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Lesson 10

Utilizing evidence from “Agents of Change” by Phil Patton and any other texts we have read during the unit, we will engage in a Socratic Seminar.

Lesson Goals

Reading and Knowledge

  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate my understanding of pathway texts, support claims, and develop ideas?

Speaking and Listening

  • Engage Actively: How well do I actively focus my attention on independent and collaborative tasks?
  • Collaborate: How well do I work productively in various roles with other participants?
  • Communicate Effectively: How well do I use language and strategies to accomplish my intended purpose in communicating? How well do I form and clearly communicate claims that represent valid, evidence-based analysis in preparation for a class discussion?
  • Generate Ideas: How well do I generate and develop ideas, positions, products, and solutions to problems? How well do I explain the authors’ claims about change agents?
  • Remain Open: How well do I change my ideas or perspective based on new, credible information and experiences?

Texts

Core

  • Unit Reader
    • “Agents of Change,” Phil Patton, American Heritage, 1994
    • “Introduction,” excerpt from The Tipping Point, Malcolm Gladwell, Little, Brown and Company, an imprint of Hachette Book Group, Inc., 2000

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Write

We will write open-ended questions to drive discussion during the seminar.

For homework, each of you individually wrote four open-ended questions for the seminar, two about The Tipping Point and two about“Agents of Change.” Review your questions and the examples of open-ended, thought-provoking question frames below:

  1. What do you think about _____? What evidence from the text supports your belief?

  2. What is the relationship between _____ and _____?

  3. What do the texts say about _____? What about this perspective do you agree or disagree with?

  4. What significance is this to _____?

  5. If _____ is true, then _____?

Make any necessary revisions to your question to avoid questions that are too vague and too general, as well as yes-or-no questions.

Write down your revised questions in your Learning Log.

Activity 2: Read

We will choose a key word or phrase from one of the texts; this word or phrase will help us contribute to the discussion.

Individually, identify a significant word, phrase, or sentence from either The Tipping Point or “Agents of Change” that you would like to discuss during the seminar. Be prepared to share with your peers about why you think it is significant.

Activity 3: Discuss

We will engage in a Socratic Seminar.

Notice that the classroom chairs are placed in a circle.

  1. Share your word, phrase, or sentence with the group, adding why you think it is significant or important.

  2. Begin the discussion by sharing one of your open-ended questions with the group. Anyone can respond and start a discussion. This is a discussion, not a question-and-answer session.

  3. Continue by discussing the following questions:

    1. What are the qualities of a change agent?

    2. How do change agents impact their communities?

    3. What conditions allow change to occur?

Activity 4: Discuss

We will reflect on our discussion in our Learning Logs and assess our progress toward the Culminating Task.

Step 1

Write a reflection of the seminar in your Learning Log, responding to the following questions:

  1. How did the seminar deepen your understanding of the topic?

  2. What new questions emerged for you during the seminar?

  3. What else do you need to investigate or research in order to succeed on the Culminating Task?

Step 2

Take out your Culminating Task Progress Tracker. Think about all you have learned and accomplished during this unit. Evaluate your skills and knowledge using the following questions:

  1. How prepared are you to succeed on the Culminating Task?

  2. What do you need to learn to succeed on the Culminating Task?

Step 3

Review the Central Question of the unit:

Who changes the world?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 2. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.