Students finished viewing the film King Corn on Monday. During and after the film they completed a graphic organizer for note taking.
On Tuesday, the class was divided into two "sides" to prepare for the Socratic Seminar on Thursday.
Mr. Zartler then explained that in developing the positions and arguments for the seminar the groups should follow a basic pattern:
1) Review the topic in general (Should the federal government subsidize corn production?)
2) Develop a list of possible arguments (brainstorm)
3) "Opposition Research" (what will the other side say; how to counter their arguments)
4) Final planning (what order of arguments best supports our position?)
Mr. Zartler also lectured on the difference between a simple argument and a more developed one.
An Argument is a proposition (something that you propose).
E.g.
"There should be no bones in ice cream."
A simple argument is completed with a statement of cause and effect:
E.g.
"There should be no bones in ice cream, because people can choke and die on them."
A more complex, and perhaps more effective argument is an "Illustrated Argument."
An illustrated argument uses a story or character or piece of evidence or a metaphor to create a compelling image to support the logical, cause and effect part of the argument.
"Imagine a small child licking an ice cream cone in the park on a hot day. Suddenly he takes a bite, then finds himself unable to breath choking, and falling to the green grass while he slowly turns blue. There should be no bones in ice cream because they are dangerous; allowing bones in ice cream is like laying land mines in a park."
In the above example, their is a both an illustration (the depiction of a tragic scene) and a simile used to emphasize the logical statement.
Students will have a few minutes at the start of class on Thursday to do final preparation for the seminar.
Students who missed class Tuesday will write several short paragraphs highlighting arguments in favor AND against the position "The Government should subsidize corn production."
On Tuesday, the class was divided into two "sides" to prepare for the Socratic Seminar on Thursday.
Mr. Zartler then explained that in developing the positions and arguments for the seminar the groups should follow a basic pattern:
1) Review the topic in general (Should the federal government subsidize corn production?)
2) Develop a list of possible arguments (brainstorm)
3) "Opposition Research" (what will the other side say; how to counter their arguments)
4) Final planning (what order of arguments best supports our position?)
Mr. Zartler also lectured on the difference between a simple argument and a more developed one.
An Argument is a proposition (something that you propose).
E.g.
"There should be no bones in ice cream."
A simple argument is completed with a statement of cause and effect:
E.g.
"There should be no bones in ice cream, because people can choke and die on them."
A more complex, and perhaps more effective argument is an "Illustrated Argument."
An illustrated argument uses a story or character or piece of evidence or a metaphor to create a compelling image to support the logical, cause and effect part of the argument.
"Imagine a small child licking an ice cream cone in the park on a hot day. Suddenly he takes a bite, then finds himself unable to breath choking, and falling to the green grass while he slowly turns blue. There should be no bones in ice cream because they are dangerous; allowing bones in ice cream is like laying land mines in a park."
In the above example, their is a both an illustration (the depiction of a tragic scene) and a simile used to emphasize the logical statement.
Students will have a few minutes at the start of class on Thursday to do final preparation for the seminar.
Students who missed class Tuesday will write several short paragraphs highlighting arguments in favor AND against the position "The Government should subsidize corn production."
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