesureothersinthegrouparedrawn into the discussion.
6. The discussion proceeds until you call time. At that time, the group debriefs its process. The outer circle members give their feedback to the inner group students.
Explain that, for the end of unit assessment, there will not be an inner and outer circle; this modification is being used for this lesson for the purpose of modeling the process and receiving feedback.
Invite students to share their responses to the following questions:
“What did the group do well when discussing? What did you and your partner do well when you were discussing the prompt? What should we be mindful of whenever we participate in group discussions? Why?”
As students share, capture their responses on the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example for teacher reference) as necessary.
Continue having students reflect by asking the following:
“How could the group or you have improved the discussion? Are there any norms we
could add to make our collaborative discussions more e ective?”
As students share, capture their responses on the Discussion Norms anchor chart.
Explain that they’ll continue to prepare for the discussion in the next lesson, and they’ll continue to practice and build their understanding about e ective discussion throughout the module.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Closing and Assessment
A. Reflect on Academic Mindsets (5 minutes)
Incorporate reflection on and awareness of the following academic mindset: “My ability and competence grow with my e ort.”
Ask:
“What does competence mean, in your own words?” (the ability to do something
successfully)
“Can you give an example when you put in e ort and strengthened your competence in an area?” (Possible response: practicing a sport or musical instrument to become proficient.)
“What was the purpose of practicing and reflecting on a Socratic Seminar today?” (to get better at it so that we will be more successful, or competent, when we get to the assessment)
EL Education Curriculum 131
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