The document outlines a lesson plan where students will read a section of a book, then participate in a "snowball discussion" where they write discussion questions, toss them in a circle, and then answer each other's questions about the reading to practice critical thinking and active listening skills, with the teacher monitoring participation and discussion.
The document outlines a lesson plan where students will read a section of a book, then participate in a "snowball discussion" where they write discussion questions, toss them in a circle, and then answer each other's questions about the reading to practice critical thinking and active listening skills, with the teacher monitoring participation and discussion.
The document outlines a lesson plan where students will read a section of a book, then participate in a "snowball discussion" where they write discussion questions, toss them in a circle, and then answer each other's questions about the reading to practice critical thinking and active listening skills, with the teacher monitoring participation and discussion.
Prior Knowledge ● have been reading the book for quite some time now
● have sufficient knowledge of the content of the book
Lesson Students will be able to … come up with their own discussion Objective(s) questions to pose to the rest of the class. Students will be able to … critically think about the questions that are posed and thoughtfully respond. Standards CCSS.ELA-LITERACY.SL.11-12.1.C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Assessments Discussion Participation Academic/Social/ ● The document linked has the scores for each student Linguistic ● IEP accommodations: ○ C - prepare student beforehand for a participation based assignment. Address class as a whole to encourage students who have not spoken yet to speak up. ● ELL accommodations: ○ N, B, K, G - low reading WIDA scores - none ○ B, K - low writing WIDA scores - check over students’ shoulders when they are writing discussion questions to see if they are understanding the assignment ○ K - low speaking WIDA scores - give student the opportunity to answer discussion questions one-on- one with me another time. ○ J - low listening WIDA score - restate directions as students are thinking of discussion questions
Time Learning Task Methods or Procedures
2 mins settle in Get into your seats and ready for class 20-25 Reading Start reading section 4 and taking notes in your mins individual reading packet.
Your quiz for this section (40 pages of reading) will
be on Thursday. 4 mins transition Use this time to get students to close their computers and explain the following activity.
We will have a snowball discussion. Each of you will
write down 2 discussion questions on seperate sheets of paper, crumble them up and throw them into the middle of the room. I will gather them up and read them to the class. You all will answer them as if you are just having a discussion with a friend.
WRITE YOUR NAME on your question, I will ask the
questions and make note of the people that talk during the class discussion. This is a graded activity, the more you talk, the more points you get. If there is one person talking too much, then invite other people into the conversation.
What makes a good discussion question? This
should be a question that creates conversation, not just a yes or no question. You should have to explain your reasoning behind your opinion.
Example: (think of your #9 questions yesterday
during the quiz, these are discussion questions) It does not have to be a QUESTION per say, but asking to explain something. Something that will bring a lot of opinions into consideration. “Are there any similarities between Dana and Alice? How do you see Rufus treating Dana and Alice - does he treat them similarly and differently? Explain your reasoning.” 5 mins Discussion Questions - thinking/writing Write down your two discussion questions on the two pieces of paper that you were given. Once you have done this, wait for further instruction. 3 mins Toss your questions Everyone get up out of your seat and make a large circle around the room, take your 2 pieces of paper with you. Crumble up your questions separately and toss them into the center of the room. I will walk into the center and gather the pieces of paper and take them out of the circle with me. 20-25 Discussion I will ask the questions from the pieces of paper and mins students will answer them.
Note to self: Stay out of the circle and encourage
students to speak as though they are just talking to one another. Only speak up when asking the questions and if there are many moments of silence. Encourage students to speak who have not already. All of the questions will eventually be asked after a couple of class periods of doing this.