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iRubric: English Socratic Seminar rubric

iRubric: English Socratic Seminar rubric

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English Socratic Seminar 
English Socratic Seminar
The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In a Seminar, participants question and examine issues and ideas related to a text, and articulate different points-of-view about these issues. Students are required to support every statement with sound reasoning and appropriate examples.
Rubric Code: HX2X43X
By tbudday
Draft
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Socratic Seminar
  Beginning

3 pts

Developing

8 pts

Accomplished

9 pts

Exemplary

10 pts

Analysis and Reasoning

CCSS.ELA-Literacy.RI.9-10.10

By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Beginning

No evidence of knowledge regarding the text. Shows no interest in the text and unprepared to analyze or reason. Speaks off topic.
Developing

Shows little evidence of knowledge regarding the text. Presents unexplained ideas. Only becomes involved sporadically.
Accomplished

Refers to the text in general ways. Able to locate evidence in support of an idea under discussion. Occasionally refers to another's point. Attempts to explain ideas. May initiate a new idea.
Exemplary

Actively contributes to the discussion. Uses specific evidence to back up opinions. Explains ideas clearly. Offers new ideas. Directly refers to points made by other students. Moves the discussion to a deeper level.
Discussion Skills

Beginning

Makes little or no contribution to the discussion. Speaks off topic. Attempts to obstruct the discussion process. Shows uninvolved attitude.
Developing

Soft voice and tone. Difficult to hear and understand. Unsure of the topic. Rarely contrubutes to the discussion. Seems lost with the discussion. Directs talking directly to the teacher most of the time. Becomes involved sporadically.
Accomplished

Mediocre voice and tone. Occasionally contributes to the discussion. Strays from topic. Seems a little lost with the discussion. Often directs talking to the teacher instead of the students.
Exemplary

Speaks loudly and clearly. Builds on others' points of view. Speaks directly to other students rather than the teacher. Stays focused on the discussion. Pays attention when others speak.
Civility

CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Beginning

Dominates. Makes personal criticisms of the ideas of others. Show disrespect. does not pay attention to others. Interrupts when others speak. Continually holds side discussions with other classmates, disrupting the seminar.
Developing

Rarely pays attention when others speak. Shows disregard or disrespect for others ideas. Occasionally holds side discussions with other classmates, disrupting the seminar.
Accomplished

Partially pays attention to others when they speak. Enters discussion by interrupting others.
Exemplary

Listens to others respectfully. Enters the discussion in a polite manner. Shares "air time" equally with others. Avoids hostile exchanges. Questions others charitably.
Note-taking/Preparation

Beginning

No significant notes are taken.
Developing

Minimal notes are taken during the preparation period and used, revised, or expanded during the discussion.
Accomplished

Somewhat detailed notes are taken during the preparation period and used, revised, or expanded during the discussion.
Exemplary

Extensive notes are taken during the preparation period and used, revised, or expanded during the discussion.



Keywords:
  • Socratic Seminar-English Class



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