Wednesday, June 22, 2016

Socratic Seminar | Close Reading Jigsaw




ACTIONS SPEAK LOUDER THAN WORDS

Purpose: This protocol permits small groups of students to engage in an effective, time-efficient way with a lengthier text. A reading comprehension “Cooperative Jigsaw” activity that teaches close reading strategies in a quick fun engaging way. Having every student read every part of a lengthier text might not always be necessary. Students can divide up the reading, writing, activates to become an expert in one area (Jigsaw). Students hear oral or written summaries associated with other students reading, they gain an understanding of the larger text and material context.

Procedure
1. Divide the selected text into workable sections.

2. Arrange students into cooperative groups and assign them a section of the text to read, analyze and do a keyword outline. Assign students Lotus Notes or Cornell Note and paper for a keyword outline.

3. Participants read their section independently, looking for keywords, interesting  statements, important points, brand new information, or answers to questions.

4. Students use the keyword outline and Lotus Notes or Cornell Note to synthesize an adroit summary of their section of the text,

5. Each student takes turns and shares their summaries, key ideas, high points, interesting passages, sentences,  of his/her important “Ahh Haas” for the text.

6. After the discussion students independently “write” and reflect on their understanding  of the broader text to help them make it their own. Writing is not always necessary the refection is!


7. Debrief: Have cooperative groups share insights and discoveries. Did the seminar process help students gain an understanding of the whole text? What worked well for the group? Is there added discussion skills that need to be practiced? Are combined groups or smaller groups better? How could we improve this seminar and make it more fun and engaging? 

Tuesday, June 21, 2016

Academic Reading Journals | Response to Literature

Daily Response to Literature Lessons and Academic Reading Journals: Student Response to Literature

1. Daily response to literature practice helps support and scaffold
the lowest quartile students as they learn challenging reading concepts and writing skills. 
2. Response to Literature accelerates the student’s acquisition of the critical reading concepts, encourages attentive and close reading, exposure to tier 1, 2, and 3 vocabularies, enhances reading comprehension, and develops higher order of thinking and effective questioning skills. 
3. Journaling with a nonjudgmental writing coach deepens understanding of the writing processes and removes apprehension. 

4. Response to Literature lessons accelerates the student’s acquisition/understanding of the Six Traits of Writing, develops academic communication skills that are critical for transitioning to the new college and career standards.

Response to Literature or academic journaling is an essential instructional tool. I use Response to Literature or reading journals to 1) encourage a life-long love of reading and writing; 2 ) teach the structures and strategies of close reading, the close writing process "Response to Literature" and Socratic seminar/inquiry; 3) teach students to be academic risk-takers, motivated learners, virtuous thinkers, curious questioners, academically responsible and interdependent learners; 4) accelerate the acquisition of the Response to Literature process; and 5) turn students great potential into real academic writing achievement.

Frequent writing about what you have read can develop and expand comprehension and vocabulary.

Expressing important ideas in writing helps the student organize ideas and strengthens connections to vocabulary.

Well-taught writing can help students' reading, Poorly taught writing can hinder students' reading

Response to literature Process for Intermediate Students Abstract
My students use a response to literature journals daily during close reading instruction and Socratic inquiry. It begins with teaching students to select quality/challenging non-fiction, fiction, poetry, prose, or any well-written literature suitable for analysis. Next, we examine author’s purpose, literary elements, poetic devices or any other ELA domain through a collaborative Socratic inquiry process. Reading and writing instruction, in my opinion, should be used to build critical and strategic thinking and is always taught holistically in my class. We move into the complex task/skill of responding to a set of literary criterion “The TEST” that may be as simple as predicting the next set of events, adding or continuing the authors ideas, analytical summarization or analysis of complex literary elements. The students work with a partner or as a whole class to develop strategic graphic organizers, summarizing important facts, evaluating characters' opinions, identifying turning points, compare or contrast, evaluating the author's points of view, identifying author’s main ideas, noting key literary details, and choosing pertinent quotations. All the reading and writing instruction is focused through the lens of formative inquiry and enrichment to reinforce critical thinking, reading comprehension and the writing process. 

Part one is creating the Response to literature Journals or reading journals: The Reading Journals consists of close reading strategies, graphic organizers, interesting or important vocabulary, important sequential details, or Socratic questions that students want to ask during the weekly teacher conference. Tier 2 words are also listed and identified plus ten to fifteen detailed notes on the key literary elements are recorded for each response to literature by each student using Cornell Notes. Students then summarize the main ideas, authors’ purpose or other literary areas that are being analyzed. The use of the Six Traits Rubrics, Socratic seminar, cooperative structures and strategies and traditional paragraph structure instruction are modeled throughout the process. Response to literature can best be taught using a collaborative or cooperative learning model. Evaluation of author's main purpose or any other complex concept must be modeled and modeled in a collaborative format. The younger students always start with the basics of who, what, where, when, why and how! More advanced students create literary topics of discussion to share with student colleagues and teacher during the Socratic seminar. Advanced students may work independently and do additional analysis, critiques, margin notes, re-imagining a new literary ending, character summaries, connections they have made between other genres, books or poems.

Students conference with the teacher weekly and use their reading journals as an ongoing learning portfolio and as a collaborative tool with other students. The weekly conferences and journals are also used to ensure that students are accountable, participating/collaborating and completing learning task and comprehending the assigned readings. An extended conference is scheduled as needed to support students who are not making gains in the close reading and “close” writing processes. Throughout this process, students are always given suggestions on how to improve their close reading skills, reading comprehension, modeled response to literature strategies, cooperative writing opportunities and improve their critical and strategic thinking.

By the end of the first 20 days of my Title I 4th-grade class, students are often completing two full pages of responses for each selected close reading passage and Socratic seminar. The goal at this point is to have completed literary responses that are rich, exact, with cogent connections to the explicitly stated goal of the literary response. Students are constantly instructed on how to work collaboratively, and build interdependent and independent work skills. All instruction is integrated with a Finnish model of instruction the to build a classroom team that can succeed and exceed. The reading process and the writing process must be taught as one, “One is none and two is one!” The ultimate goal is for students to become motivated, independent learners, exactly the type of students we want them to be.

Part two of this process includes revising, drafting, and editing each of the literary responses. The students collaborate with peers in an informal read aloud to a partner and the sharing of pre-edited responses. The students give each other feedback and as always when something is read aloud they find errors.  The teacher can participate as a listening only letting the student read their response out loud and giving verbal feedback.  Rereading editing and rereading give students more freedom to try new things without the fear of failure. Using a sounding board model builds collaboration and can usually find structural errors and quality issues in a more formative learning environment. Students can review the author's main ideas, important facts, character development, settings, events, and turning points in the fear free writing zone.

Formative Conferences
Quick formative conferences, or spot checks, can be used at any time to check student’s on-task behavior, collaboration, understanding, and accountability. Teachers or cooperative teams can do quick conferences to ensure students comprehend the passage, vocabulary, important facts, literary devices, author’s ideas/purpose, main ideas, important outcomes/turning points, characters, settings, events, and even enjoyment. Students who show poor reading skills, collaborative skills, focus, and or comprehension of the literature are placed with a competent student, teacher, tutor or classroom parent. Students are asked to cooperate, collaborate and develop critical academic skills like taking quality notes, developing cogent questions, comprehending the literature they read, talking with peers using complete sentences, discussing academic ideas with the class, and as a teacher I am always looking for role models that demonstrate these skills to praise in front of the class. Students who fail to find the success are reinstructed one-on-one in an extended conference and are ask to model expected outcomes with other strong students.

Teachable Moments
Unknown vocabulary and important background information is explained to the entire class in detail to ensure deeper meaning and understanding. Students are asked to never erase notes, responses, summaries, but to salvage what they have and use the margins for new ideas. The final part of the response to literature process is looking for teachable moments that the class can use to extended learning and critical thinking.


Value of Response to Literature Lessons | Read and Response Journaling

Journaling as you read is the most effective way of understanding a work of literature and strengthening understanding of the writing process at the same time. With journaling, you integrate reading and writing, and you will find that you can relate to the story more completely, and experience every image, every conversation, every character, and every interesting adventure. Avoid hasty reading or skimming because it can prevent you from understanding the meaning of the book as a whole. Investigate everything fully; be prepared to learn and be inspired. Never skip a word you don’t know. Stop! Write it down! Seek the meaning! If you do skip the meaning, you are leaving a great treasure behind. Seek those characteristics that skilled writers observe in real life and integrate them into your journals, essays, letters, and reports: perseverance, conflict, justice, injustice, challenge, courage, character, adversity, and apprehension. Engaging writing includes exciting precise key vocabulary, captivating dialogue, well-organized plot, varied complex sentences, and grammatically refined prose with fresh original ideas. When you discover the deeper meaning and relate it to the content, you'll be on your way to understanding and loving books. Using great works of literature to examine, and compare and contrast with your own writing, will build knowledge of how to write great passages and prose yourself.


Homework Journals
Keep a response journal (homework journal) for all study areas, including art, music, science, social studies, and even field trips. Write your feelings, first impressions, funny moments, jokes, sketches, relationships, questions, quotations, and great topic sentences-anything that helps you start to look at professional writing structure. Learn to truly read and then learn to truly write.

Conclusion

Writing about reading makes students more conscious of making meaning as readers. It gives them insight into the reading and writing processes. Writing about reading accelerates, reinforces, and streamlines vocabulary acquisition and retention. Writing about reading makes struggling students more secure and comfortable to write with the support of the author’s vocabulary and paragraphs. Writing about reading makes students more independent, competent, motivated, and involved in all forms of academic text.

Writing about reading gives students ideas for their own texts. They reread and reflect upon their writing, which sparks fuller learning. Writing about reading supports students to take charge of their learning and make connections between different areas of learning. Seeing teachers and parents write in their own reading journals and sharing their writing reinforces the vital importance of writing for life-long learning. It also emphasizes the public nature of writing. Journal coaching supports the students as they reach for more complexity in their reading and writing. Journal coaching supports the students as they acquire the vocabulary and background knowledge to truly understand and enjoy the reading. 


Glow and GROW | FORMATIVE FEEDBACK

Glow and GROW | FORMATIVE FEEDBACK
GLOW and GROW | FORMATIVE FEEDBACK

GLOW and Grow Notes: Building an engaged, thoughtful, and reflective classroom starts with quality management tools that are fast and easy to implement!  GROW Notes encourage student growth and reflection! Students will be more engaged, eager to meet SMART goals, create fantastic questions, more on task and attentive and actively help others! Students in highly effective classes are always working towards meeting new goals but students can use some formative feedback to improve from “Not Yet?” to “Got It!” We also use Mighty Cards or a quick positive message on a post-it.

 Kenneth H. Blanchard, The One Minute Manager

“Secret #1 : One Minute Goal Setting, is about being aware of what is expected of them from the very beginning "People who feel good about themselves produce good results”

“Secret #2 : One Minute Praising. "Help People to Reach Their Full Potential. Catch Them Doing Something Right”

“Secret #3 : One minute FEEDBACK/Reprimand
"We are not just our behavior. We are the person managing our behavior”

ONE MINUTE MANAGER BOOK SUMMARY

PDF]Glow and Grow Strategy - melissatabor
Adapted from: Thinking of Teaching and Runde's Room blogs. Glow and Grow Strategy. Similar to stars and wishes, the "glow and grow" strategy is a perfect tool ...

[PDF]Glow-and-Grow Feedback Anchor Chart Kit - Really Good Stuff
Glow-and-Grow Feedback Anchor Chart Kit. This Really Good Stuff® product includes: • Glow-and-Grow Poster, Write Again® wipe-off laminate. • 2 Highlighters ...

[PDF]Grow Glow . Grow Glow - Scholastic
Page 1. Grow. Glow . Grow. Glow .

[PDF]Go, Grow and Glow Foods- Teacher's Guide - cloudfront.net
How to Introduce Go, Grow and Glow Foods to Your Class. Concept Brief: The key ideas behind the Go, Grow and Glow concept can be found on the next page.

[PDF]Glow and Grow - Florida Department of Education
GLOW and GROW. Directions to Parent: Review your child's writing using the GLOW criteria listed below. Using a yellow highlighter, indicate parts of your child's ...

[PDF]tools - The Thoughtful Classroom
Glow & Grow makes it easy for teachers to meet these criteria when providing ... Teachers use theGlow & Grow format to provide students with encouraging and ...

Glow and Grow, Praise Listening, Questioning, Learning, Thinking and Growth

Glow Notes: 
  1. I like/appreciate how you actively listen and reflect on learning
  2. I like/appreciate the way you persevere/try, think, question,... 
  3. You made me happy when you asked that great insightful question 
  4. Your reasoning, evidence, thinking was fantastic 
  5. That was a thoughtful question/answer 
  6. Your questions and ideas are marvelous. Never stop being a brilliant thinker
  7. You impress me with your maturity and sense of adult responsibility
  8. I love your funny perspective, ideas, questions!
  9. Wow, that was insightful; your reflection/question was exemplary and brilliant.
  10. I love seeing your smile; it brightens my day, it brings joy to our class.
  11. Thank you for shining in class with your brilliant ideas and questions!
  12. I wish you would make me laugh like that more often.
  13. You're dazzling and amazing when you share, thank you.
  14. I am proud of your amazing attention/questions and thoughtful listening
Grow Notes: 
  1. Please show me a better way...
  2. Why might this [   ] need more thought, work, editing...
  3. Please explain why you did it this way
  4. Please help me understand your answer
  5. Why did you pick that strategy 
  6. Did you use your tools? 
  7. Please support your answer with more evidence

3 MINUTE STUDENT ENGAGEMENT SURVEY and Glow and GROW CONFERENCES!
Teacher Feedback Questions: Was the Mini Lecture Well-Understood, Well-Delivered? Was the Pace of the Lecture…? Did you understand the Protocols, Models, Steps? Was this lesson interesting? Is the learning task clear? Is the task challenging? Are the questions relevant to the topics covered? The lesson inspires me to learn about complicated ideas. The teacher always helps me understand the material.

Student Reflective Feedback Question: I am learning so much I feel like a genius. The ideas I am learning are important. I am very happy with my effort in class. I am excited about my work ethic in class. I feel amazing that I’m learning boatloads in this class. I really enjoy learning and. This class is very challenging.


Learning Reflection Questions: 1. What did you learn? 2. Why is this important? 3. Did you and your partner work well together? 4. In this activity, what did you and your partner do well? 5. If we were to do this activity over, what would you and your partner do differently? 6. What changes to the activity will deepen your learning and understanding? Do you need more help from the teacher?

Sunday, June 19, 2016

Making Inferences and Drawing Conclusions | Socratic seminar

Making Inferences and Drawing Conclusions | Socratic seminar | BEAT AROUND THE BUSH

Purpose: This Socratic seminar is designed to help students find the most significant attributes of a mystery
topic, by drawing conclusions, or inferring new meaning. Students are paired and given the opportunity to dialogue and uncover a mystery. What starts out as an abstract or obtuse idea should turn into a more substantial concept? Students practice drawing conclusions and making inference, they are encouraged to change their conclusions as they share and uncover new information. Students must draw on their own background knowledge and work in a fun, collaborative environment with new information from a variety of peers to discover new meaning.

 Procedure
1. Find contextual pictures or realia ”artifacts” that have associated abstract or concrete concepts. Before students begin show them an unknown item, and give them opportunities to infer!  (E.g. Slide-rule) The goal is for students to infer what's happening in the image or what the realia is used for. Images can consist of tangible to abstract ideas or concepts. Think, THIS OLD HOUSE mystery segment, when someone brings out some obscure tool, everyone draws a conclusion what the item is used for.

2. Teacher and or Students discuses with peers the critical attributes and strategies of drawing conclusions and making inference!

3. Have student’s choose Lotus or Cornell Notes to record their inference about the topic.

4. Students are given a new picture or realia ”artifacts” item to look over.

5. Students share with their partner what they infer or conclude from the pictures or realia and record ideas, images, conclusions or inferences.

6. In 2-3 minute or less, students look over each other’s notes, and discuss and record an inference from their partners. If a brand new idea is shared the partners write it as a collaborative conclusion.

7. Students take a walkabout, finding their next partner or group they will be sharing with. When prompted, partners stop and start sharing with another group of partners.

8. All four students share their realia, artifacts, pictures and inferences, discussing further ideas to make a new inference. If students are stumped they can select a topic of research.

9. The teacher invites a few groups to share their notes and their conclusion, inferences about the topic to see if any student had uncovered the mystery.

8. After a few rotations of students sharing, the teacher reveals the “mystery” and the big idea questions.  


  1. Student Debriefing: Ask students to share an inference that is different from the reviled meaning of their conclusions or images. Ask students in what way do their conclusions relate genuinely to the bigger concept. Discuss how students’ inferences did or did not change with dialogue and sharing.
  2. Ask students who, what, why: What modification should be made to improve this Socratic seminar. Ask students to name their favorite methods for inferring, and what questions still linger about the seminar. Who likes discussing and uncovering the mystery? Why or why not is this engaging drawing conclusions and making inference lesson. Is drawing conclusions and making inference a fun and important academic skill? Consider a class debriefing that records the big ideas on an anchor chart. 
Making Inferences and Drawing Conclusions is the process of reading, analyzing clues, and making supported predictions.

Deriving a logical or supported conclusion from premises known or assumed to be true is an academic skill that is learned over time and dependent on an in-depth knowledge of deductive cognitive skills and literary language exposure. Drawing Conclusions and Making Inferences can make up 25-40% of CCSS reading assessments, PARCC and Smarter Balanced reading Comprehension test questions. DOK 3 reading comprehension questions that are based on Making Inferences and Drawing Conclusions are the hardest foundational skills-reading to teach and students to acquire.

The "Making Inferences and Drawing Conclusions Cognitive Complexity Anchor Chart:" is a reference for students and teachers on DOK complexity levels, reading comprehension strategies, cognitive and literary elements concepts connections, signal words and different skills and strategies to answering Making Inferences and Drawing Conclusions reading questions.

[PDF]Making Inferences and Drawing Conclusions Guidebookbe able to infer from a text in order to identify evidence and draw conclusions. CCRS Anchor #1 requires that students read closely to determine what the text ...

[PDF]Graphic Organizers - ScholasticDrawing Conclusions. Graphic Organizer. 4. Identifying Author's Purpose ... 6. Making Inferences. Graphic Organizer. 7. Summarizing. Graphic Organizer. 8 ...

[PDF]Unit of Study: Making InferencesConference Points • Did you make any inferences in your .... Anchor Chart- Two Column Chart for Making ...... Anchor Lesson 18: Inferring to draw conclusions.

[PDF]Lesson on Drawing Conclusions and Making Inferences
Lesson on Drawing Conclusions and Making Inferences. Pat Holliday, National Board Certified Teacher, Third Grade. North Topsail Elementary School, ...

[PDF]Read:OutLoud Reading Strategies - Inference
drawing conclusions in response to what they are reading. When readers infer ... After completing the Inference lesson set, learners will be able to: ....

[PDF]Strategies for Inferencing: 5th Grade PDF
Inference "read between the lines”. A good strategy for making inferences is It Says. ... Directions: inferences involve drawing conclusions and making judgments based on facts.

[PDF]Inferencing Mini Lesson .pdf
Robeson County, North CarolinaMaking inferences involves using personal experience or background knowledge ... provided in the text to form an idea. Drawing conclusions. Plot, theme,.

[PDF]FOCUS on Drawing Conclusions and Making Inferences
In FOCUS on Drawing Conclusions and Making Inferences,. Book B, you will ... questions, and sample answer choices on the Lesson Preview pages. Then you ...

[PDF]Drawing Conclusions - Scholastic
Scholastic Corporationis a reader's facility at making inferences and drawing conclusions, ... to help students review what they have learned about making inferences. ... Mini-Lesson.

[PDF]CHAPTER 10 Inference - Pearson
Pearson EducationInferences are implied through clues that lead the reader to make assumptions anddraw conclusions. For example, instead of making a direct statement, “These ...

[PDF]Instructional Focus Lesson Plan
Polk County School DistrictMaking inferences involves using personal experience/background ... Thus, the student will have to use reasoning skills to predict outcomes and draw some logical ... What information from the text supports the conclusion that ______?

[PDF]Lesson Plan Match It Up! Lesson Plan Making Inferences ...
This lesson uses poetry as the text to teach cause and effect. Day 3-6. Lesson Plan. Making Inferences and Drawing Conclusions.

[PDF]Unit of Study: Making Inferences
Anchor Lesson: 11 Inferring with poems. Pre-assessment .... Anchor Lesson: 12Inferring about characters ...... Begin reading the article and draw conclusions as\

Support Materials for Core Content for Assessment

Saturday, June 18, 2016

SWAPPING NOTES | Socratic Seminar | Lotus Diagram Chart

SWAPPING NOTES | Lotus Notes Chart

Close Reading | Socratic Seminar | Close Reading Graphic Organizers | Lotus Diagram | Lotus Notes Chart


Purpose To discuss a topic or various topics and complete a Lotus Notes Chart. The protocol is used to give students different roles, rotating the role of the Boss, Scribe, Organizer, and Praiser, mixing up the groups of students up to 4 times.

Procedure 1. Form groups of 4 with a Boss, Scribe, Organizer, and Praiser that form a team.
2. Each group selects their own “Boss.” The leader’s role is to assign the other cooperative jobs.

Ø      The Scribes job is to record the main ideas, inferences, key words, and important points on their Lotus Notes Chart.
Ø      The job of the Boss is the conversation moderator.
Ø      The Organizer keeps the pacing quick and organized the materials.
Ø      The Praiser listens and praises teammates for their great ideas.  

4. The group discusses the topic at hand until time is called to review and preview. Teams can discuss one idea or theme but different themes and idea at each station is better.
3. The Scribe reads over the notes, and the Boss summarizes the conversation using the Lotus notes…a bit later. The teacher calls “CHANGE”
5. The Boss stays put; the rest of the group rotates to the next station.
6. The Boss gives a micro presentation to the new team members, discussing what was gleaned from the previous dialogue; they give a summary of the conversation recorded on the Lotus Notes. .
7. Each table selects a new Boss and the Socratic Seminar Continues.
8. Again, the team records the idea, paces the conversations, praise peers, moderates the conversation that takes place at the table and to then they summarize the conversation using the Lotus notes.
9. The teams discuss the questions presented in the Lotus note until time is called.
10.Repeat the seminar, preferably until all students have had a chance to be the Boss.
11.After the final rotation, the final group of Bosses do a micro presentation to the whole class.

LOTUS DIAGRAM | LOTUS NOTES CHART
When should you use Lotus Notes?

  • To promote logical and higher order thinking!
  • To increase perceptive and inferential dialogue
  • To enhance polite dialogue with structured interacts.
  • Helping students see other students thinking and analysis and brainstorming on varied topics
  • To brainstorm new ideas based on the analysis of the first round of brainstorming.
This ANALYTICAL GRAPHIC ORGANIZER  is used for organization complex ideas and brainstorming. It helps students break down complex concepts and topics of information, that may then be prioritized for additional study. Steps in creating a lotus diagram.

1. Determine topics for research and further ideas to be studied.
2. Brainstorm cognitive concepts and associated subjects into academic classifications.
3. Endless possibilities can be created using the lotus diagram, make it your own.
4. Place the main idea or theme in the center of the lotus diagram and decide the focus of concepts using your learning targets. 

Friday, June 17, 2016

Milling to music | Micro Socratic Seminars

The Musical Mingle and Milling to Music strategy is an engaging way to get students to interact and practice conversation skills. This fun brain break involves playing a song and giving students time to move around the classroom and share their ideas, reflections, or even homework. The teacher can use this opportunity to check for engagement and understanding while also providing reticent students or English Language Learners with a chance to practice conversation skills.

To begin, the teacher can choose a topic for students to discuss or share and explain the Milling to Music logistics. The teacher can start by sharing a question with the whole class and then playing a song that students like and can dance to. As the music plays, students can walk or dance around the room.

Once the music stops, the teacher can repeat the question for the class and Bow or Curtsey to the class, thanking them for their engagement. Then, the teacher can ask students to have a polite conversation about the topic. Students can then find a partner and discuss the answer to the questions posed.

To extend the activity, the teacher can have students share with a minimum of three peers before finding a partner to discuss with. As the music is playing, partners can take a bow or a curtsey before moving on to their next partner.

Overall, Musical Mingle and Milling to Music is an enjoyable and effective strategy to energize students, promote conversation skills, and encourage engagement and understanding in the classroom.
  1. Prepare the logistics: Decide on a topic and questions that will be discussed during the activity. Select a song that is appropriate for the classroom setting and has a beat that will motivate students to move and dance. Make sure the classroom is clear of any obstructions and provide clear instructions on how the activity will proceed.

  2. Set clear expectations: Communicate clear expectations for student behavior during the activity, including respectful conversation, active listening, and appropriate movement. Ensure that students understand the importance of being courteous and respectful to their peers while having fun.

  3. Establish safety rules: Make sure that students understand safety protocols during the activity, such as moving carefully and avoiding collisions with others. Remind them to keep their personal space and respect others' space.

  4. Monitor student behavior: As the activity is taking place, monitor student behavior to ensure that students are following the guidelines and staying on task. Use this time to engage with students and check for understanding.

  5. Provide feedback: After the activity, provide feedback to the students on their behavior and progress. Encourage them to continue working on their communication skills and offer suggestions for improvement.

  6. Adapt as needed: Be flexible and adapt the activity as needed based on the specific needs and abilities of your students. Adjust the questions or topic if necessary, and provide support or accommodations for students who may need additional assistance.

Overall, a Musical Mingle can be a fun and engaging way to encourage student interaction and conversation skills in the classroom. By establishing clear procedures and protocols, you can create a safe and productive learning environment for your students.


Rules for a polite conversation! Conversation is a sine quâ non of polite society.

Excerpt: GENTLEMEN’S BOOK OF ETIQUETTE Conversation 1860

1. To be a good listener is as indispensable as to be a good speaker.
2. Scholars of real intelligence and cultivated mind, is generally modest.
3. Never, unless you are requested to do so, speak of your own accomplishments.
4. Make your own share in conversation as modest and brief as is consistent with the subject under consideration.
5. The most important requisite for a good conversational power is education.

THE
GENTLEMEN’S BOOK OF ETIQUETTE,
AND
MANUAL OF POLITENESS;

BEING

A COMPLETE GUIDE FOR A GENTLEMAN’S CONDUCT IN ALL
HIS RELATIONS TOWARDS SOCIETY.
CONTAINING

RULES FOR THE ETIQUETTE TO BE OBSERVED IN THE STREET, AT
TABLE, IN THE BALL ROOM, EVENING PARTY, AND MORNING
CALL; WITH FULL DIRECTIONS FOR POLITE CORRESPONDENCE,
DRESS, CONVERSATION, MANLY EXERCISES,
AND ACCOMPLISHMENTS.
FROM THE BEST FRENCH, ENGLISH, AND AMERICAN AUTHORITIES.
BY
CECIL B. HARTLEY.
BOSTON:
G. W. COTTRELL, PUBLISHER,
36 Cornhill.
Entered according to the Act of Congress, in the year 1860, by
G. G. EVANS,
in the Clerk’s Office of the District Court for the Eastern District of Pennsylvania.


CHAPTER I.
CONVERSATION.

One of the first rules for a guide in polite conversation, is to avoid political or religious discussions in general society. Such discussions lead almost invariably to irritating differences of opinion, often to open quarrels, and a coolness of feeling which might have been avoided by dropping the distasteful subject as soon as marked differences of opinion arose. It is but one out of many that can discuss either political or religious differences, with candor and judgment, and yet so far control his language and temper as to avoid either giving or taking offence.

In their place, in circles which have met for such discussions, in a tête à tête conversation, in a small party of gentlemen where each is ready courteously to listen to the others, politics may be discussed with perfect propriety, but in the drawing-room, at the dinner-table, or in the society of ladies, these topics are best avoided.

If you are drawn into such a discussion without intending to be so, be careful that your individual opinion{12} does not lead you into language and actions unbecoming a gentleman. Listen courteously to those whose opinions do not agree with yours, and keep your temper. A man in a passion ceases to be a gentleman.

Even if convinced that your opponent is utterly wrong, yield gracefully, decline further discussion, or dextrously turn the conversation, but do not obstinately defend your own opinion until you become angry, or more excited than is becoming to a gentleman.

Many there are who, giving their opinion, not as an opinion but as a law, will defend their position by such phrases, as: “Well, if I were president, or governor, I would,” &c.—and while by the warmth of their argument they prove that they are utterly unable to govern their own temper, they will endeavor to persuade you that they are perfectly competent to take charge of the government of the nation.

Retain, if you will, a fixed political opinion, yet do not parade it upon all occasions, and, above all, do not endeavor to force others to agree with you. Listen calmly to their ideas upon the same subjects, and if you cannot agree, differ politely, and while your opponent may set you down as a bad politician, let him be obliged to admit that you are a gentleman.

Wit and vivacity are two highly important ingredients in the conversation of a man in polite society, yet a straining for effect, or forced wit, is in excessively bad taste. There is no one more insupportable in society than the everlasting talkers who scatter puns, witticisms, and jokes with so profuse a hand that they become as tiresome as a comic newspaper, and whose loud laugh at{13} their own wit drowns other voices which might speak matter more interesting. The really witty man does not shower forth his wit so indiscriminately; his charm consists in wielding his powerful weapon delicately and easily, and making each highly polished witticism come in the right place and moment to be effectual. While real wit is a most delightful gift, and its use a most charming accomplishment, it is, like many other bright weapons, dangerous to use too often. You may wound where you meant only to amuse, and remarks which you mean only in for general applications, may be construed into personal affronts, so, if you have the gift, use it wisely, and not too freely.

The most important requisite for a good conversational power is education, and, by this is meant, not merely the matter you may store in your memory from observation or books, though this is of vast importance, but it also includes the developing of the mental powers, and, above all, the comprehension. An English writer says, “A man should be able, in order to enter into conversation, to catch rapidly the meaning of anything that is advanced; for instance, though you know nothing of science, you should not be obliged to stare and be silent, when a man who does understand it is explaining a new discovery or a new theory; though you have not read a word of Blackstone, your comprehensive powers should be sufficiently acute to enable you to take in the statement that may be made of a recent cause; though you may not have read some particular book, you should be capable of appreciating the criticism which you hear of it. Without such power—simple enough, and easily attained{14} by attention and practice, yet too seldom met with in general society—a conversation which departs from the most ordinary topics cannot be maintained without the risk of lapsing into a lecture; with such power, society becomes instructive as well as amusing, and you have no remorse at an evening’s end at having wasted three or four hours in profitless banter, or simpering platitudes. This facility of comprehension often startles us in some women, whose education we know to have been poor, and whose reading is limited. If they did not rapidly receive your ideas, they could not, therefore, be fit companions for intellectual men, and it is, perhaps, their consciousness of a deficiency which leads them to pay the more attention to what you say. It is this which makes married women so much more agreeable to men of thought than young ladies, as a rule, can be, for they are accustomed to the society of a husband, and the effort to be a companion to his mind has engrafted the habit of attention and ready reply.”

The same author says: “No less important is the cultivation of taste. If it is tiresome and deadening to be with people who cannot understand, and will not even appear to be interested in your better thoughts, it is almost repulsive to find a man insensible to all beauty, and immovable by any horror.

“In the present day an acquaintance with art, even if you have no love for it, is a sine quâ non of good society. Music and painting are subjects which will be discussed in every direction around you. It is only in bad society that people go to the opera, concerts, and art-exhibitions merely because it is the fashion, or to say{15} they have been there; and if you confessed to such a weakness in really good society, you would be justly voted a puppy. For this, too, some book knowledge is indispensable. You should at least know the names of the more celebrated artists, composers, architects, sculptors, and so forth, and should be able to approximate their several schools.

“So too, you should know pretty accurately the pronunciation of celebrated names, or, if not, take care not to use them. It will never do to be ignorant of the names and approximate ages of great composers, especially in large cities, where music is so highly appreciated and so common a theme. It will be decidedly condemnatory if you talk of the new opera ‘Don Giovanni,’ or Rossini’s ‘Trovatore,’ or are ignorant who composed ‘Fidelio,’ and in what opera occur such common pieces as ‘Ciascun lo dice,’ or ‘Il segreto.’ I do not say that these trifles are indispensable, and when a man has better knowledge to offer, especially with genius or ‘cleverness’ to back it, he will not only be pardoned for an ignorance of them, but can even take a high tone, and profess indifference or contempt of them. But, at the same time, such ignorance stamps an ordinary man, and hinders conversation. On the other hand the best society will not endure dilettantism, and, whatever the knowledge a man may possess of any art, he must not display it so as to make the ignorance of others painful to them. But this applies to every topic. To have only one or two subjects to converse on, and to discourse rather than talk on them, is always ill-bred, whether the theme be literature or horseflesh. The gentleman jockey{16} will probably denounce the former as a ‘bore,’ and call us pedants for dwelling on it; but if, as is too often the case, he can give us nothing more general than the discussion of the ‘points’ of a horse that, perhaps, we have never seen, he is as great a pedant in his way.

“Reason plays a less conspicuous part in good society because its frequenters are too reasonable to be mere reasoners. A disputation is always dangerous to temper, and tedious to those who cannot feel as eager as the disputants; a discussion, on the other hand, in which every body has a chance of stating amicably and unobtrusively his or her opinion, must be of frequent occurrence. But to cultivate the reason, besides its high moral value, has the advantage of enabling one to reply as well as attend to the opinions of others. Nothing is more tedious or disheartening than a perpetual, ‘Yes, just so,’ and nothing more. Conversation must never be one-sided. Then, again, the reason enables us to support a fancy or an opinion, when we are asked why we think so. To reply, ‘I don’t know, but still I think so,’ is silly and tedious.

“But there is a part of our education so important and so neglected in our schools and colleges, that it cannot be too highly impressed on the young man who proposes to enter society. I mean that which we learn first of all things, yet often have not learned fully when death eases us of the necessity—the art of speaking our own language. What can Greek and Latin, French and German be for us in our every-day life, if we have not acquired this? We are often encouraged to raise a laugh at Doctor Syntax and the tyranny of Grammar,{17} but we may be certain that more misunderstandings, and, therefore, more difficulties arise between men in the commonest intercourse from a want of grammatical precision than from any other cause. It was once the fashion to neglect grammar, as it now is with certain people to write illegibly, and, in the days of Goethe, a man thought himself a genius if he could spell badly.

“Precision and accuracy must begin in the very outset; and if we neglect them in grammar, we shall scarcely acquire them in expressing our thoughts. But since there is no society without interchange of thought, and since the best society is that in which the best thoughts are interchanged in the best and most comprehensible manner, it follows that a proper mode of expressing ourselves is indispensable in good society.

“The art of expressing one’s thoughts neatly and suitably is one which, in the neglect of rhetoric as a study, we must practice for ourselves. The commonest thought well put is more useful in a social point of view, than the most brilliant idea jumbled out. What is well expressed is easily seized, and therefore readily responded to; the most poetic fancy may be lost to the hearer, if the language which conveys it is obscure. Speech is the gift which distinguishes man from animals, and makes society possible. He has but a poor appreciation of his high privilege as a human being, who neglects to cultivate, ‘God’s great gift of speech.’

“As I am not writing for men of genius, but for ordinary beings, I am right to state that an indispensable part of education is a knowledge of the literature of the English language. But how to read, is, for{18} society more important than what we read. The man who takes up nothing but a newspaper, but reads it to think, to deduct conclusions from its premises, and form a judgment on its opinions, is more fitted for society than he, who having all the current literature and devoting his whole time to its perusal, swallows it all without digestion. In fact, the mind must be treated like the body, and however great its appetite, it will soon fall into bad health if it gorges, but does not ruminate. At the same time an acquaintance with the best current literature is necessary to modern society, and it is not sufficient to have read a book without being able to pass a judgment upon it. Conversation on literature is impossible, when your respondent can only say, ‘Yes. I like the book, but I really don’t know why.’

“An acquaintance with old English literature is not perhaps indispensable, but it gives a man great advantage in all kinds of society, and in some he is at a constant loss without it. The same may be said of foreign literature, which in the present day is almost as much discussed as our own; but, on the other hand, an acquaintance with home and foreign politics, with current history, and subjects of passing interest, is absolutely necessary; and a person of sufficient intelligence to join in good society, cannot dispense with his daily newspaper, his literary journal, and the principal reviews and magazines. The cheapness of every kind of literature, the facilities of our well stored circulating libraries, our public reading rooms, and numerous excellent lectures on every possible subject, leave no excuse to poor or rich for an ignorance of any of the topics discussed in{19} intellectual society. You may forget your Latin, Greek, French, German, and Mathematics, but if you frequent good company, you will never be allowed to forget that you are a citizen of the world.”

A man of real intelligence and cultivated mind, is generally modest. He may feel when in every day society, that in intellectual acquirements he is above those around him; but he will not seek to make his companions feel their inferiority, nor try to display this advantage over them. He will discuss with frank simplicity the topics started by others, and endeavor to avoid starting such as they will not feel inclined to discuss. All that he says will be marked by politeness and deference to the feelings and opinions of others.

La Bruyere says, “The great charm of conversation consists less in the display of one’s own wit and intelligence, than in the power to draw forth the resources of others; he who leaves you after a long conversation, pleased with himself and the part he has taken in the discourse, will be your warmest admirer. Men do not care to admire you, they wish you to be pleased with them; they do not seek for instruction or even amusement from your discourse, but they do wish you to be made acquainted with their talents and powers of conversation; and the true man of genius will delicately make all who come in contact with him, feel the exquisite satisfaction of knowing that they have appeared to advantage.”

Having admitted the above to be an incontestable fact, you will also see that it is as great an accomplishment{20} to listen with an air of interest and attention, as it is to speak well.

To be a good listener is as indispensable as to be a good talker, and it is in the character of listener that you can most readily detect the man who is accustomed to good society. Nothing is more embarrassing to any one who is speaking, than to perceive signs of weariness or inattention in the person whom he addresses.

Never interrupt any one who is speaking; it is quite as rude to officiously supply a name or date about which another hesitates, unless you are asked to do so. Another gross breach of etiquette, is to anticipate the point of a story which another person is reciting, or to take it from his lips to finish it in your own language. Some persons plead as an excuse for this breach of etiquette, that the reciter was spoiling a good story by a bad manner, but this does not mend the matter. It is surely rude to give a man to understand that you do not consider him capable of finishing an anecdote that he has commenced.

It is ill-bred to put on an air of weariness during a long speech from another person, and quite as rude to look at a watch, read a letter, flirt the leaves of a book, or in any other action show that you are tired of the speaker or his subject.

In a general conversation, never speak when another person is speaking, and never try by raising your own voice to drown that of another. Never assume an air of haughtiness, or speak in a dictatorial manner; let your conversation be always amiable and frank, free from every affectation.

{21}Put yourself on the same level as the person to whom you speak, and under penalty of being considered a pedantic idiot, refraining from explaining any expression or word that you may use.

Never, unless you are requested to do so, speak of your own business or profession in society; to confine your conversation entirely to the subject or pursuit which is your own speciality is low-bred and vulgar.

Make the subject for conversation suit the company in which you are placed. Joyous, light conversation will be at times as much out of place, as a sermon would be at a dancing party. Let your conversation be grave or gay as suits the time or place.

In a dispute, if you cannot reconcile the parties, withdraw from them. You will surely make one enemy, perhaps two, by taking either side, in an argument when the speakers have lost their temper.

Never gesticulate in every day conversation, unless you wish to be mistaken for a fifth rate comedian.

Never ask any one who is conversing with you to repeat his words. Nothing is ruder than to say, “Pardon me, will you repeat that sentence—I did not hear you at first,” and thus imply that your attention was wandering when he first spoke.

Never, during a general conversation, endeavor to concentrate the attention wholly upon yourself. It is quite as rude to enter into conversation with one of a group, and endeavor to draw him out of the circle of general conversation to talk with you alone.

Never listen to the conversation of two persons who have thus withdrawn from a group. If they are so near{22} you that you cannot avoid hearing them, you may, with perfect propriety, change your seat.

Make your own share in conversation as modest and brief as is consistent with the subject under consideration, and avoid long speeches and tedious stories. If, however, another, particularly an old man, tells a long story, or one that is not new to you, listen respectfully until he has finished, before you speak again.

Speak of yourself but little. Your friends will find out your virtues without forcing you to tell them, and you may feel confident that it is equally unnecessary to expose your faults yourself.

If you submit to flattery, you must also submit to the imputation of folly and self-conceit.

In speaking of your friends, do not compare them, one with another. Speak of the merits of each one, but do not try to heighten the virtues of one by contrasting them with the vices of another.

No matter how absurd are the anecdotes that may be told in your presence, you must never give any sign of incredulity. They may be true; and even if false, good breeding forces you to hear them with polite attention, and the appearance of belief. To show by word or sign any token of incredulity, is to give the lie to the narrator, and that is an unpardonable insult.

Avoid, in conversation all subjects which can injure the absent. A gentleman will never calumniate or listen to calumny.

Need I say that no gentleman will ever soil his mouth with an oath. Above all, to swear in a drawing-room or before ladies is not only indelicate and vulgar in the{23}extreme, but evinces a shocking ignorance of the rules of polite society and good breeding.

For a long time the world has adopted a certain form of speech which is used in good society, and which changing often, is yet one of the distinctive marks of a gentleman. A word or even a phrase which has been used among the most refined circles, will, sometimes, by a sudden freak of fashion, from being caricatured in a farce or song, or from some other cause, go entirely out of use. Nothing but habitual intercourse with people of refinement and education, and mingling in general society, will teach a gentleman what words to use and what to avoid. Yet there are some words which are now entirely out of place in a parlor.

Avoid a declamatory style; some men, before speaking, will wave their hands as if commanding silence, and, having succeeded in obtaining the attention of the company, will speak in a tone, and style, perfectly suitable for the theatre or lecture room, but entirely out of place in a parlor. Such men entirely defeat the object of society, for they resent interruption, and, as their talk flows in a constant stream, no one else can speak without interrupting the pompous idiot who thus endeavors to engross the entire attention of the circle around him.

This character will be met with constantly, and generally joins to the other disagreeable traits an egotism as tiresome as it is ill-bred.

The wittiest man becomes tedious and ill-bred when he endeavors to engross entirely the attention of the company in which he should take a more modest part.

Avoid set phrases, and use quotations but rarely.{24} They sometimes make a very piquant addition to conversation, but when they become a constant habit, they are exceedingly tedious, and in bad taste.

Avoid pedantry; it is a mark, not of intelligence, but stupidity.

Speak your own language correctly; at the same time do not be too great a stickler for formal correctness of phrases.

Never notice it if others make mistakes in language. To notice by word or look such errors in those around you, is excessively ill-bred.

Vulgar language and slang, though in common, unfortunately too common use, are unbecoming in any one who pretends to be a gentleman. Many of the words heard now in the parlor and drawing-room, derive their origin from sources which a gentleman would hesitate to mention before ladies, yet he will make daily use of the offensive word or phrase.

If you are a professional or scientific man, avoid the use of technical terms. They are in bad taste, because many will not understand them. If, however, you unconsciously use such a term or phrase, do not then commit the still greater error of explaining its meaning. No one will thank you for thus implying their ignorance.

In conversing with a foreigner who speaks imperfect English, listen with strict attention, yet do not supply a word, or phrase, if he hesitates. Above all, do not by a word or gesture show impatience if he makes pauses or blunders. If you understand his language, say so when you first speak to him; this is not making a display of your own knowledge, but is a kindness, as a foreigner{25} will be pleased to hear and speak his own language when in a strange country.

Be careful in society never to play the part of buffoon, for you will soon become known as the “funny” man of the party, and no character is so perilous to your dignity as a gentleman. You lay yourself open to both censure and ridicule, and you may feel sure that, for every person who laughs with you, two are laughing at you, and for one who admires you, two will watch your antics with secret contempt.

Avoid boasting. To speak of your money, connections, or the luxuries at your command is in very bad taste. It is quite as ill-bred to boast of your intimacy with distinguished people. If their names occur naturally in the course of conversation, it is very well; but to be constantly quoting, “my friend, Gov. C——,” or “my intimate friend, the president,” is pompous and in bad taste.

While refusing the part of jester yourself, do not, by stiff manners, or cold, contemptuous looks, endeavor to check the innocent mirth of others. It is in excessively bad taste to drag in a grave subject of conversation when pleasant, bantering talk is going on around you. Join in pleasantly and forget your graver thoughts for the time, and you will win more popularity than if you chill the merry circle or turn their innocent gayety to grave discussions.

When thrown into the society of literary people, do not question them about their works. To speak in terms of admiration of any work to the author is in bad taste; but you may give pleasure, if, by a quotation from{26} their writings, or a happy reference to them, you prove that you have read and appreciated them.

It is extremely rude and pedantic, when engaged in general conversation, to make quotations in a foreign language.

To use phrases which admit of a double meaning, is ungentlemanly, and, if addressed to a lady, they become positively insulting.

If you find you are becoming angry in a conversation, either turn to another subject or keep silence. You may utter, in the heat of passion, words which you would never use in a calmer moment, and which you would bitterly repent when they were once said.

“Never talk of ropes to a man whose father was hanged” is a vulgar but popular proverb. Avoid carefully subjects which may be construed into personalities, and keep a strict reserve upon family matters. Avoid, if you can, seeing the skeleton in your friend’s closet, but if it is paraded for your special benefit, regard it as a sacred confidence, and never betray your knowledge to a third party.

If you have traveled, although you will endeavor to improve your mind in such travel, do not be constantly speaking of your journeyings. Nothing is more tiresome than a man who commences every phrase with, “When I was in Paris,” or, “In Italy I saw——.”

When asking questions about persons who are not known to you, in a drawing-room, avoid using adjectives; or you may enquire of a mother, “Who is that awkward, ugly girl?” and be answered, “Sir, that is my daughter.”

{27}Avoid gossip; in a woman it is detestable, but in a man it is utterly despicable.

Do not officiously offer assistance or advice in general society. Nobody will thank you for it.

Ridicule and practical joking are both marks of a vulgar mind and low breeding.

Avoid flattery. A delicate compliment is permissible in conversation, but flattery is broad, coarse, and to sensible people, disgusting. If you flatter your superiors, they will distrust you, thinking you have some selfish end; if you flatter ladies, they will despise you, thinking you have no other conversation.

A lady of sense will feel more complimented if you converse with her upon instructive, high subjects, than if you address to her only the language of compliment. In the latter case she will conclude that you consider her incapable of discussing higher subjects, and you cannot expect her to be pleased at being considered merely a silly, vain person, who must be flattered into good humor.

Avoid the evil of giving utterance to inflated expressions and remarks in common conversation.

It is a somewhat ungrateful task to tell those who would shrink from the imputation of a falsehood that they are in the daily habit of uttering untruths; and yet, if I proceed, no other course than this can be taken by me. It is of no use to adopt half measures; plain speaking saves a deal of trouble.

The examples about to be given by me of exaggerated expressions, are only a few of the many that are constantly in use. Whether you can acquit yourselves of{28} the charge of occasionally using them, I cannot tell; but I dare not affirm for myself that I am altogether guiltless.

“I was caught in the wet last night, the rain came down in torrents.” Most of us have been out in heavy rains; but a torrent of water pouring down from the skies would a little surprise us, after all.

“I am wet to the skin, and have not a dry thread upon me.” Where these expressions are once used correctly, they are used twenty times in opposition to the truth.

“I tried to overtake him, but in vain; for he ran like lightning.” The celebrated racehorse Eclipse is said to have run a mile in a minute, but poor Eclipse is left sadly behind by this expression.

“He kept me standing out in the cold so long, I thought I should have waited for ever.” There is not a particle of probability that such a thought could have been for one moment entertained.

“As I came across the common, the wind was as keen as a razor.” This is certainly a very keen remark, but the worst of it is that its keenness far exceeds its correctness.

“I went to the meeting, but had hard work to get in; for the place was crowded to suffocation.” In this case, in justice to the veracity of the relater, it is necessary to suppose that successful means had been used for his recovery.

“It must have been a fine sight; I would have given the world to have seen it.” Fond as most of us are of sight-seeing, this would be buying pleasure at a dear{29} price indeed; but it is an easy thing to proffer to part with that which we do not possess.

“It made me quite low spirited; my heart felt as heavy as lead.” We most of us know what a heavy heart is; but lead is by no means the most correct metaphor to use in speaking of a heavy heart.

“I could hardly find my way, for the night was as dark as pitch.” I am afraid we have all in our turn calumniated the sky in this manner; pitch is many shades darker than the darkest night we have ever known.

“I have told him of that fault fifty times over.” Five times would, in all probability, be much nearer the fact than fifty.

“I never closed my eyes all night long.” If this be true, you acted unwisely; for had you closed your eyes, you might, perhaps, have fallen asleep, and enjoyed the blessing of refreshing slumber; if it be not true, you acted more unwisely still, by stating that as a fact which is altogether untrue.

“He is as tall as a church-spire.” I have met with some tall fellows in my time, though the spire of a church is somewhat taller than the tallest of them.

“You may buy a fish at the market as big as a jackass, for five shillings.” I certainly have my doubts about this matter; but if it be really true, the market people must be jackasses indeed to sell such large fishes for so little money.

“He was so fat he could hardly come in at the door.” Most likely the difficulty here alluded to was never felt by any one but the relater; supposing it to be otherwise,{30} the man must have been very broad or the door very narrow.

“You don’t say so!—why, it was enough to kill him!” The fact that it did not kill him is a sufficient reply to this unfounded observation; but no remark can be too absurd for an unbridled tongue.

Thus might I run on for an hour, and after all leave much unsaid on the subject of exaggerated expressions. We are hearing continually the comparisons, “black as soot, white as snow, hot as fire, cold as ice, sharp as a needle, dull as a door-nail, light as a feather, heavy as lead, stiff as a poker, and crooked as a crab-tree,” in cases where such expressions are quite out of order.



The practice of expressing ourselves in this inflated and thoughtless way, is more mischievous than we are aware of. It certainly leads us to sacrifice truth; to misrepresent what we mean faithfully to describe; to whiten our own characters, and sometimes to blacken the reputation of a neighbor. There is an uprightness in speech as well as in action, that we ought to strive hard to attain. The purity of truth is sullied, and the standard of integrity is lowered, by incorrect observations. Let us reflect upon this matter freely and faithfully. Let us love truth, follow truth, and practice truth in our thoughts, our words, and our deeds.

Discussion Walkabouts | Socratic Seminar

DATE WITH DESTINY | Discussion Walkabouts
Discussion Walkabouts | Socratic Seminar Poetry and Imagination 

Purpose: Discussion Walkabouts, allow students to have multiple conversations with various peers about a poems, text, question, or concept. For younger student it is a great tool to build imagination! Multiple, micro discussions allow students to expand and deepen their understanding and interest in various topics. For this reason, Discussion Walkabouts are an excellent seminar protocol to use as an anticipatory set before students begin to do research on poetry or creative writing.
There is a place where the sidewalk ends?
Procedure: 

1. Determine the focus of the discussions, time students spend at each location, the amount of locations, groups or pairs that walkabout to each location, and the learning goals. Give students a Walkabout Itinerary and place a master itinerary schedule on the board. The Walkabout guild should resemble a vacation itinerary with seven or eight appointment openings.

2. Determine the length of time students will have at each location.

3. Model and explain to students the purpose and logistics of the walkabouts.

4. The teacher places poems, questions or pictures around the room on butcher paper with big picture themes. I place poems from, "Where the Sidewalk Ends” around the room and a list of Imagination Question Stems.

Location: Peppermint Wind

There is a place where the sidewalk ends
and before the street begins,
and there the grass grows soft and white,
and there the sun burns crimson bright,
and there the moon-bird rests from his flight
to cool in the peppermint wind.

Let us leave this place where the smoke blows black
and the dark street winds and bends.
Past the pits where the asphalt flowers grow
we shall walk with a walk that is measured and slow
and watch where the chalk-white arrows go
to the place where the sidewalk ends.

Yes we'll walk with a walk that is measured and slow,
and we'll go where the chalk-white arrows go,
for the children, they mark, and the children, they know,
the place where the sidewalk ends.

Shel Silverstein

1.     What do you see, imagine, and or visualize?
2.     Can you draw a picture for me with your words? 
3.     Can you act out what you imagine?


5. Give students a brief amount of time (usually about 2-5 minutes) to fill in their itinerary sheet, having them write the name down of the “location”. Students get  only one visit per time slot, and they may not skip a location. A maximum or 2 or 4 students is allowed at each location depending on class size and Walkabout locations.