How I Plan My First Socratic Seminar of the Year (Day 3 of School)
I am a firm believer in getting students talking from day one. Not icebreaker talking. Not "tell me one fun fact about yourself" talking. Actually talking - about ideas, about texts, about the world.
This is precisely why on the third day of school I run a full-blown Socratic Seminar.
Yes, really. Day three. (I know!) But here's why it works and exactly how I plan it.
The logic behind starting with discussion
Whatever you do in the first week signals to students what your class is going to feel like all year. If you spend day one handing out syllabi and day two going over classroom rules, you've already told them: this is a passive class where you sit and receive information.
I teach 11th grade American Literature, and from the very first day, I want students to know that this is a class where they think, talk, and do things. Discussion first. Content follows.
The two-day plan that leads into the seminar
Here's how I structure the days leading up to our first full Socratic seminar:
Day 2: Speed Dating Discussions
We start by looking at the First Amendment together - breaking it down, figuring out what's actually protected and what isn't. Then students rotate through scenario-based discussions about freedom of speech. One person talks at a time; the other listens and responds. The skills we're practicing: listening and asking good follow-up questions.
These discussions then build into small group conversations about censorship — which connects to the dystopia work they did in 10th grade. I love a through-line.
Day 3: Team Socratic Seminar
This is what I call a "Team Socratic" - groups of three, with one person in the center and two on the sides. Each teammate gets to be in the center once, rotating through three different discussion questions. (It’s also called “Wingman & … something…” but now you see why I call it a Team Socratic haha!)
For the first seminar of the year, I go off-curriculum on purpose. I want topics students will have genuine opinions about without needing to read anything first. My go-to questions for this one:
Adults on social media - discuss.
Gen Z slang - is it a legitimate evolution of language or a barrier to communication?
Is AI ethical? Discuss.
That last one always brings the house down. Everybody has something to say, and it's the perfect way to close out the first week - energized, engaged, and already comfortable talking in your class.
My secret weapon: Discussion Place Mats
I use hot pink discussion place mats that I printed on card stock and laminated. They include five different discussion roles, norms, goals, and cues to help students move away from debate-style arguing and into actual discourse. If you've ever watched teenagers "discuss" and realized they were just waiting for their turn to talk - you know why this matters.
Watch the full video to see exactly how I plan out both days in real time, including the specific prompts I use and how I prep students for the seminar the day before.
Want to go deeper on discussion strategies for your ELA classroom?
INQ 103: Inquiry through Conversation at BNT University is exactly what you need. It covers low-stakes discussion protocols like Silent Discussions and Chalk Talks - strategies that democratize participation and require zero teacher intervention to run. Free to enroll at the 100 level.
