The Great Gatsby Socratic Seminar
PREPARATION
Step 1: Write four questions
1. A close-ended practical question about something specific in the text that you don't understand. Include page number(s).
a. Example: What does Nick mean when he writes, “Jay Gatsby of West Egg, Long Island, sprang from his Platonic conception of himself?
2. An open-ended question that will take insight and references to the text to answer.
a. Example: What is the significance of the novel’s title? Is Jay Gatsby truly great? Is he “worth the whole damn bunch put together?”
3. A question that leads to a discussion about real life, the real world, or practical applications.
a. Example: What are some of the differences between old money and new money in the novel? Do these differences exist in today’s society?
4. A question that refers to the text and leads to a discussion about the universal ideas revealed by the novel (in other words, a “theme” question).
a. Example: How does Fitzgerald relate Gatsby’s dream to the American Dream? Is dreaming a bad thing? Or is it a specific kind of dream Fitzgerald is warning against?
Step 2: Take notes
1. Write down ideas to answer your own questions, along with quotations and page numbers for reference.
2. Record other information that will help you answer other questions you anticipate will be discussed, with quotes and page numbers for this information as well. Remember that you will be responding to anything that is “put on the table” for discussion, so be as prepared as possible.
GUIDELINES FOR PARTICIPANTS IN A SOCRATIC SEMINAR
1. Refer to the text during the discussion. You are not simply talking about your feelings. Though I love you and care deeply about your feelings, they only matter here if you are discussing the ideas, issues, and values the text raises.
2. If you are not fully prepared, as described above, do not attempt to fake it by shooting off opinions unrelated to the text. A façade will be easily detected.
3. Stick to the point currently under discussion; make notes about ideas you want to discuss later.
4. Don't raise hands; take turns speaking.
5. Listen carefully.
6. Speak up so that all can hear you.
7. Talk to each other, not to me.
8. Discuss ideas rather than each other's opinions. If you disagree with someone, use text to argue your point.
9. Use hand gestures to show agreement or disagreement. It helps propel the discussion.
10. You are responsible for the seminar. Make it awesome, old sport.
SOCRATIC SEMINAR RUBRIC
Standards
RL.11-12.1: Use strong and thorough textual evidence to determine explicit and implicit ideas in a text and identify uncertainty.
RL.11-12.2: Identify 2+ central ideas, analyze their development and how they build on one another to produce a complex account; provide an objective summary.
RL.11-12.3: Analyze the impact of author's choices related to elements of a story or drama.
SL.11-12.1: Initiate and participate in collaborative discussions with peers on grade 9-10 topics by: coming prepared to the discussion; referring to evidence from the text or other research to stimulate exchange of ideas; working with peers to promote civil/democratic discussions and decision–making; propelling conversations by posing and responding to questions that probe reasoning; ensuring divergent perspectives are heard; responding to diverse perspectives; synthesizing comments/claims/evidence and determining what is needed to deepen the investigation.
SL.11-12.4: Present information, findings, and supporting evidence to convey a clear and distinct perspective so that listeners can follow the line of reasoning and opposing perspectives are addressed; organization, development, substance and style are appropriate to formal and informal tasks.
4
Exemplary
/ · Participant offers enough sophisticated analysis that moves the conversation forward· Participant, through her/his comments, demonstrates a deep knowledge of the text and the question
· Participant has come to the seminar prepared, showing an annotated text
· Participant, through comments and hand gestures, shows that she/he is actively listening to other participants
· Participant offers clarification and/or follow-up that extends the conversation
· Participant’s remarks often refer back to specific parts of the text
· Participant demonstrates respect in exchanges
3
Proficient / · Participant offers solid analysis without prompting
· Through comments, participant demonstrates a good knowledge of the text and the question
· Participant has come to the seminar prepared, showing an annotated text
· Participant, through comments and hand gestures, shows that she/he is actively listening to others andoffers clarification and/or follow-up
· Participant demonstrates respect in exchanges
2
Developing / · Participant offers some analysis, but needs prompting from others
· Through comments, participant demonstrates a general knowledge of the text and question
· Participant is less prepared, with few notes and a text
· Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments
· Participant relies more upon his or her opinion, and less on the text to drive her/his comments
· Participant demonstrates respect in exchanges
1
Needs Major Support / · Participant offers little commentary
· Participant comes to the seminar ill-prepared with little understanding of the text and question
· Participant does not listen to others, offering no commentary to further the discussion
· Participant distracts the group by interrupting other speakers or by offering off topic questions and comments
· Participant ignores the discussion and its participants
· Participant might be hostile, rude, or disrespectful – must endure Ms. Kessler’s disappointment/wrath
REFLECTION
Give yourself a score, and explain why you think you deserve that score. In your explanation, include things you did well, and things you would like to improve on for the next seminar.
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