[PDF] [PDF] Lesson Plan Lesson Plan CLR Fellowship Differentiate

BoysOnly,GirlsOnly(InformationalText)IsSameSexSchoolingGoodForKids?(Video) Grade 4 Using Complex Texts to Develop Language Lesson Plan CLR Fellowship 2015 Designedby:JamallFarr,AndreaGoring,andSallieMcIntyre

Close Reading Boys Only, Girls Only Jamall Farr, Andrea Goring, and Sallie McIntrye Title: Boys Only, Girls Only Lexile: 690 4th Grade California State Standards RI 4.2 Determine Main IdeaRI 4.1 Refer to detail in a text when explaining what the text says explicitly and when drawing inferences. L 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases precisely c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion) S&L 4.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on other's ideas and expressing their own clarity. S&L 4.6-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate(e.g., small-group discussions) use formal English when appropriate to task and situation. W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and in the text. MELD OBJECTIVES Language Objective: (what) based on standard 1. Students will choose and use words precisely to communicate opinions. 2. Students will use knowledge of language and conventions to determine the situationally appropriate use of home language and Academic English. Lesson Objective (how) 1. Students will use AEMP personal thesaurus to generate academic vocabulary. 2. Students will engage in constructive conversations around the pros and cons of same sex schooling leading up to a debate. 3. Students will write an opinion piece on same sex schooling. Depth of Knowledge LevelDOK 1: • Students will identify meanings of unfamiliar words

DOK 2: • Students will compare and contrast the pros and cons of having same sex classrooms.• Students will summarize article arguments for and against single sex classrooms.DOK 3: • Students will elaborate on the reasons why the chose their opinion with evidence from the text.DOK 4: • Students will synthesize information from multiple sources to form and write and opinion piece.• Students will apply information from multiple sources to support an argument either for or against single sex classrooms. Essential Question What are the pros and cons of single sex classroom vs. coed classrooms? Which would you prefer and why? Access Strategies Making Cultural Connections Cooperative and Communal LearningUse of Advanced Graphic OrganizersInstructional ConversationsAcademic Language Development Protocols DiscussionandParticipationProtocolPostersareintheResourcePacketThink Pair Share Think Ink Pair ShareCall and Response Whip Around Pick a StickPut Your Two Cents InNumbered Heads Together Roll 'em Materials Article, video, pens, pencils, highlighters, post its, poster board, Key Vocabulary gender, single-sex, prefer, critics, impress, opposite, and coed (Other words as chosen by the classroom teacher based on need) ResourcesArticle (readworks.org), video, DOK Question Stems, Constructive Conversation Posters, Discussion/Protocol Posters, California Common Core State Standards (link), double bubble or Venn Diagram, and Access Strategies

4Culminating Task Video: Are Same Sex Classrooms Good For Kids?https://www.youtube.com/watch?v=a3MSJZu45iQStudentswillwriteanopinionparagraphandparticipateinaTriangleDebate. 1st Read The protocol Call and Response used throughout all reads. PROS CONS RI 4.2 Determine Main IdeaS&L 4.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on other's ideas and expressing their own clarity. DOK 1 Can you identify the meanings of unfamiliar words?Opener: Boys vs. Girl Vocabulary GameStudents will be lined up in three lines, line 1 all girls, line 2, all boys, line 3 mixed.They will work in turns to complete a word chart on the board, the completed chart being posted in the classroom. The first team to have their chart completed, in line and quiet wins!VisualThinkingStrategies:AskStudentsthefollowingQuestions

)What'sgoingoninthepictures? )Whatdoyouseethatmakesyousaythat? )Whatarethedifferencesandsimilaritiesinthepictures?Essential Question: What are the pros and cons of single sex classroom vs. coed classrooms? Which would you prefer and why? Call and Response: When I say "Boys you say rock!" "Girls, you say rock!"Learning Objectives: 1) Students will become familiar with key vocabulary and simultaneously engage in an activity that will influence their preference for a single gender or coed environment.2) Students will use MELD protocols to discuss/debate the merits of single gender vs. co-ed education.MELD Protocol: Students will do a Think Ink Pair Share activity and chart their initial responses to the essential question on post its which will then be placed on a T-Chart1st ReadStudents will be given 5 minutes to read through the article and identify unfamiliar vocabulary.

5Personal Thesaurus Lesson: Gender, single-sex, preferStudents will use the PT to find synonyms and an antonym for identified unfamiliar vocabulary. (e.g. gender, single-sex, prefer) 2nd ReadProsConsRI 4.1 Refer to detail in a text when explaining what the text says explicitly and when drawing inferences.S&L 4.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on other's ideas and expressing their own clarity. DOK: 2 How can you explain how a single gender classroom affects student success?DOK:3 What facts would you select from the text to support your preference for single gender or coed learning environment?Learning ObjectiveStudents will cite evidence from text to support their inferences.Call and Response: When I say "Boys/Girls", you say 'Rock!"..... Close Read: Annotating Reread in small groups and highlighting pros and cons. Students will read through the article. MELD Discussion Protocol: Give One, Get One: What did you recognize as pros and cons for single sex classrooms?: DOK 2 Question; How did reading the article change your opinion about single sex classrooms?111 In small groups, allow students to chart pros and cons using a T chart. Students share out and teacher charts. Personal Thesaurus: critics, impress, opposite

63rd Read RI 4.1 Refer to detail in a (digital) text when explaining what the text says explicitly and when drawing inferences.L 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases preciselyDOK 3: What facts from the video would you use to support the pros and cons of same sex schooling?Use Attention getting signal: Call and ResponseWhen I say Girls you say rock, When I say boys you say rock!ReviewLearningObjectives:

)Identifyargumentsforandagainstsinglesexfroma ndsource(video). )Compareandcontrastthoseargumentstotheonesinthearticle. )Engageinaconstructiveconversationstatingyouropinionbasedonevidencefromthetextandvisualtext.Introduce Video: Are Same Sex Classrooms Good for Kids? (Go to YouTube and enter LAUSD user code and password or download video to your computer by going to savefrom.net) https://www.youtube.com/watch?v=a3MSJZu45Q Add pros and cons from the video to the original T Chart in a different color Compare and Contrast: Double Bubble Map or Venn Diagram of information from video and articlePersonal Thesaurus: Add Tier 2 words from the video from the video to the personal thesaurus.Constructive Conversation : Use the prompt starters and response starters from the conversation skills poster to engage students in Constructive Conversations. Model whole group and then allow students to work in pairs or groups. (RefertoChartinResourcePacketorgotowww.jeffzwiers.org/

7Explicitlyexplaineachskill:Say:Whenwefortify,wemakeourideasstrongerbyusingevidencefromthetext.Fortify/SupportTransitionStarterstoFortifyHowever...Ontheotherhand...Forexample...Anexamplefromthetextis...FortifyingSentenceStartersPromptStartersResponseStartersCanyougiveanexampleof?Forexample....Wheredoesitsaythat?Inthetextitsaidthat...CanyougiveanexampleAnexamplefrommylifeis...?fromyourlife?Say:Whenwenegotiate,wechallengetheideasofothersbasedonevidence.NegotiatePromptStarterResponseStarterWhatisyouropinion?Isupportsamesexschoolingbecause.....Idonotsupportsamesexschoolingbecause....Idisagreewithyoubecause.....Iagreewithyoubecause....Eventhoughitseemsthatway......Choose a side: Now, based on the information from the article and the video and from your discussions, what is your opinion?

8The strategy musical shares can be used to allow movement and give students the opportunity to engage with diverse partners. 4th Read/Writing W 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and in the text.DOK 4: Apply information from one text to another text to develop a persuasive argument.Call and Response: When I say pros, you say consReviewLearningObjectives:

)Engageinalessonontheuseoftheverb"be" )WriteanopinionparagraphonsinglesexschoolingMELD Mini Lesson: Habitual Be(Optional: a brief mini lesson can be given to point out the use of home language as it presents itself in student's writing and oral output) Boys be.....vs. Boys are....Girls be......vs. Girls are....We be........vs. We are.....DiscussionProtocol:PutyourtwocentsinIngroupsoffour,havestudentssharethereopinionsbeforewriting:Isupportsinglesexschoolsbecause...Idonotsupportsinglesexschoolsbecause......Iagreewith_____________because......Idisagreewith__________because......Paragraph Writing: Use of AEMP Paragraph Organizer or In My Opinion Organizer Students will produce a paragraph stating their opinion on single sex schools. This is a quick write using the details from the previous days charted information. Topic Sentence: I support single-sex schools because....Detail 1Single sex schools.........Detail 2Detail 3Conclusion Sentence: Provide sentence stems:

9Use all resources used in day 1-3 (Review Article highlights, t charts, and evidence collected) After the students have written their paragraph, allow them to share with a partner. (Think-Ink-Pair-Share) Model the Conversation Skill Clarify so that they can ask their partners clarifying questions to improve their paragraph. Say: When we clarify we make our ideas clearer. Prompt Starters Response Starters Why is that important? It's important because.... What do you mean by? It means that....... Culminating TaskCulminatingTaskmaygointothefollowingweekbasedonyourclass. L 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases precisely c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion)Learning Objective: 1. Students will use Standard Academic Language in an Informal Debate. 2. Students will participate in an informal debate. 3. Students will practice cognitively demanding speaking skills (choose words and phrases precisely). Debate Topic: Same Sex Schooling For or Against Call and Response: When I say pros, you say cons. When I say for you say against Teacher will use Call and Response through out the activity to bring the class back together. Teacher will show a video modeling a debate titled 6th Grade Debate - School Uniforms https://www.youtube.com/watch?v=A6zuLlii2jQ Provide debate/discussion protocols 1. Teacher will add, for, against, rebuttal and argument to the personal thesaurus. 2. Teacher will introduce Whole-Class discussions called Triangle Debate where all students are involved in an informal whole-class debate. It is a flexible tool that allows students to debate in a comfortable setting.

03. Teacher will divide class into three groups using numbered heads. 4. Group 1 will argue for the issue, group 2 will argue against the issue, and group 3 will prepare comments and questions about the issue to groups 1 and 2. Detailed procedures for Triangle Debate are included in resource packet. 5. Teacher will go over Debate Rubric with students before they work on their debate viewpoints. Teacher will clarify any questions regarding the task and rubric. 6. Teacher will allow groups to get together to review information from the previous lessons in order to cite reasons for the side they are arguing. They may use charts, notes, opinion paragraph, information from video, and articles. 7. Group 1 and Group 2 will be provided with index cards to list their reasons using the prompt and response starters listed. Group 3 will be provided with index cards and as a group they have to prepare questions to ask of group 1 and one question to ask group 2. Teacher will monitor groups for clarification or assistance that they may need. 8. Teacher will use numbered heads to count off for each group. (Each group will have the same numbers) Teacher will use Roll'em during the debate to allow students the opportunities to speak (e.g. Group 1 -#3 will speak then Group 2-#3 will speak, then Group 3 #3 will ask a question on what Group 1 and Group 2 stated and so on and so forth) Group 1 and 2 will be allowed no more than two minutes to speak and Group 3 will be allowed no more than 1 minute to ask a question.. 9.Teacher will model triangle debate using 3 students PROMPT STARTERS AND RESPONSE STARTERS Prompt Starters Response Starters I believe that.... I don't agree because... I really feel that... I disagree because... I think... No, I think that... I agree with ___________because.... I think ______is ______because... In my opinion.... In my opinion... Teacher will model Prompt and Response Starters. See Resource Packet for more Prompt and Response Starters After the debate students will complete a reflections sheet on their experience with the debate. Debate rubric for teacher and student: See Resource Packet Let the debate begin!