Readiness Level: Reading and Writing 7th to 10th grade
Learning Profiles: Multimodal, predominately aural and visual
Interests: Athletics (soccer, football, swim, dance), friends, music, college, and career
Students collaborate (in groups and pairs) and get to know each other. Everyone participates and draws upon their ideas and experiences.
Enduring Understanding: Students understand how their ideas and experiences are similar and different from others. Students learn to collaborate, problem solve, summarize, and present.
Essential Questions: What role do you take when working in a group? Why? How do you work with others? What are classroom, LCC, student, and personal policies, guidelines and criteria for a variety of topics? Why are they important to me and to other students?
Instructional Strategies provide content: essential questions (find others with the same puzzle piece), introduce themselves and team build, group brainstorm to answer questions, summarize, and establish criteria for presentations); process (puzzle, find your group, introductions, discussion over question prompts, brainstorm, write, present), and product (presentation of written guidelines created as a group).
Student Activities provide supports for varied readiness levels (listening, speaking, summarizing, presenting, team building, problem solving; learning profiles (brainstorm, big question prompts); and interests (students choose what they want to share from their identity, culture and experiences, and how they plan to present their ideas).
Speaking and Listening Standards 6-12
Grades 9-10 Students Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
After receiving puzzle pieces, students locate team members with matching puzzle pieces, assemble their team’s puzzle, read and interpret the puzzle question(s), collaborate to brainstorm answers, listen to each other’s ideas, choose the appropriate answers, and write the responses to be presented to the class.
Students choose who and how to present their ideas as a group then give a presentation to the class from the front of the room with a document reader.
o Think, Group, Share
o Define criteria for presentation
o Define precise language
o Answer question prompts
o Follow presenter and audience instructions
o Student proof as individuals and part of a group
- Teachers pass out one index card per student. Students write anonymous questions they have about our personal lives, English 9, or La Costa Canyon. The teachers collect the index cards, pull them randomly out of a pail, and answer the questions. Teachers reserve the right not to answer questions they deem inappropriate.
- Teachers pass out one puzzle piece per student. Puzzle pieces have essential questions. Each essential question is written in different color ink.
- Teacher directs students to think about their responses to the questions. Students “think and share” (cooperative learning strategy) with a group.
Content: Teacher asks the students to define unknown words and find synonyms (vocabulary development) from the questions. Students use a dictionary for definitions of vocabulary and look for synonyms (language development for ELs and students who need more support). Scaffold: sheet of paper for brainstorming and creation of presentation. ELLs and students that need special education pair up with other students to complete task (supporting all learners).
Brainstorm All Answers (all answers considered)
Process: Teacher guides students to create their own presentations following the structure and process.
- Note the color of ink used to write the words written on your puzzle piece.
- Find the other people who have the same color ink on their puzzle pieces.
- This is your group.
- Introduce yourselves, assemble the puzzle, read the question(s), and discuss answers.
- Teachers pass out blank paper and colored markers.
- Students brainstorm answers (graphic organizer). All answers are accepted.
- Students write the questions(s) on a sheet of blank paper. Below that, students choose and write appropriate and agreed upon answers representing the group.
- Choose who presents what material in what order.
- Present using document reader.
- Reflect as a group on what worked and what needs improvement after all groups present.
Product: student responses (content) and presentation.
Celebration of presentations! (Validation of all learners.) Place the content presented around the room as a reminder and showcase.
- Transition to school and classroom policy quiz.
- Students pair to discuss and solve answers together.
- Students take out the copy of the policy they received as homework and correct their own quiz answers, changing the color of the ink for the corrections.
- Review answers as a group.
- Students take the policy home for signature. It is also the letter home to parents.
- Questions written in different colored ink on pieces of cardstock and laminated, cut into four to five puzzle pieces then with the following essential policy and guideline questions.
· What are the 10 characteristics of a good reader?
· What are the 10 characteristics of trustworthiness?
· What are the 10 goals or things you want to learn in this class?
· What is integrity? What are 10 ways to show it?
· What are the 10 ways a teacher can help?
· What are the 10 ways to be a good student?
· What are 10 things a writer does to write effectively?
· What is the meaning of respect? What are 10 ways to be respectful?
· What are the expectations for college prep students?
· Define technology. List 5 ways technology can help and 5 ways technology can hinder?
· Why is it a good idea to have rules in class? Name 5 rules that should be in an English class? Why important?
2. Technology: document reader and projector
4. Scratch brainstorm and presentation graphic organizers
5. White paper (to use with document reader) and marking pens