Skip to Main Content

Lesson 4

We will participate in a practice Socratic Seminar about the power of language in Frankenstein, which will prepare us for the Section Diagnostic.

Lesson Goals

  • Can I engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker’s message during a Socratic Seminar?

  • Can I generate questions about Frankenstein during and after reading to deepen understanding and gain information?

  • Can I respond orally with appropriate register and purposeful vocabulary, tone, and voice during a Socratic Seminar?

  • Can I critique and evaluate how Shelley’s use of language informs and shapes the perception of readers?

Texts

Core

  • Tradebook
    • Frankenstein, Mary Shelley, Signet Classics, 1831

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read – Discuss

We will work in groups to review our answers to the guiding questions from chapters 18–19 of Frankenstein.

Step 1

Join a group and review your homework reading. Use the following questions to guide your discussion and be sure to cite evidence from the novel in your responses:

  1. What does Henry Clerval add to the story? What function does his character serve?

  2. How has Victor changed over the course of the novel? In what ways is he affected by his natural instincts? In what ways is he affected by his experience?

  3. How does Shelley’s description of setting in these chapters reflect Romanticism?

  4. Isolation is a common thematic idea in Frankenstein. The creature is isolated because of his appearance. Victor is isolated because of his secrecy. How is this theme being furthered in these chapters? What are some other examples of isolation in the novel?

As you discuss your answers, consider if you think you should add any additional notes to your Frankenstein Big Ideas Note-Taking Tool.

Step 2

Take a few moments to record any additional notes in your Frankenstein Big Ideas Note-Taking Tool.

Activity 2: Discuss

We will create norms for Socratic Seminars and prepare to have an effective seminar.

Step 1

At the end of this section, you will participate in a Socratic Seminar in which you discuss whether nature or nurture contributes the most to human development. In this activity, you will practice the protocols of a seminar.

Step 2

You might be wondering what a Socratic Seminar is and why we conduct them.

A Socratic Seminar is a student-led dialogue in which participants use open-ended questions to gain a deeper and more robust understanding of the ideas and values in a text or the connections across multiple texts. The purpose of a seminar is not to argue for a particular view or interpretation, but to ask questions, posit your own thinking, listen to others' responses, and expand your views of the texts and topics. Each participant's voice is equal, and there are no experts.

Different perspectives and analyses of the texts are critical: they help all participants see multiple sides of complex ideas, issues, and topics, expanding everyone's understanding. During a seminar, it is important to pose questions that elicit discussion, not a simple right-or-wrong or yes-or-no answer.

As such, it is critical that questions in a Socratic Seminar are open-ended (they elicit multiple perspectives), thought-provoking (they challenge you to evaluate text and synthesize your ideas), and clear (they are easily understandable).

Step 3

Now that you know the purpose of a Socratic Seminar, with a small group, discuss possible norms for a Socratic Seminar. Think about what instructions or guidelines each student should follow as they engage in the seminar in order for it to be productive and respectful. Be sure to ask each other clarifying questions when suggestions are made that are unclear.

Step 4

Discuss your small group’s suggested norms with the larger class.

After each group has shared, ask any remaining clarifying questions of your peers if necessary.

Activity 3: Write

We will prepare for our Socratic Seminar.

Step 1

A successful Socratic Seminar requires you to have read the text closely, reviewed your notes and annotations, and prepared to articulate your ideas clearly. The expectation is that everyone participates in the discussion. You can engage in the discussion through the following discussion strategies:

  • posing meaningful questions that propel the conversation

  • asking clarifying questions

  • respectfully challenging perspectives

  • building on others’ ideas by providing additional evidence or ideas

  • synthesizing your peers’ ideas

Step 2

On your Discussion Tool, write the following discussion question:

  1. Consider Shelley’s frequent use of the words creature and monster throughout the text. How does the context differ from use to use? Why might this be important?

Write down your initial claims and evidence in the During the Discussion section of the Discussion Tool.

Review your Vocabulary Journal and identify at least one significant word that you plan to use in the discussion. Record it on your Discussion Tool.

Step 3

Consider Frankenstein and any other text you have read in this unit. Write two open-ended, thought-provoking questions you would like to discuss during the Socratic Seminar. Reference the following examples of strong question frames:

  • What do you think about _____?

  • What evidence from the text supports your belief?

  • What is the relationship between _____ and _____?

  • What does the text say about _____?

  • What about this perspective do you agree or disagree with?

  • What significance is this to _____? If _____ is true, then _____?

Below are questions to avoid:

  • questions that are too vague (these invoke uncertainty in other group members)

  • questions that are too general (these do not ensure understanding)

  • yes-or-no questions (these do not elicit discussion)

Write down your questions in your Learning Log.

Activity 4: Discuss

We will engage in a Socratic Seminar.

Step 1

Begin the seminar by referencing your Discussion Tool from the last activity. As a class, discuss and share your answers to the question you previously wrote down:

  1. Consider Shelley’s frequent use of the words creature and monster throughout the text. How does the context differ from use to use? Why might this be important?

Step 2

Ask one of your open-ended questions to the group. Anyone can respond and start a discussion. Remember, this is a discussion, not a question-and-answer session.

Continue the discussion by asking other open-ended questions and responding to your peers’ questions. Remember to use textual evidence to support your responses and observations.

Use Section 2 of the Discussion Tool to track interesting ideas of your peers.

Activity 5: Discuss

We will reflect on our experience during the Socratic Seminar.

Step 1

Use Section 3 of the Discussion Tool to reflect on the Socratic Seminar.

  1. What questions most challenged you to think deeper or differently about the text? How did you think deeper or differently about specific details from the text?

  2. What evidence from the text did you also use to support your thoughts?

  3. What evidence was new to you? Which details or insights surprised you?

  4. What did you think of the Socratic Seminar format? How did you feel during the discussion?

  5. Did we adhere to our norms? Did you achieve your personal goals?

Step 2

Take a few moments to record any additional notes in your Frankenstein Big Ideas Note-Taking Tool.

Activity 6: Read

For homework, we will identify key words and writing techniques that we plan to use in our responses to the Section Diagnostic.

For homework, review your Section 3 Diagnostic Checklist. Review your Frankenstein Note-Taking Tool and Learning Log. Make sure you have your evidence collected and organized for the discussion.

Review your Vocabulary Journal. Identify a significant word or words that you would like to use in your response to the Section Diagnostic.