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4. After reading the article, discuss as a class and have students answer the Key
Ideas and Details question: Which adverse effect seems most significant?
5. In partners, students will complete the graphic organizer comparing and
contrasting the evidence from the two texts.
6. To practice speaking and listening, students will participate in a Save the Last
Word for Me discussion. One student will share their quickwrite, while the other
members respond to what the student shared. Then the student who shared will
have the last word. All students will take turns sharing.
7. Groups will be assigned a Pro or a Con side. They will conduct more research by
reading text 3. They will read closely and use metacognitive markers to gather
information on their assigned side.
8. Students will summarize 3-4 ideas from the text that supports their side of the
argument.
9. Using a KWHL chart, students will individually fill out the K, W, and H sides.
10.
Individually, they will conduct their own research to get their questions
answered. They will take notes on any information they learned in the L column.
11.
Students will share and compare notes with their group.
12.
In their groups, students will complete the graphic organizer to organize their
ideas. They will refer to the graphic organizer as they conduct their debate.
13.
Groups will participate in a modified debate.
NEPF IS 3.1 Teacher provides opportunities for extended productive
discourse among students. During debate, students will engage in a
productive discussion of their claim, using evidence and reasons to justify
their responses.
14.
After the debate, students will answer the following reflection questions: How
did the activities leading up to this Embedded Assessment help you to be
successful? What activities were especially helpful, and why?
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of
Knowledge level they will be exhibiting.
Read and Analyze the argument of several sources. (DOK 3)
Conduct research (DOK 3)
Debate (DOK 4)
Assessment (Formative - include Homework - & Summative) (identify
instructional standard/indicator):
Pay attention to students ability to read and use metacognitive markers. Check the
responses they record in their Venn Diagram. Check students ability to complete the
graphic organizer. Grade students on their debate using the rubric on page 210.
Long-Term Review & Closure (identify instructional standard/indicator):
Students will answer the reflection questions and share their responses with the class.
Discuss; How do you effectively communicate in order to convince someone?
Supplementary Materials:
Ipads
Poster paper