ENGLISH LANGUAGE ARTS RESOURCES

SEMINAR ON JOHN DONNES' MEDITATION 17

Planning Points

Approximate Time Needed: 45 min.
Correlation to English I SCS 1.02, 3.02, 4.01, 4.02, 5.01, 5.02
Correlation to NC High School Exit Exam Competencies: C2, C3, C4, C5, C6, C7, P9, P13

• respond reflectively to show an understanding of personal reaction to the text
• respond reflectively to show a sense of how the reaction results from a careful consideration of the text
• develop and express informed opinions by examining relevant reasons and evidence
• analyze the literary work for style, tone, and use of language for effect
• clearly state personal views
• present their ideas logically and coherently
• support their ideas by providing relevant and convincing reasons from textual references
• use appropriate and effective language for the class discussion
• analyze the literary work through careful study of literary devices and techniques

Materials Needed:

Seminar Notes, Teacher Notes, Rubric handouts (included), a copy of the Meditation for each student, desks in a circle

Description:

The goal of a seminar is for students to explore a topic in an intelligent conversation. The success of seminars depends upon the text the students are asked to discuss and the teacher's questions that initiate the discussion. While initial questions can ask students to apply their knowledge to a text, the central seminar questions should ask students to analyze, integrate, and evaluate ideas found in a text.

There are many correct answers to open-ended questions posed by the teacher-facilitator, but there are also wrong answers. A wrong answer is one that cannot be supported from the text. Paideia uses the Socratic method of questioning and shifts the focus of typical class discussions from the teacher to the students.. Having students sit in a circle while participating in a seminar discussion is beneficial. The openness of the circle encourages conversation among the students as well as aids the teacher in monitoring seminar behavior.

The teacher's role is one of facilitator. The teacher should pose questions, maintain healthy discussions, and take notes on what is said. Try to write down some direct quotes in order to provide relevant, specific feedback to the students. Additionally, it is hard for teachers to be quiet during class discussions! Taking the notes forces teachers to do more listening than talking.

Big Ideas: the individual's relationship to society, benefit of suffering, the nature of death

Opening Question(s)

• What is the most confusing comment Donne makes in the Meditation? (follow up with "Why?)

Core Questions

• What is the most powerful quotation in the Meditation? (follow up with "Why?)
• What is the most powerful metaphor in the Meditation? (follow up with evidence)

Closing Question:

• What literary or popular culture figure would benefit from Donne's thought in the Mediation ?
• OR Give the piece a more appropriate title than Meditation 17. (follow up with evidence for rationale for new title)

Post-Seminar Activities:

Think of a person who would be encouraged by John Donne's thoughts in Meditation 17. Write a supportive letter to the person in which you explain the Meditation's quotations and ideas.

After the seminar do a Plus/Delta T-chart on the overhead to assess the class's performance. Discuss strengths of the discussion and things to change for next time. Then determine whether the class met its goal.

The students privately write whether or not they met their individual goals. They provide evidence such as, "Yes, I spoke two times. Once I asked Mike a question about what he said about Friar Lawrence being responsible and another time I commented that Juliet was feeling desperate." The teacher can write informal comments as feedback, such as, "Jen, I really enjoyed hearing your comment about Juliet's sole responsibility. You supported it well by showing proof from the play when she has made decisions which negatively affected her future."

Assessment:

The teacher should use his or her assessment note and the students' seminar notes to critique students' seminar performance on the attached rubric.

The personal writing done for the Post-Seminar Activity can also be graded rather informally too. Ask the students to write at least a full page in order to encourage them to add details and be thorough. Basically, if the student has done this and the writing is honest, specific, and coherent, he or she receives full credit.

Additional Notes:

Teachers may want to video-tape early seminars to help with assessing each student's contributions. Sharing the video tape with the class and discussing the student contributions.

For more information on Paideia Seminars, contact the National Paideia Institute in Greensboro, NC.

Teacher's Notes:

Seminar Notes

Response to initial question:

As you participate in the seminar discussion, take notes on the comments made below.

Use the back if necessary to continue your notes.

After seminar, in a paragraph describe how the conversation benefited you by explaining what you learned or discussing a new idea you pondered

Complete the checklist on your behavior:

___ Listened politely ___ Did not talk out of turn ___ Polite behavior

Teacher's Notes

Initial question:
Core question:
Final question:

Keep a log of student's comments below.? - effectively questions text or peer

• T - discussion of text
• Q - text quotation
• OR - connects ideas to outside text
• R - responds to / elaborates on others' comments
• P - repeats other's ideas
• Paste class roster here (or on another sheet) IdeaType of Comment

Rubric for Seminar Performance

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