The document outlines a lesson plan for a 60-minute English class that will involve students participating in a Socratic seminar to discuss how intersectionality created challenges for the main character in the novel "I, Tituba: Black Witch of Salem". The lesson will allow students to understand intersectionality and relate its effects to issues of discrimination still present today through analyzing the text and verbally presenting arguments in the seminar. Students will be graded on their participation using a rubric.

1. Day 1

2. Understanding Intersectionality in a High School English Class
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Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Topic: Socratic Seminar
Theme: Intersectionality
Description: Students will identify the effects of intersectionality based on the reading (I, Tituba:
Black Witch of Salem), develop strong arguments about the challenges that intersectionality created
for the main character, and understand how to present their claims effectively in a Socratic seminar.
Through this, students will be able to understand the ideas that the author presents in the text, as well
as acknowledge the issue of discrimination that is still ongoing in today’s society.
Class
11th
– 12th
Grade (30 students)
English/Language Arts
Duration
60 mins
Authors
Gabriel Fracchiolla-List
Kristina Ong
Content Objectives
Students will be able to identify the elements
that make up a strong argument and use this
knowledge to develop their own stance about
intersectionality, based on their reading, to
participate in a Socratic seminar.
Language Objectives
Students will read and analyze a text to determine
the effectiveness of the authors’ arguments. Students
will write their own arguments addressing the effects
of intersectionality in preparation for a Socratic
seminar.
Standards
CCSS.ELA-LITERACY.RI.11-12.1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.5: Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
Key Vocabulary
 Socratic seminar
 Intersectionality
 Prejudice
 Stigma
Materials
 Copies of Clinton & Trump transcript +
corresponding worksheet
 I, Tituba: Black Witch of Salem book +
corresponding worksheet (Socratic Seminar
Preparation worksheet)
 Grading rubric (students’ copy)
 Index cards
 PowerPoint

3. Understanding Intersectionality in a High School English Class
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Layout
Students at this point have already completed the book (I, Tituba: Black Witch of Salem) and have a
good understanding of what intersectionality means. Students have also shared personal experiences
about issues relating to racial injustices, demonstrating knowledge and comprehension about
discrimination.
Building Background (TW = teacher will)
TW ask students about past experiences of trying to persuade their parents to do something/go
somewhere/etc. TW ask students for examples of when students were able to convince their parents
vs when they failed to convince their parents.
TW introduce the elements of a strong argument and relate them to students’ experiences.
TW briefly introduce Socrates, give a brief history of the famous Greek philosopher, and explain his
methodology.
TW connect the elements of a strong argument to the way they are used in Socratic seminars.
Presentation
1) Present both content and language objectives
2) Activate students’ prior knowledge (“Building Background” section)
3) Present elements of a strong argument, Socrates, Socratic seminars, & key vocabulary
4) Analysis of transcript worksheet (w/ partners) + class discussion
5) Explain Socratic Seminar Preparation worksheet + pose question for seminar + explain
grading rubric
6) Allow class time to start Socratic Seminar Preparation worksheet (independently)
7) Ticket to leave (short writing prompt)
Time
10 minutes
10 minutes
Practice & Application
Intro:
Read content and language objectives out loud while students read them
silently to themselves. Encourage students to pull from their background
knowledge by asking them “have you ever wanted to do something so badly,
but you knew that your parents would most likely disapprove? Were you
able to persuade them? If yes, what did you do or say?” Point out that, in the
cases where students’ parents were persuaded, the students made a strong,
effective argument.
Prep:
Present PowerPoint to clarify the elements of a strong argument and provide
examples. Afterwards, call on several students to ask them to list one
element of a strong argument. Briefly introduce Socrates and Socratic
seminars. Review key points of intersectionality in I, Tituba: Black Witch of
Salem and define key vocabulary words.

4. Understanding Intersectionality in a High School English Class
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
20 minutes
15 minutes
Practice:
Pass out Clinton & Trump transcript and explain assignment. Demonstrate
example of how to complete worksheet. Allow students to work with
partners. Review answers as a class (distinguish between weak and strong
arguments).
Pass out Socratic Seminar Preparation worksheet + grading rubric and
explain each. Provide students with the question that they will answer for
tomorrow’s Socratic seminar: Do the challenges that Tituba face
strengthen or hinder her ability to reach her full potential? Demonstrate
example of how to complete worksheet. Students will work independently.
Inform students that worksheets must be completed before tomorrow’s class.
Walk around to check for student understanding and clear up any remaining
questions about assignment. Pass out index cards (for ticket to leave) while
students are working.
Student Activities (Check all that apply for activities throughout lesson):
Scaffolding: Modeling Guided Practice Independent Practice
Grouping: Whole Class Small Group Partners Independent
Processes: Reading Writing Listening Speaking
Strategies: Hands-on Meaningful Links to Objectives
Time
5 minutes
Review & Assessment (Check all that apply): Individual Group
Written Oral
Ticket to leave prompt:
On your index card, write down one way that intersectionality creates a
challenge for Tituba (something that you will discuss during the Socratic
seminar tomorrow), and one way that you will ensure that your argument
will be strong.
Remind students to finish their Socratic Seminar Preparation worksheet as
homework.

5. Name:___________________________________ Class:__________________ Date:__________________
CLINTON: Well, let’s stop for a second and remember where we
were eight years ago. We had the worst financial crisis, the Great
Recession, the worst since the 1930s. That was in large part
because of tax policies that slashed taxes on the wealthy, failed to
invest in the middle class, took their eyes off of Wall Street, and
created a perfect storm.
In fact, Donald was one of the people who rooted for the housing
crisis. He said, back in 2006, “Gee, I hope it does collapse, because
then I can go in and buy some and make some money.” Well, it did
collapse.
TRUMP: That’s called business, by the way.
CLINTON: Nine million people—nine million people lost their
jobs. Five million people lost their homes. And $13 trillion in
family wealth was wiped out.
Now, we have come back from that abyss. And it has not been
easy. So we’re now on the precipice of having a potentially much
better economy, but the last thing we need to do is to go back to
the policies that failed us in the first place.
Independent experts have looked at what I’ve proposed and looked
at what Donald’s proposed, and basically they’ve said this, that if
his tax plan, which would blow up the debt by over $5 trillion and
would in some instances disadvantage middle-class families
compared to the wealthy, were to go into effect, we would lose 3.5
million jobs and maybe have another recession.
They’ve looked at my plans and they’ve said, OK, if we can do
this, and I intend to get it done, we will have 10 million more new
jobs, because we will be making investments where we can grow
the economy. Take clean energy. Some country is going to be the
clean- energy superpower of the 21st century. Donald thinks that
climate change is a hoax perpetrated by the Chinese. I think it’s
real.
TRUMP: I did not. I did not. I do not say that.
DIRECTIONS: Read the following transcript from the 2016 debate between Hillary Clinton and Donald Trump.
Highlight and annotate the text when answering the following questions: Which “element(s) of a strong argument” are
each participant using? Which “element(s) of a strong argument” are they lacking? Whose argument was stronger?
Whose argument was weaker? How could the participant with the weaker argument strengthen their argument?
Identifying the Elements of a Strong Argument

6. Name:___________________________________ Class:__________________ Date:__________________
CLINTON: I think science is real.
TRUMP: I do not say that.
CLINTON: And I think it’s important that we grip this and deal
with it, both at home and abroad. And here’s what we can do. We
can deploy a half a billion more solar panels. We can have enough
clean energy to power every home. We can build a new modern
electric grid. That’s a lot of jobs; that’s a lot of new economic
activity.
So I’ve tried to be very specific about what we can and should do,
and I am determined that we’re going to get the economy really
moving again, building on the progress we’ve made over the last
eight years, but never going back to what got us in trouble in the
first place.
TRUMP: She talks about solar panels. We invested in a solar
company, our country. That was a disaster. They lost plenty of
money on that one.
Now, look, I’m a great believer in all forms of energy, but we’re
putting a lot of people out of work. Our energy policies are a
disaster. Our country is losing so much in terms of energy, in terms
of paying off our debt. You can’t do what you’re looking to do
with $20 trillion in debt.
The Obama administration, from the time they’ve come in, is over
230 years’ worth of debt, and he’s topped it. He’s doubled it in a
course of almost eight years, seven-and-a-half years, to be semi-
exact.
So I will tell you this. We have to do a much better job at keeping
our jobs. And we have to do a much better job at giving companies
incentives to build new companies or to expand, because they’re
not doing it.
And all you have to do is look at Michigan and look at Ohio and
look at all of these places where so many of their jobs and their
companies are just leaving, they’re gone.
And, Hillary, I’d just ask you this. You’ve been doing this for 30
years. Why are you just thinking about these solutions right now?
For 30 years, you’ve been doing it, and now you’re just starting to
think of solutions.
Transcript received from https://www.debates.org/voter-education/debate-transcripts/september-26-2016-debate-transcript/

7. Name:___________________________________ Class:__________________ Date:__________________
Socratic Seminar Preparation
DIRECTIONS: Use the below responses to help guide your participation in the upcoming Socratic seminar
about I, Tituba: Black Witch of Salem. Be detailed and complete in your responses!
QUESTION: Do the challenges that Tituba face strengthen or hinder her ability to reach her full
potential?
1) Describe the challenges that Tituba faces based on the effects of intersectionality:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2) Identify how these challenges may strengthen her ability to reach her full potential (include quotes +
page numbers):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3) Identify how these challenges may hinder her ability to reach her full potential (include quotes +
page numbers):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

8. Name:___________________________________ Class:__________________ Date:__________________
4) Pick your stance and write two text-based arguments that you would like to bring to the discussion:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5) Write the page number(s) and quote(s) that you will use as textual evidence to back up your two
arguments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6) Why is this topic important?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Template received from https://sharemylesson.com/teaching-resource/student-directed-socratic-seminar-discussion-unit-251722

9. Socratic Seminar Grading Rubric
0 (F)
Student does not contribute to the discussion and is not attentive to
the conversation.
- Did not speak or contribute to the discussion.
- Did not make eye contact with the speaker and/or engaged in other
off-task behavior
1 (D)
Student does not contribute to the discussion but is attentive to the
conversation.
- Did not speak or contribute to the discussion.
- Made eye contact with speaker
2 (C)
Student contributes only minimally to the discussion.
- Spoke at least one time
- Made eye contact with speaker
- May have asked a question
- May have referred to text
3 (B)
Student actively and repeatedly engaged in the discussion.
- Spoke at least two times
- Made eye contact with speaker
- Asked at least one question
- Referred to text at least once
4 (A)
Student actively engaged in discussion and acts to engage others.
- Spoke at least three times
- Made eye contact with speaker
- Asked at least one question or referred to text at least once
- Engaged another student in the discussion at least once.
Template received from https://sharemylesson.com/teaching-resource/student-directed-socratic-seminar-discussion-unit-251722

10. Day 2

11. Understanding Intersectionality in a High School English Class
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Topic: Socratic Seminar
Theme: Intersectionality
Description: Students will discuss, in the form of a Socratic seminar, the effects of
intersectionality and the challenges that it created for the main character in I, Tituba: Black
Witch of Salem. Through this, students will be able to relate the issues addressed in the text to
the issues that intersectionality creates for individuals in our society today.
Class
11th
– 12th
Grade (30 Students)
English/Language Arts
Duration
60 mins
Authors
Gabriel Fracchiolla-List
Kristina Ong
Content Objectives
Students will participate in their own
Socratic seminar to discuss the effects of
intersectionality addressed in I, Tituba:
Black Witch of Salem.
Language Objectives
Students will verbally demonstrate their
understanding of the effects of intersectionality in
the text by participating in a Socratic seminar.
Standards
CCSS.ELA-LITERACY.RI.11-12.4: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in
which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness, or beauty of the text.
Key Vocabulary
 Rebuttal
 “Fishbowl” discussion
 Bias
Materials
 Grading rubric (teacher’s copy)
 Student Participation worksheet
 Socratic Seminar Reflection worksheet
Layout
Students at this point should have a good understanding of how intersectionality creates
challenges in peoples’ lives. Students should also be prepared to present effective arguments.
Building Background (TW = teacher will)
TW activate prior knowledge by asking students how intersectionality affects Tituba in I,
Tituba: Black Witch of Salem (yesterday’s ticket to leave).
TW introduce, in detail, how Socratic seminars work.

12. Understanding Intersectionality in a High School English Class
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Presentation
1) Check off students’ worksheets as they are walking in
2) Present both content and language objectives
3) Activate students’ prior knowledge (“Building Background” section)
4) Present how Socratic seminars work (rules & reminders)
5) Seminar + Student Participation worksheet
6) Ticket to leave (Socratic Seminar Reflection worksheet)
Time
5 minutes
10 minutes
30 – 35 minutes
Practice & Application
Intro:
Read content and language objectives out loud while students read them
silently to themselves. Activate students’ prior knowledge by asking them
how intersectionality affects Tituba. Briefly revisit elements of a strong
argument before seminar begins.
Prep:
Present the rules of a Socratic seminar. Review grading rubric. Pass out
Student Participation worksheet and explain assignment. Assign inner &
outer groups. Assign partners (1 student from inner circle + 1 student
from outer circle).
Practice:
Present question to begin seminar. Students in the inner circle will begin
discussion about how the challenges that Tituba face affect her ability to
reach her full potential. Students in the outer circle will monitor their
partners and fill out their worksheets during the discussion. After about 10
minutes, students in the inner circle will switch seats with students in the
outer circle. Repeat process for about another 10 minutes. Act as mediator
to ensure that students are referring back to the text and relating their
claims back to the idea of intersectionality. After seminar, conduct whole-
class discussion and ask students “did anybody persuade you to change
your mind? Whose comments do you think were the most powerful and
why?” Review with students how the effects of intersectionality addressed
in the text relate to our society today.

13. Understanding Intersectionality in a High School English Class
Copyright © 2020 Savvas Learning Company LLC All Rights Reserved.
Savvas™ and Savvas Learning Company™ are the exclusive trademarks
of Savvas Learning Company LLC in the US and in other countries.
Student Activities (Check all that apply for activities throughout lesson):
Scaffolding: Modeling Guided Practice Independent Practice
Grouping: Whole Class Small Group Partners Independent
Processes: Reading Writing Listening Speaking
Strategies: Hands-on Meaningful Links to Objectives
Time
10 – 15 minutes
Review & Assessment (Check all that apply): Individual Group
Written Oral
Ticket to leave worksheet:
Pass out Socratic Seminar Reflection worksheet. Explain assignment.
Students will work individually and turn it in at the end of class.

14. Seminar Topic: ______________________________________________________________
Your Name: _________________________ Your Partner’s Name: ___________________________
Student Participation
DIRECTIONS: Each time your partner does one of the following during the discussion, put a check in the box.
Speaks in the Discussion:
Looks at Person Who is Speaking:
Refers to the Texts:
Asks a Question:
Responds to Another Speaker:
Interupts Another Speaker or Engages in Side Conversation:
After Discussion: What is the most interesting thing your partner said in the discussion? Explain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Evaluate your partner’s
participation in the discussion:
A
B
C
D
F
Explain Your Evaluation:
Template received from https://sharemylesson.com/teaching-resource/student-directed-socratic-seminar-discussion-unit-251722

15. Socratic Seminar Grading Rubric
Seminar Date: ______________ Seminar Topic: Based on I, Tituba: Black Witch of Salem, do the challenges that Tituba face strengthen or hinder her ability to
reach her full potential?
Student Name Spoke Asked
?
Text
Support
0 (F)
Student does not
contribute to the
discussion and is not
attentive to the
conversation.
- Did not speak or contribute
to the discussion.
- Did not make eye contact with
the speaker and/or engaged in
other off-task behavior
1 (D)
Student does not
contribute to the
discussion, but is
attentive to the
conversation.
- Did not speak or contribute
to the discussion.
- Made eye contact with speaker
2 (C)
Student contributes only
minimally to the
discussion.
- Spoke at least one time
- Made eye contact with
speaker
- May have asked a question
- May have referred to text
3 (B)
Student actively and
repeatedly engaged in the
discussion.
- Spoke at least two times
- Made eye contact with
speaker
- Asked at least one question
- Referred to text at least once
4 (A)
Student actively engaged
in discussion and acts to
engage others.
- Spoke at least three times
- Made eye contact with
speaker
- Asked at least one question
- Referred to text at least once
- Engaged another student in
the discussion at least once.
Template received from https://sharemylesson.com/teaching-resource/student-directed-socratic-seminar-discussion-unit-251722

16. Name:___________________________________ Class:__________________ Date:__________________
Socratic Seminar Reflection
1. If you were to give the class an overall grade, what grade would you give and why? Explain in detail.
2. Explain how the seminar influenced your thinking about the effects of intersectionality discussed in the
text.
3. Whose argument did you feel was the most persuasive? Why? Which “elements of a strong argument”
did they implement in their discussion?
4. Were any of your questions left unanswered? Do you have any additional questions about the text? Did
any question, from any student, stick out in your memory and get you thinking?
5. What can you conclude about the effects of intersectionality based on our discussion today?
Template received from https://sharemylesson.com/teaching-resource/student-directed-socratic-seminar-discussion-unit-251722