Seminar Plan Template.

2015 Instructions

Formatting the Paideia Seminar Plan Template.2015:

☐ Formatting Points to Remember:

 This Word document includes image boxes for the steps and icons.

 Please use Arial 12-point font throughout to contrast the more decorative,
permanent font.

 See the “start here” example (the text title is indented and bold faced).

 The image boxes, specifically the steps for Pre-Seminar Content, can be moved
to change the instructional sequence.

 The Seminar Questions are indented and have specified bullets (please use
bullet selection, from Word, as shown).

 Please consistently name your Seminar Plan file according to these conventions:
For Seminar Plans only name file textdate (e.g. Frankenstein10.15.14).
For Seminar Plans with artifacts name file *textdate (e.g.
*Frankenstein10.15.14).

Completing the Paideia Seminar Plan Template. 2015

☐ Text: Include actual version of the text at end of plan and footnote the source.

☐ Grade/Subject:
Choose a grade level range: Early Elem; Upper Elem; Middle School; High
School;
 Choose one subject area: ELA, Math, Science, Social Studies.

☐ Ideas, Values: Include curricular concepts within a subject area (e.g. Poetry,
Algebra, Geology, etc.) to help teachers find and choose plans. Refer to appropriate
content standards in order to select best fitting concepts and ideas. Be deliberate about
the grade level and the intended subject area for the plan when noting the ideas. Limit
the list of ideas and values to five. (Let it be noted that one text may be used in several
different grade-levels and subjects.)

PRE-SEMINAR CONTENT

☐ Launch Activity: Consider the curricular concept focus and look toward the writing
task.

☐ Background Information: Primarily about “author” and essential to understanding

the context.

☐ Inspectional Read: First-read directions, include specifics on numbering and

organizing text (with the specific text version you are including).

☐ Vocabulary: Consider the grade level and subject area while listing appropriate
vocabulary. You may develop word lists into categories such as: high frequency (words
all students need to know), contextual (specific to understanding the focus text), content
(important for a given course). Include various engaging vocabulary strategies.

☐ Analytical Read: Deeper-read directions; include reading strategies and tools here
as well. Look ahead to the writing task.

PRE-SEMINAR PROCESS
In general, these will remain mostly static as a permanent template fixture.

SEMINAR

☐ Seminar Questions:
 Opening Question(s)— Consider the ideas, values, and curricular concepts.

 Core Questions— Consider the content standards and writing task while staying
focused on the text.
  Closing Question(s)— Consider the transition to writing and how thinking about
this question may help to prime for the writing task.

POST-SEMINAR PROCESS
In general, these will remain mostly static as a permanent template fixture.

POST-SEMINAR CONTENT

☐ Transition to Writing: Strive to build on the launch activity and the closing question
while having students capture ideas brought up during seminar.

☐ Writing Task: Include an audience and product (LDC # if appropriate).

☐ Brainstorm: Help participants make sense of the writing task.
☐ Structure the Writing: Give directions and specific tools to use for organizing the
writing; continue deconstructing the writing task.

☐ First Draft: Use the before-mentioned steps to get started.

☐ Collaborative Revision: Clarify directions for collaborative revision, re-consider the
writing task.

☐ Edit: (Imagine the teacher gives most extensive feedback just before this step). Give
directions for editing, which may be collaborative as well.

☐ Publish: Be creative and be Paideia! Think meaningful and audience-centered as

much as possible.

CREATED BY /
☐ Complete the Paideia Seminar Plan by including your name and organization.

ARTIFACT COLLECTION

☐When possible, scan and attach the following artifacts:

 Seminar Facilitator Map
 3 Representative (ranging from struggling to excelling) Student writing samples
(products and corresponding rubric).
 3 Representative Student speaking and listening self-assessments (specific tool).
 A three paragraph reflection with: 1 paragraph noting what your map shows
you; 1 paragraph on what you learned from the students’ speaking and listening
tool; and 1 paragraph summarizing what the students’ writing samples tell you.