Language Acquisition Strategies to Use during Word Generation
Strategies drawn from Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck et. al. and multiple publications from Catherine Snow. 1 Display focus words Set aside wall space to keep a running list of previous target words Write out words as much as possible. Written Display current words on the Smartboard visuals that accompany oral usage provide extra Write the words in large print on the white/chalk board prior to the start support . of the lesson Create word lists on cardstock and place one on each table Print flashcards for students to display across the tops of their desks 2.
Repetition through choral call and response. Practice pronunciation – have students say the words multiple times in multiple contexts.
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Use meaningful examples Use meaningful examples /localize the word(s) in the home, school, community context. DO NOT define the word for the students. Instead, use the target words in ways that are applicable to your students.
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Turn and talks Ask students to turn and talk using the target words.
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Redirect student responses to include the words. When you ask students questions involving the target words, be sure that his/her response also includes the target words. We want the students to SAY the words as much as possible
Have the class yell out the words as a collective. The less focus on the individual the better (especially when students are being introduced to new terms). Focus on ELLs and point to the words, say them out loud and have the whole class repeat after you. Watch what they struggle with and then separate the words into syllables and have students repeat. If the target word is attribute (noun): “I think the attributes or characteristics of a good friend are loyalty, kindness and respect. What do you think the attributes of a good friend are?” Attribute (verb) “I attribute the causes of bullying to violent television. To what do you attribute the causes of bullying?” “Turn to your partner and tell them where you stand on the issue of parental licensing. Jeremy, how does your partner, Kai, feel about the issue?” “Turn and talk to your partner about the attributes of a bully. Be sure to use the word attributes as you share.” A student response to the question What do you think the attributes of a good friend are?” might be…“I think a good friend is nice. Someone who likes me.” In this circumstance, use a sentence starter with the embedded word: TEACHER – “Can you say for me: I think the attributes of a good friend are…?” Have several students participate using the different target words.
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Fix students’ incorrect uses of the words rather than telling them that their sentences are wrong. Exploit second language knowledge Take note of cognates.
Highlight polysemy Teach breadth and depth of meaning by brainstorming with students the variety of meanings they are familiar with.
Teach etymology or word origins focus on discovery by looking at a word by breaking it into parts or looking for familiar prefixes, suffixes, roots. 10. Promote interaction between the text topic and the words Use developmentally appropriate examples or asking questions that matter to your students. 9.
12. Word associations (phrases/sentences)
The teacher asks students which comments are associated with target words. 13. Word association (person/movie/thing)
The teacher asks students to come up with an association – person, movie, common experience
Parrot back a correct response or the correct use of the word rather than telling students that they are incorrect. Ask the student to repeat sentence. “Look at the words on the board. The words are attribute, cycle, hypothesis, project, and statistics. Look at how they’re spelled in Spanish: atributo, ciclo, hipotesis, proyecto/proyectar, estadistica. So they’re related! And if you speak a second language, you can use this to your advantage.” The target word “project” is polysemous. Write the different definitions on the board: a science project, a light projector, a projection on the wall, etc. “Attributes of a friend were used as a noun. Now we’re going to use the word as a verb. What does Michelle Obama attribute – or find a reason for – childhood obesity?” “The word cycle? Like a bicycle? Cycle is part of the word – let’s divide it up – Bi means two, what do you think “tri” and “uni” might mean? The word ‘cycle’: what does it sound like? Circle? I think we’re getting somewhere. “Has anyone heard of global warming (topic) before?” Students might raise their hands but basic understanding has to be established – don’t elicit responses just yet. “Let’s start with the word ‘global.’ What does that word sound like? Globe, etc. And ‘warming’? Getting hot? So if we put these two words together, what does Global Warming mean? Ok. Now let’s think about some of the reasons that global warming might be occurring.” Write down contributions on the board. Then, attack one main idea in the reading. “Climate change: there are droughts, floods (Katrina, Hurricane Dandy). Some people say that these are a result of man-made problems like pollution, others say it is a normal cycle.” Tedious, extravagant, and pretentious: I spent all of my allowance for 6 months on downloading music. I just can’t face another minute of this! You’re so lucky that I am part of your team. Word: eloquent Association: Martin Luther King, Jr Reason: Martin Luther King, Jr. was an excellent speaker. People still
– to target words, and then explain the connections they see. This is typically done as a guided, shared class activity. 14. Word association (sentence re-write) Students associate a sentence with a target word and then rewrite the sentence to include the target word. 15. Word relationships Students describe how two words might be connected or related.
16. Word relationships (questions)
Students respond to a question that includes two target words and explain their answers. 17. Word relationships (analogies)
The teacher develops part of an analogy and students fill it in. As students engage in this practice, eventually, they can be released to create their own analogies. 18. Word relationships (word sort)
After students have been exposed to a number of words, ask them to sort the words into various categories. Teachers can determine the categories or students can develop their own categories. Explaining the categorization is the most important part of this activity. 19. Word relationships (word line) Students create a word line by placing a group of words across the line and explain their placement.
talk about his speeches.
Evade I didn’t want to answer his questions so I pretended I didn’t hear him. I didn’t want to answer his questions so I evaded him.
Ask students to choose two target words and explain how they are connected. We are more interested in students’ thinking than any single “correct” answer. Compassionate/advocate: “I think compassion and advocate are related because compassionate people often advocate for those in need.” Examples below: Do people with prestige prosper? What might a meticulous person be vulnerable to? Could someone who is curious be a nuisance? Examples below: A determined person is someone who is really set on getting something done, while a person who is wavering is… You could describe someone as morose who always saw the bad side of things. On the other hand, you could describe someone who as jovial if… Words that describe people: Words that describe places: Determined Tranquil Charming Eerie Impatient Monotonous Meek Rustic Eminent Exotic How surprised would you be if: An extremely fragile plant survived in an arctic region? An enthusiastic teacher came to school dressed in a pirate costume? A determined student gets an excellent grade?
Least surprised-----------------------------------------------------------------Most surprised More creative word lines: Pleasing-------------------------------------------------Disgusting Lame-----------------------------------------------------Cool Can handle it___________________________Can’t handle it 20. World relationships (clap, snap or hand raise)
Clap to show how much (not at all, a little bit, a lot) you would like: Alternative for the above strategy where students To have your project described by the word preposterous. respond about the extent or degree of something Working in a chaotic atmosphere to complete a big test. about their words. Having your bedroom described as eerie.
21. Generating examples
The class is divided into small groups and each develops a list that describes a target word.
22. Example/non-example
Examples below: Three things that would be catastrophic.. Three ways that a gymnast is flexible. Three things a philanthropist might do.
When I say something that sounds precarious, say the word precarious (call on The teacher presents descriptions of situations select students to explain why as they respond to the prompt). and asks students to respond to each as whether Walking over a rickety bridge over a deep canyon. or not it illustrates the target word. Teacher Exploring a new, tall school building. always asks the students “Why?” they responded Standing on a ladder on one foot. as they did. 23. Example/non-example (which is/which are) Which would be easier to notice: The teacher asks the students to choose which of A house all alone on a hill or a house crowded in with lots of other two alternatives illustrates the target word. This buildings activity is usually framed as a Which is…? or A barking dog or a dog sleeping on a porch Which are…? questions. Always remember to ask An ant crawling along the floor or a snake slithering along the floor students “Why?” they made the choices they did. Which would plod: Frankenstein in a castle or a ghost in a castle A huge dinosaur or a mountain lion A heavy man or a skinny man
24. Writing (Sentence stems)
Provide students with sentence stems and ask them to complete. Here, students can’t just write down the obvious (“The king was miserable") from which student understanding is not clear.
25. Creative writing prompt
Prompt students to use several of their target words in a creative writing assignment.
26. Puzzles (written or drawn)
Provide a series of clues for a target word. Each clue should narrow the range.
Examples below: The king was miserable because… The child was perplexed because… This strategy does not have to been done as an independent activity. Students can complete the frames in partnerships or groups. Groups can come up with frames for one and other. Classes can also play MadLibs or use cloze passages to insert target words into. Proactive, Logical, Parallel, Sustain, Allocate Going to the mall and all of the lights go out. Arriving in a new city and people think you are a celebrity. Finding a puppy with a bag of money tied around its neck at your front door. The following set of clues lead to the words: spectator, reliable, and relinquish. A lot of people would not actually see this person. It’s someone who just watches. Babysitters need to be __________. You can count on people who are ____________. Teachers can also have students draw from a much larger list of target words to make the activity more challenging.
ELA Launch (Focus Word Introduction) Teacher Directions:
Unit 2.01!
Should passing a standardized test be a high school graduation requirement?
FOCUS WORDS OF THE WEEK
! !standardized : (adjective) the same for everyone! FORMS/RELATED WORDS: standard, standardize, standardizes, standardizing, standardization! __________________________________________________________________________________________ EXAMPLES OF USE: The system of money is standardized so that everyone in America uses the same type of! !!__________________________________________________________________________________________ money.! TURN AND TALK: Can you think of other real world examples that are standardized?! __________________________________________________________________________________________
!assess : (verb) judge the quality of; evaluate! FORMS/RELATED WORDS: assesses, assessing, assessed, assessment, assessor ! __________________________________________________________________________________________ EXAMPLES OF USE: The teacher used a test to assess the students reading abilities. ! __________________________________________________________________________________________ TURN AND TALK: What are some other ways that teachers assess students?! __________________________________________________________________________________________
!criteria : (noun) standards or rules used to make a decision! FORMS/RELATED WORDS: criterion (sing.)! __________________________________________________________________________________________ EXAMPLES OF USE: My criteria for a good friend includes loyalty, honesty and a sense of humor.! __________________________________________________________________________________________ TURN AND TALK: What is your criteria for choosing a friend?! __________________________________________________________________________________________
!correspond : (verb) match! FORMS/RELATED WORDS: corresponds, corresponding, corresponded, correspondence! __________________________________________________________________________________________ EXAMPLES OF USE: The questions on the quiz did not correspond with what we learned in class. ! __________________________________________________________________________________________ TURN AND TALK: Can you think of another sentence using the word correspond?! __________________________________________________________________________________________
!formulate : (verb) invent by thinking about! FORMS/RELATED WORDS: formulates, formulated, formulating, formulation, form! __________________________________________________________________________________________
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EXAMPLES OF USE: Teachers use many tools, such as textbooks and the Internet, to formulate! lesson plans. ! __________________________________________________________________________________________ TURN AND TALK: What are three ways that a teacher can formulate an opinion of a student?! ________________________________________________________________________________________
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Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see definitions, forms of words, sample sentence and turn and talk questions for each of the words: a. standardize - Localize the term/Meaningful example (Beck/Snow #3). In the United States we have a standardized system of money. Whether you are in New York or Florida, you are paying with the same type of money. For example, the money used in New York to buy a soda is the same money you would use to buy a soda in Florida. Can anyone think of another example where something is standardized? Take several student responses, making sure students use standardize or an alternate from their responses. (Sample response: units of measurement.) Now, can you think of other real world examples that are standardized? Turn and talk with a partner and make sure you use the word standardize. b. assess - Localize the term/Meaningful example (Beck/Snow #3). Often teachers need to assess student progress/work by giving a quiz. Looking at your answers helps me to evaluate your understanding of the topic. Turn and talk with a partner and discuss other ways teachers assess students. c. criteria - Localize the term/Meaningful example (Beck/Snow #3). I have very specific criteria for choosing a friend. Some of my criteria include: must have a good sense of humor, must like sports, and must be loyal. Turn and talk with a partner and discuss your criteria for choosing a friend. d. correspond - Word association (sentence re-write) (Beck/Snow #14). How many of you have ever taken a test where you looked at a question and thought, “I never learned this!” Well, that may be because the question didn't correspond with what your teacher taught you. So instead of saying, “Hey, this doesn't match with what I learned,” we could say this doesn't correspond to what I learned. Can you make another sentence using the word correspond? e. formulate - Generating examples (Beck/Snow #21). Many teachers formulate creative and interesting lessons for their students. One way I create creative and interesting lessons is by incorporating exciting videos. People can also formulate opinions of others based on their appearance or actions. Turn and and talk with a partner and discuss three ways that a teacher can formulate an opinion of a student.
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IZED D R A D N A STA G N I S S A OL P O D H L C U S O SH HIGH A E B ENT? T M E TES R I U REQ N O I T A Word Generation - Unit 2.01 GRADU Join the national conversation!
1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. 2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence.
standardized | assess | criteria | correspond | formulate!
WEEKLY PASSAGE
What skills do employers and colleges look for in an applicant?
Tests like MCAS assess students’ ability to write, read critically, and do difficult math. The tests are geared to the skills people need in jobs and in college. Supporters say standardized testing is fair because all students are graded using the same criteria. For example, writing might be graded by how many examples the students give. Some people think graduation tests are unfair to students who are learning English. These students might know the information but have trouble with the test questions. Other students might have
trouble focusing their attention. Their test scores might not show what they really know. Students in different schools learn different things. The standardized test might not correspond to what some students were taught in a particular school. Students in another school, however, might find the test matched what they learned in class. People argue this isn’t fair. Some people also worry that standardized tests make teachers just cover what is on the test. Teachers might not formulate lessons that will be interesting to their students. Other people think that standardized testing is valuable, but that there should be different ways for students to show that they are ready to graduate.
Do you think its fair that all students are assessed by the same criteria?
Do standardized tests hold all students to high standards? Or do they unfairly keep some students from graduating?
Are standardized tests a SERP 2013
| Word Generation
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fair2 -way Series Part A to| assess wordgeneration.org students’ ability?
Introducing the focus words through the weekly passage:
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Focus Words
In many states high school students must pass a standardized test to graduate. For example, Massachusetts law requires the MCAS. The law was passed to make sure high schools are challenging their students. Businesses often complain that high school graduates cannot read and do math needed on the job. Colleges worry that not all high school graduates can do college work. The tests are used to see who has the skills expected by employers and colleges.
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ELA Launch (Read Aloud) Teacher Directions:
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3. Introduce the question of the week, “Should passing a standardized test be a high school graduation requirement?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
TEACHER - Discussion Questions ! The ELA and math State tests are standardized. Are there other standardized tests you have taken besides these State tests? ! What criteria do your teachers use to assess writing in class? ! When you took the math State test, did the questions correspond to what you learned in class? ! What groups of students might be hurt if we use the State tests for graduation?
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Math Lesson Teacher Directions:
Unit 2.01!
Should passing a standardized test be a high school graduation requirement? PROBLEM OF THE WEEK
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We want high school graduates to meet important criteria. They should read well. They should formulate ideas logically and express them clearly. They should understand basic ideas about math, science, and social studies. What is the best way to assess whether students meet these criteria? Is a standardized graduation test too harsh? In Massachusetts in 2010, several thousand students failed to graduate because they failed one or more of the state tests. !
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Option 1: Of the 69,008 Massachusetts 2010 high school seniors, 2,556 failed the MCAS math exam. Which answer corresponds to the percentage of the class that failed the exam? A) about 2.4% B) about 3.7% C) about 4.1% D) about 6.7% Option 2: Under a new Massachusetts state rule, students must pass all three MCAS exams to graduate: the Science exam, the English exam, and the Math exam. Of the 69,008 Massachusetts high school seniors in 2010: • 1,958 failed the English MCAS • 2,556 failed the Math MCAS • 2,933 failed the Science MCAS
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Vaznis, J. ( 2010, May 20). Education officials may scrap MCAS test. The Boston Globe. Retrieved on July 20, 2010 from http:// www.boston.com/news/education/k_12/mcas/ articles/2010/05/20/ education_officials_may_scrap_mcas_test/? page=full
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Vaznis, J. (2010, May 28). 2,933 to miss diploma over science MCAA. The Boston Globe. Retrieved on July 21, 2010 from http:// www.boston.com/news/education/k_12/mcas/ articles/ 2010/05/28/2933_to_miss_diploma_over_scien ce_mcas/
a) Based on these numbers, what is the smallest possible number of students who could not graduate because of the tests? (Hint: Remember that students could have failed all three exams, so the amounts could overlap.) Smallest possible number: 2,933. This assumes that the students who failed the Science exam also failed the English and Math exams and thus are already counted.
b) Based on these numbers, what is the largest possible number of students who could not graduate because of the test? (Hint: Remember that each student could have failed only one exam, so the amounts could not overlap at all.) Largest possible number: 7,447. This assumes that each student failed only one exam, so the number of students prevented from graduating is the sum of the three categories.
Discussion Question: Standardized tests must change each year to prevent cheating. Each year testing companies formulate new exams. Teachers and experts review each question. A good exam question meets these criteria: it corresponds to what students should be learning in class, and it fairly assesses what students know. These carefully prepared exams are expensive. For example, the state of Massachusetts spends $35 million each year on making its standardized test. Is this a good use of state money? Why or why not?
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Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, It is important to formulate a plan before solving a mathematical equation.) Language acquisition strategy (Word association - Beck/Snow # 12) - Ask students to associate the following statements (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answer: - To ensure the students understood fractions, the teacher gave the same test to all students. (standardized) - Some rappers use their experiences when they are creating a new song. (formulate) - Does your behavior with your parents match your behavior with your friends? (correspond) Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and assess their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4 and 5 for option 2. Summarize by asking students how they feel about the WG debate topic: “Should passing a standardized test be a high school graduation requirement? How might information from the WG math problem of the week be used to formulate your opinion?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
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Science Lesson Teacher Directions:
Unit 2.01!
Should passing a standardized test be a high school ! graduation requirement?! THINKING SCIENTIFICALLY! The students in Mr. Seemy’s class are going to high school next year, and some of them are concerned about taking the new high school exit exam. The class is debating whether passing a standardized test should be required for students to get a high school diploma.! Camila and Josef think an exit exam is a great idea and are happy about the new test. “We need strict criteria to figure out who should get to graduate,” says Josef. Camila agrees with Josef and adds, “How can we be sure that students deserve a high school diploma unless we assess what they know?”! Malik isn’t so sure. He says, “I don’t think a standardized test is the right way to go. What about kids who take all the right classes and get good grades but still don’t pass the test? And what about teachers who feel they should teach only the skills that correspond to the test?”! “Those are interesting questions, Malik,” says Mr. Seemy. “You’re raising the issue of high-stakes testing. It sounds like you are beginning to formulate a hypothesis about the effect exit exams will have.”! Malik thinks for a moment. “I bet a lot of kids would drop out of school if they have to take a test. My hypothesis is that more kids will drop out of high school in states that have exit exams like ours.”! “You’ll have to gather and analyze data,” says Mr. Seemy. “Camila and Josef can work with you to see if your hypothesis is correct.” Malik, Camila and Josef were very interested and found information on the Internet about high school dropout rates in the U.S. They selected three states that all started required exit exams recently and studied the data.
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Question: Do standardized high school exit exams affect dropout rates?
Malik’s Hypothesis:
Percentage of high school dropouts, by year
States that have exit exam requirements will have higher dropout rates after requiring students to pass an exit exam. Data Source: ! National Center for Education Statistics “Event dropout rates for public school students in grades 9-12, by state: School years 1993-98 through 2007-2008.”
1. Focus word recall activity (Puzzles - Beck/Snow #26) For example, for criteria - I am thinking of a word that is related to rules. - People have different __________ when picking a friend. - This word has 4 syllables. 2. Repeat guessing game with 2 other focus words. 3. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists formulate a hypotheses when creating an experiment.) 4. Language acquisition strategy (Word relationships [clap, snap, or hand raise] - Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like: - To have your science experiment assessed by a peer. - To do away with standardized assessments/tests. - To formulate plans for a class party. 5. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Malik’s experiment and answer the two questions at the bottom of their page. 6. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. 7. Summarize by asking students how they feel about the WG debate topic: “Should passing a standardized test be a high school graduation requirement?”
Arizona
California
Idaho
2004
6.7
3.3
3.1
2005
6.2
3.1
3
2006
7.6
3.7
2.7
2007
7.6
5.5
2.6
2008
6.7
5
2
(first year diplomas withheld)
In 2006, the states in this data set began withholding diplomas from students who didn’t pass exit exams. Did dropout rates increase starting in 2006 or thereafter? Cite specific information from the data table. Only increased in California and Arizona only, but then a year later, decreased in Arizona. Was Malik’s hypothesis supported by the data or not? Cite specific evidence that supports your conclusion, if you can make one. No, the data are inconsistent.
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.01!
Should passing a standardized test be a high school graduation requirement?! DEBATING THE ISSUE
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
Should passing a standardized test be a high school graduation requirement?! Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
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2. The tests are geared to ! assess student’s skills ! they will need in college.!
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3. Standardized testing is ! fair because all students ! are graded using the ! same criteria.!
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Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
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Debate, Moderate, Evaluate…
1. Standardized tests challenge students.!
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Con (No) 1. Standardized tests are unfair to students who are learning English.!
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2. If students have trouble ! focusing during a test, how ! can it assess them fairly?!
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3. Material on standardized ! tests may not correspond to ! what students learned.!
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4. Teachers might not ! formulate lessons that will ! be interesting to their " students in order to teach to ! the test.
! To the left is a sample filled in pro/con chart. !
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
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Encourage students to use at least 1 focus word in each of their arguments.
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Social Studies Debate Teacher Directions: 1.
Unit 2.01!
Should passing a standardized test be a high school graduation requirement?! DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
Focus word recall activity - Project or post 5 images that could be associated with each of the 5 focus words. Remind students that, while you had matches in mind, there can be multiple correct answers. Ask students to turn and talk with their group to match each image with a focus word. Have groups share justifications for each match. 2. Language acquisition strategy (Word relationships - Beck/Snow #15) - Post the 5 focus words on the # board or direct students to look at the words. Ask students to choose two words and explain how they are connected. There is no right answer, but listen for the students thinking process. Examples: - Assess and standardized are related because standardized tests are types of assessments. - Formulate and assessment are related because teachers have to formulate assessments for students. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should passing a standardized test be a high school graduation requirement?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (For example. use of transition words use of accountable talk stems, body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
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Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as:
Previous Weeks Words:
Actor/Director - 2 person format. Actor reviews pro and con arguments on the T-chart. Director says, “Pro-Go.” Actor says as many arguments as possible using as many focus words as possible. Director says, “Con-Go.” Actor says “On the other hand” (or uses another thought reverser [however, whereas etc.]) and then begins giving con arguments. Director says stop. Director says “What I heard you say is....” and tries to recall all of the arguments and focus words used.
!
Lightning Round - Label one side of the room pro and one side con. Ask all students to stand. Ask students to walk to the side of the room that they agree with more (pro or con). Give every student a number on the pro side and ask them to remember their number. Give every student a number on the con side. Randomly call out a number (“number 5” for example). Each side huddles up around their number 5’s and gives them tips on arguments and focus words to use for 2 minutes. Number 5s then go to the center of the room and have a mini-debate. Repeat by calling a new number.
Writing Teacher Directions: Unit 2.01!
Should passing a standardized ! test be a high school graduation requirement?! WRITE ABOUT IT
1.
2.
Support your position with clear reasons and specific examples. ! Use the focus words from this week and previous week lists relevant words in your response.
Focus Words standardized | assess | criteria | correspond | formulate! !
3.
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
4.
_________________________________________________________________________________________
Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should passing a standardized test be a high school graduation requirement?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word Relationships - Beck Snow #15) - Tell the students to look over the 5 focus words. Ask, “Can you find any two that are related or connected in any way? Turn and talk to explain the relationship.” (We are more concerned here with student thinking than any single “correct” answer). Introduce WG free response - Tell the class, “You will now write a short response to the question ‘Should passing a standardized test be a high school graduation requirement?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate or your own experience. Use all 5 focus words for the week.” This assignment can change throughout the year depending on the needs of your students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different of responses such as: argumentative, informational, narrative, or letters to the editor, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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ELA Launch (Focus Word Introduction) Teacher Directions: Unit 2.02!
Should colleges use affirmative action?
! WORDS OF THE WEEK FOCUS !affirmative : (adjective) positive ! FORMS: affirm, affirms, affirming, affirmed, affirmation! __________________________________________________________________________________________ EXAMPLES OF USE: The student gave an affirmative response, not an negative one.! __________________________________________________________________________________________ TURN AND TALK: Talk about a time when you felt affirmed or gave an affirmative answer.! __________________________________________________________________________________________
!discrimination : (noun) prejudice toward a particular group of people! FORMS/RELATED WORDS: discriminate, discriminates, discriminating, discriminatory, indiscriminate! __________________________________________________________________________________________ EXAMPLES OF USE: Martin Luther King, Jr. faced discrimination when fighting for equality for African Americans.! _________________________________________________________________________________! TURN AND TALK: Rewrite the following sentence using the word discrimination: As the only girl in her group, Eliza was being treated unfairly by her male group members.! __________________________________________________________________________________________
!aspect : (noun) a part of something; a characteristic!
FORMS/RELATED WORDS: aspects, aspectual! __________________________________________________________________________________________ EXAMPLES OF USE: When making admission decisions, colleges consider many aspects of a student.! __________________________________________________________________________________________ TURN AND TALK: Rewrite and complete the sentence with your partner using a focus word: One part of your grade this year will be…! _________________________________________________________________________________________
!retain : (verb) to keep; to hold in place!
FORMS/RELATED WORDS: retains, retaining, retained, retention, retentive! __________________________________________________________________________________________ EXAMPLES OF USE: You can retain information before a test by reviewing your notes.! __________________________________________________________________________________________ TURN AND TALK: What are some examples of things that can be retained?! __________________________________________________________________________________________
!relevant : (adjective) connected! FORMS/RELATED WORDS: relevance, irrelevant ! __________________________________________________________________________________________ EXAMPLES OF USE: Please collect all emails that are relevant to the girl’s bullying complaint.! __________________________________________________________________________________________ TURN AND TALK: Can you think of another example using the word relevant?! __________________________________________________________________________________________
!
"1.
Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so, if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. af:irmative -‐ Localize the term/Meaningful example (Beck/Snow #3). When we think of the word af:irmative we want to think of the word positive. For example, I felt very af:irmed when my teacher told me I did a good job. Can you think of a time when you felt af:irmed? b. discrimination -‐ Word association -‐ Sentence re-‐write (Beck/Snow #14). In February of last year, Michael Sam was hoping to be drafted into the NFL and was afraid to be treated differently because he was gay. In other words, he was afraid of discrimination in the NFL because he was gay. Can you rewrite this sentence using a form of discrimination? As the only girl in her group, Elaiza was being treated unfairly by her male group members. c. aspect -‐ Word association -‐ Sentence re-‐write (Beck/Snow #14). Aspects can be used as a synonym for “parts.” When someone applies to college, race may play a part, or may be an aspect, of getting into a college. Let’s rewrite some sentences to try to use the word aspect. -‐ (easier) One part of the your grades this year will be based on test grades. -‐ (enrichment) What are some characteristics you look for in a partner for a project? d. retain -‐ Localize the term/Meaningful example (Beck/Snow #3). When schools talk about promoting students (when students move up from one grade to the next), we also talk about retaining students. Ask: What do you think retaining means? Share out student thoughts. What are some other examples of things that are retained? e. relevant -‐ Localize the term/Meaningful example (Beck/Snow #3). There was one time in class where we were discussing last night’s homework. Suddenly, one student raised his hand and asked a question about the score for last night’s game. I looked at him and said, “That is not at all relevant to our conversation! It is important to stay on topic in our conversations.” Can you think of another example using the word relevant?
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Word Generation - Unit 2.02
Focus Words affirmative | discrimination | aspect | retain | relevant!
!
WEEKLY PASSAGE ! What are some characteristics that colleges would use to choose prospective students?
Do you feel decisions of the past should affect admission today? Explain.
College admissions can be very competitive. Elite colleges admit only half or a quarter of the students who apply. Because the process is tough, admissions decisions can be controversial. Some colleges look at students’ races during admissions. Suppose an African-American student and a white student are similar. They have about the same grades and test scores. The African-American student may be more likely to be accepted. This is called “Affirmative Action.” Colleges may use this to increase the number of minorities on campus. The idea is that racial diversity helps college students learn to work with people from different backgrounds. Affirmative Action is designed to make up for past discrimination. African-Americans and Latinos were kept out of college in past generations. Students from these groups today are less likely to have family members who went to college. They
may have less inside knowledge about college preparation. Without Affirmative Action, fewer minority students will attend elite colleges. At UC Berkeley, the number of African-Americans admitted dropped from 562 to 191 after the school stopped using race as one aspect of admissions. Looking at this experience, people argue that race should be retained as a factor in admissions. Others say Affirmative Action is not fair because it can discriminate against white students. These people believe schools should only look at grades and test scores. They think that the color of a student’s skin is not relevant. Is it important for colleges to have racial diversity? Should they use Affirmative Action?
What is your opinion? What text evidence was most convincing to you?
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TEACHER - Discussion Questions ! What kinds of discrimination have you seen in your life? ! Why do some colleges use Affirmative Action? ! Some colleges use race as one aspect of admissions. What are some other aspects colleges look at in admissions? ! Do you think skin color should be relevant to college admissions? ! Should US colleges retain their Affirmative Action programs?
Math Lesson Teacher Directions:
Unit 2.02!
Should colleges use ! affirmative action?! ! Affirmative action is meant to give groups that have faced discrimination a better chance to succeed in American society. College attendance is relevant to success because college graduates usually make more money. Therefore, affirmative action programs in college might be a good way to help these groups. U.S. courts have decided that colleges can retain some, but not all, affirmative action programs. ! In 2008, the U.S. Census Bureau found the following:! ! 40% of white 18-24 year-olds were enrolled in college.!
! 32% of African-American 18-24 year-olds were enrolled in college.!
!
! 26% of Hispanic 18-24 year-olds were enrolled in college.!
Option 1: Which of the following shows the fraction of Hispanic 18 – 24 year-olds enrolled in " college in 2008? A) 1/3 B) 8/25 C) 13/50 D) 16/25 Option 2: The year is 2008. Two 18-24 year-olds are chosen at random. One person is AfricanAmerican, and one is white. How much more likely is the white person to be in college than the AfricanAmerican person? Express as a percentage. Answer: The white person is 25% [(40 – 32) / 32] more likely to be in college. Discussion Question: In 1965, President Lyndon Johnson described the need for affirmative " action this way:" “You do not take a man who for years has been hobbled by chains, liberate him, bring him to the starting line of a race, saying, 'you are free to compete with all the others,' and still justly believe you have been completely fair . . . We seek not just freedom but opportunity—not just legal equity but human ability—not just equality as a right and a theory, but equality as a fact and as a result.” Women and non-whites have faced prejudice and discrimination in America. Therefore, when the question of fairness arises, race and gender are seen as relevant aspects of the people involved. Some people think that America has become less prejudiced. As a result, they say, today’s America should not retain affirmative action. But have we achieved “equality as a fact and as a result”? Or did President Johnson chose the wrong goal?
1. Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” After each students calls out a word, have all students repeat the word. Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. 2. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Using flashcards helped me to retain my multiplication tables.) 3. Language acquisition strategy (Generating Examples - Beck/Snow #21) - Name three aspects of a good teacher. - Name two ways that people can be discriminated against. - Name one mathematics tool (for example, a ruler) that is relevant to solve a problem. 4. Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. 5. Ask a group to share and assess their work. 6. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five focus words. 7. If time, repeat steps 4 and 5 for option 2. 8. Summarize by asking students how they feel about the WG debate topic: “Should colleges use affirmative action? “How might information from the WG math problem of the week be relevant in the debate? Possible extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Science Lesson Teacher Directions:
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Unit 2.02
Should colleges use affirmative action?! THINKING SCIENTIFICALLY ! The students in Ms. Kahn’s class are discussing the pros and cons of Affirmative Action.! “I don’t think race should be relevant in college admissions. If I apply to college, I want to get in because of my work and grades, not because of my skin color,” says Amir.! “It’s not as simple as that, Amir,” says Kayla, “Admissions offices examine many aspects of a student’s application, including race–but not only race–to decide to admit one student over another.”! “Yeah, but aren’t we supposed to be past all that?” asks Amir, “Be ‘color-blind’ and all?”! “I think that’s just a slogan. I think there is still discrimination in the U.S. today,” Kayla responded. “Think about it. Do you really think that women and people of color get treated the same as white men?”! “My mom was laid off from work a few months ago,” Taylor shared. “She said that more men were retained at her office and that some even got raises. Mom thinks that it’s not a fair situation.”! Ms. Kahn says, “We’ll need data to support any claims we make, one way or the other. I know of a recent study of U.S. Census data that we can take a look at. I just read about it in the newspaper.” Ms. Kahn shared a sample of the data from the National Partnership for Women and Families with her students, which used U.S. Census Bureau data to compare average salaries for women and men working full-time jobs in the top fifty metropolitan areas across America.
City
Average salary for men
Average salary for women
Chicago
$52,222
$41,610
Los Angeles
$44,360
$40,695
New Orleans
$45,970
$34,862
New York
$55,071
$46,642
San Francisco
$62,269
$52,301
Seattle
$60,881
$44,535
What are some conclusions that you can draw from this information? How does the average salary vary by city? Is the gap larger in some cities? What is the overall trend when comparing the average salary for men and women across this selection of cities? There is a large variety in the average salary by city, but the average is greater for men. The gap in Seattle is >$16K, while the gap in Los Angeles is <$4K. How would you investigate this topic further? What else would you want to know?
When John F. Kennedy signed the Equal Pay Act in 1963, women were paid 59 cents for every dollar men were paid. 50 years later, in 2013, women are paid 77 cents for every dollar that men are paid. Would you consider that a big change, or a small change? Do you think it is fair?
Answers will vary.
SERP 2013 | Word Generation | Series 2 - Part A | wordgeneration.org | "10
1. Focus word recall activity - Teacher will split the class into two teams. Each team will say a focus word and a definition as fast as they can. Whatever team finishes all five focus words the fastest will be the winner. 2. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists retain data during an experiment.) 3. Language acquisition strategy (Turn and talks - Beck/Snow #4 )- Students will turn and talk to a classmate. During this time, teacher will circulate and listen for students to be using the focus words. - Talk to your partner about a time when you witnessed/experienced discrimination. - Talk to your partner recalling the discrimination you witnessed/ experienced and develop a way to change a negative situation into an affirmative situation. 4. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Mr. Kahn’s data for the average salary for men vs. women in different cities and answer the two questions at the bottom of their page. 5. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. 6. Summarize by asking students how they feel about the WG debate topic: “Should colleges use affirmative action? How might Mr. Kahn’s findings be relevant when forming your argument?”
" "
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.02!
Should colleges use affirmative action?!
Debate, Moderate, Evaluate..... Should colleges use affirmative action?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
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2. Affirmative action helps make up for past discrimination."
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3. Without affirmative action, fewer minority students will attend elite colleges. "
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Con (No) 1. Affirmative action is not fair because it can discriminate against white students."
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2. The only relevant factors for admission should be grades and test scores."
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3. The color of a student’s skin is not 4. Using race as an aspect be relevant." of admissions helps retain the amount of minority students that apply.
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
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DEBATING THE ISSUE
1. Affirmative action helps increase the number of minority students in a college."
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Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
" To the left is a sample filled-in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
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Encourage students to use at least 1 focus word in each of their arguments.
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Social Studies Debate Teacher Directions:
"
Unit 2.02! Should colleges use affirmative action?!
DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
1.
Focus word recall activity - Tell students to shut their eyes and notebooks. Ask for a volunteer who thinks they can state all five focus words for this week. If student cannot, keep calling on students until all 5 words are stated. Then ask one more student to state all five focus words fluidly. 2. Language acquisition strategy (Generating examples - Beck/Snow #21) - Give students the following prompts and ask them to generate a list of 3 examples for each prompt: - Three things that would be considered discrimination. - Three aspects of admitting a person into college. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should colleges use affirmative action?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, WG social studies debate, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples). 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con debaters each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (For example: use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
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Alternate debate formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Previous Weeks Words:
Actor/Director - 2 person format. Actor reviews pro and con arguments on the T-chart. Director says, “ProGo.” Actor says as many arguments as possible using as many focus words as possible. Director says, “ConGo.” Actor says, “On the other hand” (or uses another thought reverser [however, whereas, etc.]) and then begins giving con arguments. Director says stop. Director says, “What I heard you say is...” and tries to recall all of the arguments and focus words used.
"
Lightning Round - Label one side of the room pro and one side con. Ask all students to stand. Ask students to walk to the side of the room that they agree with more (pro or con). Give every student a number on the pro side and ask them to remember their number. Give every student a number on the con side. Randomly call out a number (“number 5” for example). Each side huddles up around their number 5’s and gives them tips on arguments and focus words to use for 2 minutes. Number 5s then go to the center of the room and have a mini-
"
Writing Teacher Directions: Unit 2.02!
Should colleges use ! affirmative action? WRITE ABOUT IT !
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words affirmative | discrimination | aspect | retain | relevant!
!
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should colleges use affirmative action?’ Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word Relationships - Beck/Snow #15) - Tell the students to look over the 5 focus words. Ask, “Can you find any two focus words that are related or connected in any way? Turn and talk to explain the relationship.” (We are more concerned here with student thinking than any single “correct” answer). 3. Introduce WG free response - Tell the class, “You will now write a response to the question, “Should colleges use affirmative action?” You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate. or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
"1. Write the 5 focus words on the board. (Beck/Snow #1)
Unit 2.03!
Health issues in education: what is appropriate for our schools?
!
FOCUS WORDS OF THE WEEK
!capacity :
(noun) an ability!
FORMS/RELATED WORDS: capacities, capacitates, incapacitate, capacious! __________________________________________________________________________________________ EXAMPLES OF USE: Since I am only 5 feet tall, I do not have the capacity to dunk a basketball.! __________________________________________________________________________________________ TURN AND TALK: What do you have the capacity to do today?! __________________________________________________________________________________________
! distribute : (verb) to give out! FORMS/RELATED !!distributive! WORDS: distributes, distributing, distributed, redistribute, distributable, distribution, ! __________________________________________________________________________________________ EXAMPLES OF USE: The mail carrier distributes mail to many locations daily.! __________________________________________________________________________________________ TURN AND TALK: What types of jobs require employees to distribute things?! __________________________________________________________________________________________
!method :
(noun) a way of doing something!
FORMS/RELATED WORDS: methods, methodical, methodology, methodological! __________________________________________________________________________________________ EXAMPLES OF USE: One method we use to figure out an unfamiliar word is to break it down into parts.! __________________________________________________________________________________________ TURN AND TALK: Describe a method that you used when solving a word problem.! __________________________________________________________________________________________
!morality :
(noun) a sense of right and wrong; values!
FORMS/RELATED WORDS: moral, moralities, demoralize, moralize, moralist, moralize! __________________________________________________________________________________________ EXAMPLES OF USE: A good sense of morality can lead you down a positive path.! _________________________________________________________________________________________ TURN AND TALK: Where do people get their sense of morality from?! __________________________________________________________________________________________
!abstain :
(verb) to choose not to do something!
FORMS/RELATED WORDS: abstains, abstaining, abstained, abstention, abstainer, abstinent, abstinence! __________________________________________________________________________________________ EXAMPLES OF USE: People on diets abstain from drinking sugary drinks.! __________________________________________________________________________________________ TURN AND TALK: What is something you can abstain from for better health?! __________________________________________________________________________________________
2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. capacity -‐ Localize the term/Meaningful example (Beck/Snow #3). When I think about capacity, I think about when my mother used to say to me, “You have the capacity to do anything you set your mind to.” Has anyone ever heard that phrase before? What do I have the capacity to do? I have the capacity to learn a new language. I don’t have the capacity to dunk a basketball! What do you guys have the capacity to do? b. distribute -‐ Word association (person/movie/thing) (Beck/Snow #13). Distribute means to give out. For example, we distribute the homework everyday or the teacher may pick a monitor to distribute the markers. Can we think of jobs or occupations that we associate with the word distribute? When I think of the word distribute, I think of the mail carrier that comes every day. She distributes, or gives out, the mail to everyone on my street. What occupation can you think of that also distributes something? c. method -‐ Localize the term/meaningful examples (Beck/Snow #3). In science class, you guys have learned about the scientiLic method, right? Think about what the scientiLic method is. It is the plan for scientists to do an experiment. That’s what a method is! It is a plan, a process, a way to do something. Let’s try to look for other methods we use. Can anyone describe a method that you used when solving a word problem? d. morality -‐ Teach etymology(Beck/Snow #9). Look at the word morality. What other words do you see already? Students should point out that the word moral is in morality. What does moral mean to all of you? That’s right, moral is like what a person thinks is right or their values. Morality is just a different form of that word! Morals come from someplace don’t they? Where do you get our morality from? e. abstain -‐ Localize the term/meaningful examples (Beck/Snow #3). There are a lot of people in America who want to lose weight or eat healthier. These people often abstain from drinking sugary drinks in order to lose weight. Can you think of something that you chose to abstain from?
"
: N O I T A C U D E N I S ! UE S R S O I F H E T T A I R HEAL P O R PP A S I T A S? L WH O O H C OUR S Word Generation - Unit 2.03
ELA Launch (Read Aloud) Teacher Directions:
Join the national conversation!
Introducing the focus words through the weekly passage:
"
Focus Words
1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. 2. Make sure that the students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Health issues in education: What is appropriate for our schools?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the
capacity | distribute | method | morality | abstain! ! Are you surprised by these statistics? Explain your answer.
Should it be the parent’s or teacher’s responsibility to teach sex education? Explain your answer.
WEEKLY PASSAGE ! The United States has a high rate of teen pregnancies. Sexually transmitted diseases are also common among teens. Each year, about one million teenaged girls become pregnant. One in four young people gets a sexually transmitted disease before turning twenty-one. Some people say schools have the capacity to make a difference. They think sex education can help students make better choices. For example, students can talk about peer pressure that leads to having sex too early. They can practice saying no if they are not ready. Some schools also distribute information about methods for safer sex. Other people think parents should teach kids what is right and wrong. They say sex education should be the parents’ responsibility. They believe only parents can teach their children morality. It is hard to teach about such a mature topic in school, others say. Students might just make jokes or misbehave.
Some people believe schools must only teach students to abstain or stay away from sex until marriage. They think teaching students about safer sex is like saying that sex at a young age is okay. Since 1991, the government has spent about half billion dollars on programs that focus on abstinence. Other people say, however, that students need more information. Should schools try to help prevent teen pregnancy and sexually transmitted diseases? What is appropriate to discuss at school?
Who has more of a capacity to make a difference in teaching sex education, the schools or the parents?
!
TEACHER - Discussion Questions !
What are some of the problems that sex education has the capacity to solve?
!
Why do some people believe that schools should not distribute information about safer sex?
!
What do “abstinence-only” programs teach students?
!
Do you think schools have a responsibility to teach students morality?
!
What type of sex education is most appropriate for middle and high schools?
Unit 2.03!
Math Lesson Teacher Directions:
Health issues in education: ! what is appropriate for our schools?!
1.
!
PROBLEM OF THE WEEK The graph shows the results from a 2004 poll. In this poll, parents were asked which method of sex education they preferred. They chose from these three methods:!
15%
2.
36%
3.
! Abstinence Only: Students are taught that abstaining from pre-marital sex is the only safe, moral choice.! ! Abstinence Plus: Abstinence is presented as the safest, most moral option. However, Abstinence Plus programs distribute information about safer sex as well.! ! Comprehensive: The Comprehensive approach does not suggest that teen sex is immoral. It provides lots of information about safer sex in an effort to help students develop the capacity to make good choices. !
3%
46%
Abstinence Only Abstinence Plus Other Comprehensive
Option 1: What percent of parents prefer Abstinence Only? A) 36% B) 49% C) 15% D) 100% ! "
Option 2: Based only on the information in the graph, is the following statement true, false, or does the graph not tell you enough information to decide?
! !
“85% of parents prefer sex education programs that provide safer sex information.” Answer: Not enough information. 82% do prefer programs that give out safer sex information, but we don’t know about the 3% who prefer “other” - these “other” programs could either include such information or not.
Discussion Question: Only a small percentage of parents prefer the Abstinence-Only method. But both Abstinence-Only and Abstinence-Plus are based on the idea that abstinence is the most moral option. So both these statements are true: 1. Only 15% of Americans favor Abstinence-Only sex education. 2. Over 60% of Americans favor sex education that encourages abstinence. Without changing the distribution of opinion, we can make things look very different. This means pollsters and politicians have the capacity to manipulate how information will be interpreted. If you were in favor of Abstinence-Only programs, which statistic would you probably use? If you were in favor of programs that taught about contraception and safer sex, which statistic would you probably use? What does this suggest about statistics in general?
4. 5. 6. 7. 8.
Focus word recall activity. Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Mathematicians can use the method of cross products to verify their proportions are equivalent.) Language acquisition strategy (Word association - Beck/Snow # 12) - Ask students to associate the following comments (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and justify their answer. - The teachers asked her students to pass out the homework at the end of the day. (distribute) - A liter bottle has the ability to hold more water than an eyedropper. (capacity) - In the beginning of the year, it is important to not use a calculator and learn the process to solve a variety of mathematical problems. (abstain) Transition to the WG math problem of the week. Ask the class to work in groups to solve Option 1. Ask a group to share the method they used to solve option 1. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five if possible. If time, repeat steps 4-6 for Option 2. Summarize by asking students how they feel about the WG debate topic, “Health issues in education: What is appropriate for our schools? How might information from the WG math problem of the week be used to justify your opinion?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Science Lesson Teacher Directions: Unit 2.03!
Health issues in education: what is appropriate for our schools?!
1.
THINKING SCIENTIFICALLY ! Ms. Kahn’s class is preparing for a debate about what students should learn in health education classes. Students have to defend a position about who is responsible for teaching kids about sex, so they’re doing research looking for studies with scientific data on the topic. They talk while they search. ! “Sex education is a moral issue. It should be left up to parents to teach their kids about sex,” says Briana. ! “No way!” exclaims Valerie, “What if parents are scared to talk to their kids about sex? My dad freaks out every time my sister and I even mention dating. Schools need a method for teaching kids what they don’t learn at home.”! “I know, right?” says Erick, “I think kids and teens have the capacity to learn about the topic and still uphold their personal beliefs. But people at my church think that if a school distributes information about sex, it’s like saying sex before marriage is okay. They think teaching kids to abstain from sex is the best choice.”!
2. 3.
4.
Ms. Kahn checks in with the group. “Try searching for studies about abstinence-only education programs. You’ll need to compare them with comprehensive programs.”! “I found something! It’s a research study that compares the risk of teen pregnancy with the type of sex education teens received,” says Valerie. “I bet if kids get comprehensive information about sex, they’ll be better off.”! “Okay,Valerie, you sound like you have a position. Let’s find out if you can support it with evidence from a reliable source,” says Ms. Kahn. Data Source: "
“Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy” by P.K. Kohler, L.E. Manhart, and W.E. Lafferty in the April 2008 edition of the Journal of Adolescent Health, pages 344-351.
Type of sex education
Percentage who reported NO teen pregnancy
No formal sex education
9.4%
Abstinence-only sex education
23.8%
Comprehensive sex education
66.8%
Is Valerie’s position on sex education supported by the data table? Why or why not? Valerie’s position is supported by the data table because a those who had comprehensive sex education reported less teen pregnancy. Is there information about Erick’s church’s position on the data table? What about Briana’s position? The data shows that abstinence-only sex education is “better” than no formal sex education, but far less effective than comprehensive sex education. Explain what additional information you would want related to this data in order to better understand how Drs. Kohlers, Manhart, and Lafferty studied this question. Answers will vary.
5. 6. 7.
Focus word recall activity - (Puzzles - Beck/Snow #26) Provide a series of clues for a target word. Each clue should narrow the range. For example, for capacity: - When a movie is sold out, we can say the theatre is filled to _________. - You have the _______ to get good grades if you study. Repeat guessing game with 2 other focus words. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, scientists may abstain from conducting an experiment if they do not have the proper materials.) Language acquisition strategy (Generating contexts - Beck/Snow #21) - Ask students to visualize a science laboratory with a group of 4 scientists conducting an experiment to measure air pollution. Ask students the following questions: - How might two scientists use different methods to find the results of the experiment? - How might these four scientists distribute information to their peers? Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the data table and answer the three questions at the bottom of their page. Ask a group to share their answers to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Health issues in education: What is appropriate for our schools? Can the information from the data chart be used in your argument during the debate?” Have students explain why.
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.03!
Health issues in education: ! what is appropriate for our schools?!
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Should health/sex education be taught in schools?"
"
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes) 1. Schools have the capacity to make a difference in decreasing the number of teen pregnancies in our country."
"
Con (No) 1. Health and sex education should stay out of school. Parents are the only ones who can teach their children morality.!
"
2. Unless schools teach students to abstain from sex until marriage, they should not teach students about sex at all."
2. Many students do not have access to helpful information. Schools can distribute materials to help students." 3. Schools can teach 3. If schools distribute methods for safer sex information about sex, it to protect students. may be used by students in the wrong way."
"
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS.)
To the left is a sample filled in pro/con chart. Encourage students to identify 3 arguments for the pro and 3 arguments for the con. Encourage students to use at least 1 focus word in each of their arguments.
"
Social Studies Debate Teacher Directions:
1.
Unit 2.03!
Health issues in education: ! what is appropriate for our schools?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Previous Weeks Words:
Pro
Con
Moderator
"
Focus word recall activity - Cold call on students to give you one of the focus words for the week. After all 5 words are stated, call on one student to say all of the words fluidly. 2. Language acquisition strategy (Word relationships [clap, snap, or raise hand] - Beck/Snow #20)- Give students the following directions: “Clap very fast, slow, or in between for how much you would like the statement I say. For example, if you like my statement a lot you must clap really fast. If you don’t like my statement then you clap really slowly.” Then say the following statements: - To have the capacity to dunk like Michael Jordan. - If the school distributed free candy at lunch. - If you had to abstain from eating candy. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Health issues in education: What is appropriate for our school?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples.) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (from this week and previous weeks). - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (from this week and previous weeks). - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con debaters each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (e.g. use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask, “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
" "
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!), one pro cohort and one con cohort. Ask the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then, cohorts regroup to discuss the other side’s arguments. Based on this discussion, cohorts develop counter-arguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions: Unit 2.03!
Health issues in education: ! what is appropriate for our schools? WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words capacity | distribute | method | morality | abstain!
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Health issues: What is appropriate for our schools?’ Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word relationships [word lines] - Beck/Snow #19) - Students create a word line by placing a group of words across the line and explain their placement. (A modification can be students can hold up 1 finger if they are not surprised, two fingers if they are somewhat surprised, and three fingers if they are highly surprised.) How surprised would you be if: - a burglar had a very high sense of morality? - a chef uses an oven as a method for cooking? - a teacher refuses to distribute a test to a noisy class? 3. Introduce WG free response - Tell the class, “You will now write a response to the question, ‘Health issues: What is appropriate for our schools?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG SS debate or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses. !"#$%$&'()*+,$-./$)0,$-'')+-1,23$4+-/,5-66+76+*-1,$4,.,+-2$-'-/,8*'$-./$/78-*.506,'*9*'$:7+/0$-./$6;+-0,0<$ 4-1;,+$=7'->)2-+3$?.7:2,/4,$:;,.$'7.0*/,+*.4$-$:7+/$7+$6;+-0,$*867+1-.1$17$'786+,;,.0*7.$7+$,@6+,00*7."$
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ELA Launch (Focus Word Introduction) Teacher Directions:
"
Unit 2.04!
Do professional athletes deserve
multi-million dollar salaries?
! WORDS OF THE WEEK FOCUS !guarantee : (verb) promise! FORMS/RELATED WORDS: guarantees, guaranteeing, guaranteed, guarantee, guarantor, guaranty! __________________________________________________________________________________________ EXAMPLES OF USE: There is a lifetime guarantee on your toy so you can receive a new one if it breaks.! __________________________________________________________________________________________ TURN AND TALK: What is something that you can guarantee will happen?! __________________________________________________________________________________________
!contrast :
(noun) a comparison to show differences !
FORMS/RELATED WORDS: contrasts, contrasted, contrastable! __________________________________________________________________________________________ EXAMPLES OF USE: We contrasted the two characters in the story to discuss their differences.! __________________________________________________________________________________________ TURN AND TALK: Discuss a situation when you contrasted two things.! __________________________________________________________________________________________
!parallel :
(verb) to match; to equal!
FORMS/RELATED WORDS: parallels, paralleling, paralleled, parallelism, unparalleled, parallelogram ! __________________________________________________________________________________________ EXAMPLES OF USE: Many people believe that identical twins live parallel lives.! __________________________________________________________________________________________ TURN AND TALK: Discuss some ways an NFL player’s life parallels the life of a doctor.! __________________________________________________________________________________________
!industry :
(noun) general business activity!
FORMS/RELATED WORDS: industries, industrious, industrial ! __________________________________________________________________________________________ EXAMPLES OF USE: LeBron James is a basketball player in the sports industry.! __________________________________________________________________________________________ TURN AND TALK: Name a famous celebrity. What industry are they a part of! __________________________________________________________________________________________
!logical :
(adjective) reasonable; based on clear thinking!
FORMS/RELATED WORDS: logic, illogical, logically, ! __________________________________________________________________________________________ EXAMPLES OF USE: Mike is always present, so he is the logical choice to be our classroom attendance monitor.! __________________________________________________________________________________________ TURN AND TALK: Based on your skills, which classroom or school task would be a logical option for you?! __________________________________________________________________________________________
1. 2.
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial etc) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. guarantee -‐ Localize the term/Meaningful example (Beck/Snow #3). Have you guys ever watched the commercials where the announcer says in a really cheerful voice, “…and this product comes with a lifetime guarantee!” I think that if something is guaranteed that means its promised or committed to happening. Can you think of something that you can guarantee to happen? b. contrast -‐ Word association (person/movie/thing) (Beck/Snow #13). We live in a world of contrasts: black or white, vanilla or chocolate, coke or sprite. We just love Linding the differences between things. What do you associate with word contrast? In other words, what types of things can you tell the difference between or contrast? If a student shares out without using the word, make sure they can say chocolate and vanilla contrast because… c. parallel -‐ Highlight polysemy (Beck/Snow #8). There are many deLinitions to this word. I know, for example, you guys have seen this word in math where parallel means two lines that don’t ever intersect. This week, we will looking at this word in a literary way but it is similar! You may hear someone say, “my sister and I live parallel lives.” This means that their lives are pretty much the same, just like parallel lines are. Do you think that a NFL player lives a parallel life to a doctor? Why or why not? d. industry -‐ Localize the term/Meaningful example (Beck/Snow #3). Often in life when you hear the word industry you think of a business. For example, LeBron James is part of the sports industry while Kanye West is part of the music industry. Name a famous celebrity. What industry do they represent? e. logical -‐ Examples/non-‐examples (Beck/Snow #23). When you think of the word logical, you think of the word reasonable. For example, Mike is very responsible so he is the logical choice to be our classroom attendance monitor. I am going to list some possible examples and you will decide with your partner if they are very logical or not logical examples. Which would be a logical choice? -‐ Crossing the street after the light turns red. Why or why not? -‐ Saving your allowance each week to purchase something you really want.
"Introducing the focus words through the weekly passage: "1. Read the passage aloud, stopping to ask debatable ! ELA Launch (Read Aloud) Teacher Directions:
ETES L H T A L IONA S AR S L E L F O O D R N P DO ILLIO M I T L U EM S? E DESERV I R A L A S Join the national conversation!
Word Generation - Unit 2.04
What do you feel Focus Words are the guarantee | contrast | parallel | industry | logical! ! aspects that should WEEKLY PASSAGE ! only about half of the eligible children in the state. determine Salaries for well-known professional athletes are among the highest received in the United States. For Even a fraction of a single athlete’s salary could help salary? example, in 2006-2007 Lebron James, a professional thousands of children. Explain. basketball player, earned $5,828,090 and a sevenyear shoe deal with Nike worth more $90 million. Alex Rodriguez of the New York Yankees has a contract guaranteeing him $252 million over ten years. In contrast, the average U.S. firefighter’s salary ranges from $40,000 to $60,000. Even the President of the United States makes only $400,000 per year. These professions carry more responsibility or greater risk, but they pay salaries that do not parallel those of athletes. Also, many people think that athletes throw away their money on expensive houses, cars, and other possessions. Meanwhile, organizations that need money to help people are not getting enough. The Head Start program in Massachusetts, for example, receives about $4.5 million from the federal government each year. This program gives preschoolers free schooling, food, and medical care. With this amount of money, the program can serve
Is it fair to compare and contrast athletes’ salaries to money received from the federal government? Explain.
On the other hand, athletes must work very hard to get into professional leagues. They train all year, and they put a great deal of strain on their bodies. They risk serious injury every time they play. Famous athletes help sports teams, television networks, and other professional sports organizations make a lot of money. Fans are willing to pay a lot to see A-Rod or Lebron James play. Many people believe that it is logical to give athletes a share of the money they help to bring in to the sports industry. Do athletes really deserve multi-million dollar salaries? What do you think?
What are some of the opinions that people have about athletes salaries? Explain.
questions and elicit student responses. Examples of possible debatable questions can be found to the left.
2. Make sure that students us the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. 3. Introduce the question of the week, “Do professional athletes deserve multi-million dollar salaries?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. TEACHER - Discussion Questions ! Why do some people think professional athletes make too much money? ! Contrast athletes’ salaries with those of teachers, firefighters, and the President of the United States. Should any of these groups make more money than athletes? ! What are some reasons why athletes might deserve high salaries? ! Contrast athletes’ salaries with government spending on Head Start. Should athletes have to pay higher taxes so that some of their money will help people who need it? ! Is it logical to pay athletes multi-million dollar salaries?
"
Math Lesson Teacher Directions:
1.
Unit 2.04!
Do professional athletes deserve multimillion dollar salaries! !
PROBLEM OF THE WEEK According to Sports Illustrated, the highest paid American athletes in 2009 were Tiger Woods, Phil Mickelson, and LeBron James. These athletes made most of their money promoting products. Companies in many different industries, from clothing to banking to oil, pay these superstars huge amounts. These companies believe it is logical to pay athletes to promote their products. Nike, for example, believes that paying LeBron James to wear Nike shoes guarantees high sales. Another example is that the unparalleled popularity of Tiger Woods guarantees that millions of people will know what phone he uses and what car he drives. Of course, when his
Highest Paid American Athletes of 2009 $100,000,000
Endorsements Salary/Winnings
$75,000,000 $50,000,000
!
$25,000,000 $0
Tiger Woods
Phil Mickelson
LeBron James
extramarital affairs became public knowledge near the end of 2009, his image suffered. We can therefore expect a big contrast between Tiger’s endorsement income in 2009 and his endorsement income in 2010. ! !
Option 1: For which athlete is the contrast between salary/winnings and endorsement income the greatest? A) Tiger Woods B) Phil Mickelson C) LeBron James!
!
Tiger Woods (golf)! Salary/Winnings: $7,737,626! Endorsements: $92,000,000! Total: $99,737,626! Phil Mickelson (golf)! Salary/Winnings: $6,350,356! Endorsements: $46,600,000! Total: $52,950,356!
!
LeBron James (basketball)! Salary/Winnings: $14,410,581! Endorsements: $28,000,000! Total: $42,410,581
Freedman, J. (n.d.). The 50 highest-earning American athletes. SI.com. Retrieved on July 20, 2010 from http://sportsillustrated.cnn.com/more/specials/fortunate50/2009/
Option 2: In 2009, Tiger Woods earned $99,737,626. If we divide this number by 365, we find that he earned $273,253.77 each day. Write an algebraic expression that shows the difference between Tiger’s daily earnings and some other person’s. Let s = the other person’s yearly salary. Answer: 273,253.77 – ( s / 365 ) Discussion Question: In America, the sports industry is huge. It employs millions of people, from coaches to hot dog vendors. While many industry employees make very little, celebrity athletes make millions. And while celebrities have endorsed products for many years, today’s endorsement contracts are unparalleled. Is it fair that some people get paid so much? In sports like basketball and baseball, players have contracts. Whether they win or lose, their salaries are guaranteed. In contrast, the players in golf and tennis are paid to win. Is this a more logical system? Should LeBron James get paid per win? Why or why not?
Focus word recall activity - Teacher will post the focus words of the week. Teacher will point to focus words and students will say the word aloud. The teacher can point to each word in order, then point to words randomly. Finally, the teacher can point to three focus words and have students repeat back the words in the sequence. 2. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, I can guarantee that if you review your mathematics work, then you will be able to find and fix errors.) 3. Language acquisition strategy (Puzzles [written or drawn] - Beck/Snow #26) - Use these clues to determine the focus word. The following set of clues lead to the focus words: guarantee, logical, contrast, industry, and parallel - “I am 100% sure that this product will work!” (guarantee) - If I do my homework, classwork, and study, then I should get good grades. (logical) - Black and white are colors that provide ___________ to any outfit. (contrast) - Actors in the movie _________________ need to work on many movies to make lots of money. (industry) - My friend and I have a _______________ taste in the music we listen to. (parallel) 4. Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. 5. Combine groups to compare and contrast answers to option 1. Then have a group share out their responses and justify their answer. 6. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. 7. If time, repeat steps 4-6 for option 2. 8. Summarize by asking students how they feel about the WG debate topic: “Do professional athletes deserve multi-million dollar salaries? How might information from the WG math problem of the week be used in your argument during the debate?”
""
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this
week’s WG math problem and the current curriculum.
"
Science Lesson Teacher Directions Unit 2.04!
Do professional athletes deserve multi-million dollar salaries?! THINKING SCIENTIFICALLY ! Ms. Kahn’s class is discussing Lebron James’s $60 million dollar contract.! “Pro basketball is a multi-billion dollar industry,” says Rachel. “A big star like Lebron James guarantees fans will spend money. It’s logical to pay him a big salary.”! “It may be true that team owners have a good reason to pay stars like Lebron James large salaries,” says Shefali, “but it is difficult to judge how much money someone deserves for their work.”! “Do you think we can create a system to logically figure out how much a certain profession deserves to be paid?” asks Ms. Kahn. “Then we could contrast the sums.”! “Well,” suggests Patrick, “the amount of education someone has often determines the kind of job he or she can get. I wonder if there is a parallel between how many years of school are required for a job and how much that job pays? Or maybe if the job is really rare it affects how much the job pays?” Patrick found this topic very interesting and decided to investigate this question. He looked on the internet to find out how much people in five different professions made per hour, how many years they needed to attend school past high school, and how many people were in each profession.
Patrick wants to find out:
!
Does the amount of education required for a job affect how much the job pays? Does the number of people who have a profession affect how much the job pays?
Procedure:
!
1.
Find out the hourly wages of different professions.
2.
Find out how much schooling past high school is needed for each of those professions.
3.
Find out the number of people that have that profession.
Data:
!! !! !! !! !! !
PROFESSION
Number !
Hourly Wage
Average Schooling after High School (years)
(People with this profession per 10,000)
$19
2
147
Construction Worker Teacher
$26
5
98
Software Developer
$43
7
47
Doctor
$91
11
20
$9,615
4
3
Professional Athlete
""
Data Source: Bureau of Labor Statistics, www.bls.gov
For construction workers, teachers, software developers and doctors, what is the relationship between the hourly wage earned and the number of people who have that profession? What about between the hourly wage earned and the amount of schooling required?
We often associate more years of schooling with jobs that get better pay, but there are exceptions, or outliers, like elite athletes. Can you think of any other professions where the amount the job pays doesn’t necessarily match the amount of schooling required?
The hourly wage for these professions seems like it is correlated positively with the amount of schooling required, and negatively with the number of people. SERP 2013
| Word Generation
|
Series 2 - Part A
|
wordgeneration.org
1. Focus word recall activity - Project or post 5 images that could be associated with each of the 5 focus words. Remind students that, while you had matches in mind, there can be multiple correct answers. Ask students to turn and talk with their group to match each image with a focus word. Have groups share justifications for each match. 2. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, It is illogical to design an experiment with two independent variables.) 3. Language Acquisition Strategy (Using meaningful examples Beck/Snow #3) Teacher will use a meaningful example/localize the word(s) in the home, school, and community context. For example: - It is a guarantee I will enjoy a movie that stars my favorite actor. What ways can you guarantee you will like a movie? - My friends and I enjoy comparing and contrasting the type of fashion we are into. What are some things you and your friends compare and contrast? - Most teachers that have been in our school for ten or more years have a parallel education. Do you think education of a doctor is parallel to the possible education of an athlete? - This week, we noticed in the professional sports industry the salaries are very high. Do you think sports industry is fair? - It is logical to stay home from school if you have a fever. What other logical decisions do you make daily? 4. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Patrick’s investigation and answer the question at the bottom of their page. 5. Ask a group to share their answer to the question and to use at least 2 focus words in their responses. 6. Summarize by asking students how they feel about the WG debate topic: “Do professional athletes deserve multi-million dollar salaries? How can you use Patrick’s findings in your argument for the debate?”
|
"22
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variable(s) in the experiment: independent, dependent, and constant. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.04
Do professional athletes deserve multi-million dollar salaries?
DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Do professional athletes deserve multi-million dollar salaries?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes) 1. If athletes are not guaranteed million dollar salaries, we may lose a lot of talented athletes to international teams."
"
2. It is logical to give million dollar salaries to athletes since they help bring so much money into the sports industry.!
"
Con (No) 1. Athletes are being paid millions of dollars. In contrast, the average firefighter is between 40 and 60 thousand to do a much more dangerous job."
"
2. Professions that carry much more responsibility have salaries that do not parallel those of athletes."
"
3. Because the sports 3. It is not logical to pay industry employs so athletes so much money many people, athletes when many are not good must be kept happy so role models for our the industry stays strong. society.
"Social Studies Debate Teacher Directions:
(SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
" To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
Do professional athletes deserve multi-million dollar salaries?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Previous Weeks Words:
"
Social Studies Debate Teacher Directions:
Unit 2.04!
Pro
Con
Moderator
1.
"
Focus Word Recall Activity - (Visualizing focus words) - Cold call on students to give you one of the focus words for the week. After all 5 words are stated, call on one student to say all of the words fluidly. 2. Language acquisition strategy (Word association [person/movie/thing] - Beck/Snow #13) - Ask students to come up with an association - person, movie, or experience. For example, in math we talk about parallel lines which means lines that match together since they don’t ever intersect. Students can turn and talk and then share out. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Do professional athletes deserve multi-million dollar salaries?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (For example, use of transition words, use of accountable talk, stems body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
" "
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then, cohorts regroup to discuss what pieces of counter points they can make to the evidence they heard. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions:
Unit 2.04!
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Do professional athletes deserve multi-million dollar salaries?’ Turn and talk. Try to use at least 3 focus words.” Share out.
WRITE ABOUT IT
2. Language acquisition strategy (Word relationship [word sort] - Beck/Snow # 18) Teacher will ask students to sort words into categories of their choice. Have students explain the categorization. For example, students can group guarantee with logical because the focus words are categorized as decision making strategies.
"
Do professional athletes deserve multimillion dollar salaries?
"
Support your position with clear reasons and specific examples. ! Use the focus words from this week and previous week lists relevant words in your response.
3. Introduce WG free response - Tell the class “you will now write a response to the question ‘Do professional athletes deserve multi-million dollar salaries?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc.
Focus Words guarantee | contrast | parallel | industry | logical!
!
_________________________________________________________________________________________
"
_________________________________________________________________________________________ _________________________________________________________________________________________
4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short response.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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* This rubric can be supplemented with school created writing process rubrics
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
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Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
Unit 2.05!
Should students be paid to do well in school?
ELA Launch (Focus Word Introduction) Teacher Directions:
FOCUS WORDS OF THE WEEK
1. Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial etc) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. implement -‐ Localize the term/Meaningful example (Beck/Snow #3). Often schools will implement different programs in order to help students achieve success. For example, Word Generation was implemented in our school to increase student vocabulary. Turn and talk with a partner and discuss a program you would like to implement in our school and explain why? b. motivate -‐ Word association (person/movie/thing) (Beck/Snow #13). Before a big game, often a coach will motivate his or her players with a pep talk or a huddle. I associate the word motivate with cheerleaders because they often chant to encourage their team to succeed. Tell your partner a person that has motivated you in your life and how. c. undertake -‐ Word association (sentence re-‐write) (Beck/Snow #14). Have you ever seen or been a part of planning a big party? There are so many things to do! Buying drinks, making sure there is enough food, sending out invitations, planning the games, phew! What a big job to undertake! Can you think about a job you had to undertake? d. incentive -‐ Generating examples (Beck/Snow #9). Teachers use a lot of incentives to motivate students to perform at their best. Some examples of incentives that teachers have are homework passes, candy, and extra credit. Parents use an allowance as an incentive for their children to do chores. Discuss with your partner to create a list of 3 incentives your parents use to get you to do something. e. enables -‐ Etymology or word origins (Beck/Snow #3). Look at the word enables and think about what the root word might be. That’s right, able. What does it mean to be able? A person that is able can do something. For example, learning our multiplication tables enables us to be better mathematicians. Now that we know that, turn and talk with you partner about what you think enable might mean and use it in a sentence.
!implement :
(verb) to put a plan into action !
FORMS/RELATED WORDS: implements, implemented, implementing, implementation, implementable! __________________________________________________________________________________________ EXAMPLES OF USE: Our school wanted to implement Word Generation to improve student vocabulary.! __________________________________________________________________________________________ TURN AND TALK: Discuss a program you would like to implement in our school and explain why.! __________________________________________________________________________________________
!motivate :
(verb) to make something want to take action!
FORMS/RELATED WORDS: motivates, motivated, motivating, demotivate, unmotivated, motivation, motivator! __________________________________________________________________________________________ EXAMPLES OF USE: Cheerleaders motivate their teams by chanting and cheering on the sidelines.! __________________________________________________________________________________________ TURN AND TALK: Tell your partner about a person who has motivated you in your life and how.! __________________________________________________________________________________________
!undertake :
(verb) to accept as a challenge!
FORMS/RELATED WORDS: undertaken, undertaking, undertakes, undertaker! __________________________________________________________________________________________ EXAMPLES OF USE: Planning a field trip for the entire school would be a huge responsibly to undertake.! __________________________________________________________________________________________ TURN AND TALK: Can you think about a job you had to undertake?! __________________________________________________________________________________________
!incentive :
(noun) a reward that leads someone to take action!
FORMS/RELATED WORDS: incentives, disincentive! __________________________________________________________________________________________ EXAMPLES OF USE: Parents use an allowance as an incentive for their children to do their chores.! __________________________________________________________________________________________ TURN AND TALK: Create a list of 3 incentives your parents use to get you to do something.! __________________________________________________________________________________________
!enables :
(verb) make something possible!
FORMS/RELATED WORDS: enabled, enabling, enabler! __________________________________________________________________________________________ EXAMPLES OF USE: Learning our multiplication table enables us to be better mathematicians. ! __________________________________________________________________________________________ TURN AND TALK: Explain what you think enable might mean and use it in a sentence.! __________________________________________________________________________________________
!
!
!
ELA Launch (Read Aloud) Teacher Directions: Join the national conversation!
Would a monetary incentive motivate you to do better in school? What would you need to change about yourself as a student?
AID passage: P E B S NT E ! D U T S ? D L O 1. Read the passage aloud, stopping to ask debatable O H C SHOUL S N questions and elicit student responses. Examples of LL I E W O D possible debatable questions can be found to the left. TO 2. Make sure that students us the words as they respond Word Generation - Unit 2.05
Focus Words implement | motivate | undertake | incentive | enables! !
WEEKLY PASSAGE ! In September 2007, New York City implemented a new program to try to motivate students to do well in school. The mayor wanted to undertake the task of raising student achievement in a new way. He offered students money as an incentive to try hard. Some fourth and seventh graders were paid up to $500 per year for doing well on the city’s math and reading tests.
What are supporters opinions on the incentive program?
Introducing the focus words through the weekly
Many people are excited about the mayor’s idea. They think this will make school more like the real world, where people earn money for working hard. Students might do better if they get immediate rewards. It is hard for them to wait for the “payoff” of getting into college or finding a good job. Also, they might learn more. Knowing they will be paid for high scores could make them study harder. However, some people think that this is not fair. They worry about students who try their hardest, but still don’t score well enough on the test to get the
reward. Those students might stop trying in the future. Also, many people believe that education should be its own reward. A good education makes someone a better critical thinker and more creative. It enables people to deal with challenges they face. If students are only motivated by earning money, they might not understand that learning can be fun.
to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Should students be paid to do well in school?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
Will New York City’s program help students ! succeed in school? Should students be paid for ! high test scores?
!
What are some incentives that have motivated you in the past? Explain.
"
TEACHER - Discussion Questions ! Describe the plan the New York mayor plans to implement to help students succeed. ! What motivates you to do well in school? ! Are there incentives that might motivate students in your school to work harder? ! What would you do if you decided to undertake the task of raising student achievement? ! Why do some people think education should be its own reward?
!
Math Lesson Teacher Directions:
1.
Unit 2.05!
Should students be paid to do ! well in school?!
2.
!
3.
PROBLEM OF THE WEEK Option 1: Washington D.C. School Chancellor Michelle Rhee has undertaken the task of improving schools. With her help, D.C. public schools have implemented a cash incentive program. The program is designed to motivate students to work hard and behave properly. Good behavior enables students to earn up to $100 per pay period. Each pay period is 2 weeks, or 10 school days.
!
There are 180 days in the school year. How much could each student expect to earn per year? A) B) C) D)
! ! !
$180 $1,800 $360 $3,600
5. 6. 7. 8.
Option 2: Many different people have undertaken efforts to create better schools. Their ideas vary widely. Some schools are based on strict discipline, while others are based on student freedom. Some use complicated textbooks, while others use no textbooks at all. But no plan can enable schools to succeed if students are unmotivated. Are cash incentives the answer? If we took a fraction of the money spent buying books, paying teachers, and implementing programs, and offered it directly to students as an incentive to focus and study, would this fix our schools?
!
! ! ! !
4.
In the U.S., schools spend about $10,000 per student per year. Some schools spend more and some spend less. What if we turned 5% of the money spent on each student into incentive money? If i = incentive money and e = expenditure per student, write a formula that would show the relationship between per-student expenditure and per-student incentive.
!
Answer:
.05e = i
or
20i = e
etc.
Discussion Question: Pretend that your school wants to implement a cash incentive plan to encourage students to attend an extra 1-hour study session after school each day. What is the minimum amount it would take to motivate you to attend for one week? How about for one year? Would it be cost-effective for your school to undertake this kind of plan? U.S. Department of Education, National Center for Education Statistics. (2010). Digest of Education Statistics, 2009. Retrieved on July 21, 2010 from http://nces.ed.gov/fastfacts/display.asp?id=66.
!!
Focus word recall activity - Teacher will split the class into two teams. Each team will say a focus word and a definition as fast as they can. Whatever team finishes all five focus words the fastest will be the winner. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Using a calculator enables mathematicians to do basic operations quickly.) Language acquisition strategy (Word association - Beck/Snow #12) - Ask students to associate the following comments (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answer: - Sometimes a reward may influence students to work harder. (motivate) - Teachers often create a set of rules that the students follow throughout the year. (implement). - Knowing your multiplication tables ensures that you will be faster at solving mathematical equations. (enables) Transition to the WG math problem of the week. Ask the class to work in groups to solve Option 1. Ask a group to share and assess their work. Now as another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for Option 2. Summarize by asking students how they feel about the WG debate topic: “Should students be paid to do well in school? Do you feel that the WG math problem(s) of the week will help you with today’s discussion question?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
!
Science Lesson Teacher Directions Unit 2.05!
Should students be paid to do well in school?! THINKING SCIENTIFICALLY !
1.
The students in Mr. Seemy’s class just finished taking a test on organizing and interpreting data. Mr. Seemy asks, “What would you say if I told you that those of you who got an A on this test will get $20?”!
2.
“I’d say that’s the best news I’ve heard all year!” exclaims Shantel. “I would be much more motivated to study if I knew I could make money for doing well.”! Mr. Seemy says, “The school is thinking about implementing a program to pay students when they get good grades. It would be a partnership between local businesses and the government to provide the money and payment plans.”!
3.
“Really?” questions Sharif. “Incentives are great, but I think that would send the wrong message to kids. There are other good reasons for doing well in school. Money isn’t everything, you know.”! “But it sure does help. I mean, anything that enables kids to learn more is good, right?” responds Shantel.! “Well, to undertake such a program, the school would need to gather evidence to support the idea that money motivates students to get better grades,” says Mr. Seemy, “Shantel, do you think you can prove you’re right?”! “I’m sure of it. I’ll survey everyone in 8th grade,” replies Shantel, “and my evidence will show that money is the most important reason students are motivated to get good grades.”! “I’ll work with you, just to make sure you report your data accurately!” says Sharif.
4. d Shantel an ey rv Sharif’s su
Student Survey Responses (Total = 150)
To me, the most important reason for getting good grades is...
80
▢ A. Having my friends think I’m smart
60
▢ B. Getting approval/privileges (not money) from my parents
40
▢ C. Being able to get a good job/get into a good college
5. 6.
!!
20
▢ D. Getting money so I can buy stuff ▢ E. Because it makes me feel good about myself
0
A
B
C
D
E
Was Shantel right? Do students consider money to be the most important? How do you know? No, because less than 20 students reported “D” as the most important reason out of 150 students. Are you surprised by the data that Shantel and Sharif collected? Why or why not? Answers will vary. How could you replicate this investigation at your school? Do you think that the survey made by Shantel and Sharif addresses the question well? Encourage skepticism regarding the language used on the survey and whether it measures the issue at hand.
Focus word recall activity - Teacher will say each focus word for the week and have the class chorally repeat the word. Teacher will have students say each focus word multiple times, in multiple contexts. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists are motivated to conduct experiments by their love of discovery.) Language acquisition strategy (Turn and talk - Beck/Snow #4) Teacher will have students turn and talk to their partner using the focus words on the week. Remind students to use focus words in their responses. Turn and talk with your partner to discuss: - What incentive has motivated you to do your best work in school? - Describe the biggest responsibility you had to undertake in your life? - How did this responsibility enable you to be a better problem solver? - Name one idea that you would like to implement in our classroom and why? Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the bar graph from Shantel's and Sharif’s survey and answer the three questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Should students be paid to do well in school? Were you persuaded to change your argument after analyzing Shantel's and Sharif’s survey? Explain your answer.”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.05
Should students be paid to do
well in school?
!
DEBATING THE ISSUE
Debate, Moderate, Evaluate…
!Should students be paid to do well in school?! !
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes) 1. Students will perform better in school if they have incentives to push them.!
!
Con (No) 1. Incentives will motivate for the wrong reasons; they won’t actually have fun learning.!
!
2. Powerful people are 2. A good education should willing to undertake the be the only incentive for task of raising student students since it enables achievement so that must people to deal with challenges they face.! mean it is really important.!
!
3. Giving students financial incentives will motivate them to work harder, get better grades, and ultimately get a better job or into a better college.
!
3. Providing incentives is a project that is too expensive to undertake for cities across America.
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
!
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
! To the left is a sample filled in pro/con chart. !
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
!
Encourage students to use at least 1 focus word in each of their arguments.
!
Social Studies Debate Teacher Directions: 1.
!
Unit 2.05!
Should students be paid to do ! well in school?
2.
DEBATING THE ISSUE
Debate, Moderate, Evaluate...
Unit 3.01
Should school be a place for debate? DEBATING THE ISSUE
3. 4. 5.
Word Generation Debate Organizer
6.
Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
7.
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say…
8. 9.
Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
Focus Word Recall Activity - Have students close their eyes so that they cannot see the words. Then ask the following questions: - I am looking for the word that means to put into action (implement).
10. 11. 12.
! !
- I am looking for the word that starts with the letter M (motivate). - I am thinking of the word that means to accept a challenge (undertake). - I am thinking of the word that means to make something possible (enable). - I am thinking of the word that means to give people a reward (incentive).
Language acquisition strategy (Word association [questions] - Beck/Snow #16). Before students get ready to debate have them come up with questions that involve 2 or more of the words. Then have them turn and talk with their partner to answer the question. For example, “Do you think implementing an incentive system will motivate students?” Have two groups share out their questions and answers. If necessary, ask students to briefly review the WG article of the week. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should students be paid to do well in school?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, WG debate or their own experience. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. Hand out and explain debate organizer. Make sure students sit in groups of 4. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (For example, use of transition words use of accountable talk stems, body language, analyzing evidence, etc.). Make sure all students have an assigned role. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. Ask all evaluators to raise their hands. Ask, “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as:
Previous Weeks Words:
Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then, cohorts regroup to discuss what pieces of counter points they can make to the evidence they heard. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
Unit 2.05!
Should students be paid to do ! well in school?
Writing Teacher Directions:
WRITE ABOUT IT
1.
!
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words implement | motivate | undertake | incentive | enables !
!
2.
_________________________________________________________________________________________ _________________________________________________________________________________________
3.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
4.
Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should students be paid to do well in school?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word relationships - Beck/Snow #15) - Tell the students to look over the 5 focus words. Ask, “Can you find any two that are related or connected in any way? Turn and talk to explain the relationship.” (We are more concerned here with student thinking than any single “correct” answer.) Introduce WG free response - Tell the class, “You will now write a response to the question, ‘Should students be paid to do well in school?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses. !"#$%$&'()*+,$-./$)0,$-'')+-1,23$4+-/,5-66+76+*-1,$4,.,+-2$-'-/,8*'$-./$/78-*.506,'*9*'$:7+/0$-./$6;+-0,0<$ 4-1;,+$=7'->)2-+3$?.7:2,/4,$:;,.$'7.0*/,+*.4$-$:7+/$7+$6;+-0,$*867+1-.1$17$'786+,;,.0*7.$7+$,@6+,00*7."$
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*This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
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Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
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How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
Unit 2.06!
Title IX: Preventing discrimination against girls and women in sports and education?
FOCUS ! WORDS OF THE WEEK !!inequity : (noun) lack of equality; unfairness! FORMS: inequities, inequitable, equity, equitable! __________________________________________________________________________________________ EXAMPLES OF USE: Some people believe there is an inequity between how boys and girls are treated in America.! __________________________________________________________________________________________ TURN AND TALK: Where have you seen an inequity in your school or family?! _________________________________________________________________________________________
!resources : (noun) supplies of money or helpful items! FORMS: resource, resourceful ! __________________________________________________________________________________________ EXAMPLES OF USE: Textbooks are part of the resources our school uses in social studies class.! __________________________________________________________________________________________ TURN AND TALK: What do you associate with the word resource?! __________________________________________________________________________________________
!adequate : (adjective) as much as necessary ! FORMS: inadequate, adequately, adequacy! __________________________________________________________________________________________ EXAMPLES OF USE: Students need to learn an adequate amount of the math standards in order to pass and be ! promoted to the next grade.! _________________________________________________________________________________________ TURN AND TALK: Discuss a time you felt you had an adequate amount of knowledge to complete a task.! __________________________________________________________________________________________
!illustrate : (verb) demonstrate! FORMS: illustrates, illustrating, illustrated ! __________________________________________________________________________________________ EXAMPLES OF USE: We often use models in math to illustrate how to solve a problem.! __________________________________________________________________________________________ TURN AND TALK: What are some ways that scientists illustrate their theories?! __________________________________________________________________________________________
!disproportionate : (adjective) too large or too small in comparison to other things! FORMS: disproportionately, proportion! __________________________________________________________________________________________ EXAMPLES OF USE: The amount of money firefighters make is disproportionate to the hard work that they do.! __________________________________________________________________________________________ TURN AND TALK: If proportionate means the same, what do you think disproportionate means?! __________________________________________________________________________________________
ELA Launch (Focus Word Introduction) Teacher Directions:
"
1. 2.
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial etc) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/ Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. inequity -‐ Localize the term/Meaningful example (Beck/Snow #3). When Martin Luther King made his famous “I Have a Dream” speech, he was Lighting the inequities that existed in our society. For example, African Americans were not allowed to go to the same colleges or even use the same restroom as Whites. This was an inequity in how people were treated in America. Turn and talk with your partner about another example of where you have seen inequity. b. resources -‐ Word association (person/movie/thing) (Beck/Snow #13). Often when I hear the word resources, I think about material things: the social studies textbooks are part of the resources, or materials, the school has for social studies. Turn and tell your partner: what do you associate with the word resource? c. adequate -‐ Localize the term/Meaningful example (Beck/Snow #3). When I think of the word adequate, I think about doing enough or the minimum amount. For example, students need to learn an adequate amount of the math standards in order to pass and be promoted to the next grade. Turn to your partner and discuss a time when you felt you had an adequate amount of knowledge to complete a task (in school, at home, or anywhere outside of school). d. illustrate -‐ Localize the term/Meaningful example (Beck/Snow #3). How many of you read comic books or graphic novels? Well, the illustrator is the person who draws the pictures. Often they visualize the story to paint a picture for the reader. Another meaning of the word illustrate is to show or demonstrate. We often use models in in math to illustrate, or show, the solving of a problem. What are some ways that scientists illustrate, or show, their theories? e. disproportionate -‐ Etymology or word origins (Beck/Snow #9). Let’s break this word down: what are parts of this word that are familiar to us? Elicit and record responses: dis, portion, proportion. When something is proportionate in math it means it is the same, equal, or balanced. What do you think the word disproportionate might mean?
ELA Launch (Read Aloud) Teacher Directions: Introducing the focus words through the weekly passage: 1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left.
Join the national conversation!
! : X I E L GIRLS T S TIT N I A N AG
2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence.
INATIO M I ATION? R C C U S I D D E G D N N I REVENT EN IN SPORTS A Before reading, P M Word Generation - Unit 2.06 ask students to AND WO
3. Introduce the question of the week, “Should Title IX be able to decide how schools spend their athletic resources?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
create a list of male and female athletes. Which list has more inequity | resources | adequate | illustrate | disproportionate! ! athletes. Why do you think this is WEEKLY PASSAGE ! so?
Focus Words
Mia Hamm is considered the world’s best ! all-around women’s soccer player. She has scored more international goals in her career than any other player, male or female. Mia helped the U.S. national soccer team win the gold medal in the ! 1996 Olympic Games. Hamm was born in 1972, the same year the U.S. government passed a law called Title IX. The law forbids discrimination against girls or women in schools or colleges that receive money from the ! U.S. government.
In 1971, the year before Mia was born, fewer than 300,000 high school girls participated in school sports. But by 1997 that number had grown to over 2.4 million. Some people think that Title IX led to better, or more adequate, representation of women in colleges. For example, the year Mia Hamm was born, only 9% of medical degrees were earned by women. But by 1994, twenty-two years later, that percentage jumped to 38%. Many say that these examples illustrate how important it is to have
Why do you think people discriminate against female athletes?
laws that give both men and women the ! same opportunities in athletics as well as in ! college admissions. A recent case highlights the inequities of college funding for female sports. A judge ordered Indiana University of Pennsylvania to restore funding for women’s gymnastics and field hockey. The university wanted to focus its resources or funding on men’s football. But the judge said that money problems and a desire for football prestige were not excuses for violating Title IX. But is it appropriate for judges and lawyers to determine the sports programs at colleges? Some people feel that colleges know how to make the best decisions for their particular situations and that the law should be more flexible. What do you think? At your school is there a disproportionate representation of boys or girls on your sports teams? In other programs?
Do you think Title IX should be able to decide how schools spend their athletic resources?
!
TEACHER - Discussion Questions ! What kinds of inequities did female athletes face before the law was changed? ! Why do you think some colleges give more resources to sports like football or baseball? ! How did Mia Hamm illustrate that women can be athletically as great as male athletes? ! How did the US government provide adequate protection for women who wanted to go to medical school or law school? ! Why do you think there is a disproportionate number of women in sports? Is it because men are more athletic or is it because women don’t get the same opportunities?
Math Lesson Teacher Directions: Unit 2.06!
Title IX: Preventing discrimination against girls and women in sports and education?! !
PROBLEM OF THE WEEK Title IX was passed to end gender inequity in universities and other places that get public money. People disagree about what it means. What does it mean to give adequate support to both genders? What does proportionate representation mean? If more men than women play sports at a public university, is this disproportionate representation automatically a violation of Title IX? Or is it only a violation if female athletes are being denied a chance to play? At some colleges, some men’s teams were cut so that resources could be given to new women’s teams. Some people argue that men’s and women’s interest level should be considered. If fewer women than men want to play sports, they say, then it should be okay to have fewer women’s teams. !
!
The problems below illustrate two different ways to think about proportionate representation. In Option 1, a school thinks in terms of numbers. In Option 2, a school thinks in terms of interest level. !
! !
Option 1: At University X, the student body consists of 8,000 men and 8,500 women. Three hundred men play a varsity sport. This is 3.75% of male students. If University X wants the number of women playing varsity sports to be proportional to the number of men, how many women would have to play?
!
A) 300 B) 310 C) 319 D) 331
Option 2: To be in compliance with Title IX, schools have to show progress towards equity. At University Y, the student body consists of 10,000 men and 10,000 women. Five hundred men play varsity sports, and 150 women. A poll of the student body showed that twice as many men as women are interested in playing sports. Therefore, the athletic department wants to increase the number of female athletes by 20% each year until there are at least 250 female athletes. How many years will it take?
!
Answer: 3 years. With a 20% increase each year, there are 180 female athletes after 1 year, 216 after 2 years, and 259.2 after 3 years. Discussion Question: Does Title IX create new inequities in college sports? Some schools have cut men’s teams to fund women’s teams. Title IX opponents say that this helps only a few women, and inflicts disproportionate harm on male athletes in sports that don’t earn a lot of money, like wrestling or men’s gymnastics. Title IX supporters disagree. They point out that for years, far more resources have been given to men’s sports than women’s sports. If more men want to play sports, this just illustrates the consequences of past inequity. To give today’s women adequate opportunities to play sports, they must be given equal funding. What do you think? Is it okay to cut a men’s sport to fund a women’s sport? If not, where should the money come from?
1. Focus word recall activity (Puzzles - Beck/Snow #26) - For example, for resources: - I am thinking of a word that is related to supplies. - When writing an essay about a topic, you should use several ________ to gather information. - This word has 3 syllables. 2. Repeat game using 2-3 more focus words. 3. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Onethird and 5/8 are disproportional fraction because they are not equal.) 4. Language acquisition strategy (Word relationships - Beck/Snow #15) Student will describe how two or more of the focus words might be connected or related. For example, inequity and disproportionate are related because both words describe a difference. 5. Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. 6. Ask a group to share and assess their work. 7. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. 8. If time, repeat steps 4-6 for option 2. 9. Summarize by asking students how they feel about the WG debate topic: “Should Title IX be able to decide how schools spend their athletic resources? How might information from the WG math problem of the week be used to formulate your opinion?” Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problemsolving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Science Lesson Teacher Directions
Unit 2.06!
Does Title IX prevent discrimination against women and girls in sports and education?! THINKING SCIENTIFICALLY !
1.
Ms. Kahn’s class is discussing whether or not Title IX, a law enacted over forty years ago, has been effective in reducing disproportionate spending in boys’ and girls’ sports.! “My sister plays college basketball, and there wouldn’t even be a team, let alone adequate funding for uniforms and games, if it weren’t for Title IX,” says Marie.!
2.
“Yeah? Well, my brother is on the wrestling team at Central High,” says Alex, “and his team has to raise money for uniforms because they have to share half their resources and budget with girls! I mean, who ever heard of a girl wrestler?”!
3.
“That’s sexist! And totally old-school,” blurts Ally. “Women’s wrestling–and water polo, and boxing, and even race car driving–is a serious sport with professional athletes, both male and female. Your brother’s attitude just illustrates why Title IX is still so important.”! “But I’ve heard on the news that Title IX just takes money away from boys’ and men’s sports,” counters Alex. “So there might be more girls playing, but that’s because there are fewer boys. That’s unfair!”! “Alex, you are making a claim that Title IX laws, in effect, reduce the amount of boys participating in sports in favor of girls’ participation,” says Ms. Kahn, “but as a scientist you must remember that claims have to be supported with evidence.” !
4.
“I have some research data here that might help us decide if what Alex heard is true,” says Ms. Kahn. “We need to look at real evidence, not just opinions, to decide if there is inequity.”!
5. Male and Female Participation in High School Sports, 1972 - 2011 National Coalition for Women & Girls in Education http://www.ncwge.org/TitleIX40/Athletics.pdf
millions of students
5
6.
Focus word recall activity - Ask students “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all 5 focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists use an adequate amount of data before developing a conclusion.) Language acquisition strategy (Word relationships [clap, snap, or hand raise] - Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like: - unlimited resources to decorate your room. - five minutes of homework as an adequate amount for each night. - an inequity in equipment given to girls and boys during recess. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the line graph and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Should Title IX be able to decide how schools spend their athletic resources? What conclusions are illustrated from the graph? How can the conclusions be used during the debate?”
4 3
Female Athletes Male Athletes
2 1 0
1971-72
2010-11
Do these data provide evidence to support Alex’s claim that fewer boys play sports now than in the past? Why or why not? No, because in 1972, less than 4 million boys played sports, whereas more than 4 million boys played sports in 2011. What other evidence would you need to determine whether Title IX has been effective or not? Answers will vary.
Title IX became a law in 1972. After that, girls’ participation in sports increased by 980%. Many sports are played by both males and females; however, there are certain sports that are dominated by either males or females, not both. Do you think associating sports with a certain gender will ever disappear?
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables- Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question- Create a testable question that includes the independent and dependent variables. c. Form a hypothesis- Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure- Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing- Graph the data and label the independent and dependent variables on the axes. f. Analyze data- Explain experimental data using two or more of the focus words.
Unit 2.06!
Title IX: Preventing discrimination against girls and women in sports and education?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Should Title IX be able to decide how schools spend their athletics resources?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
Con (No)
1. Title IX has led to a more adequate representation of women in colleges."
1. Colleges should be able to make their own decisions about their resources.!
2. Mia Hamm is a great illustration of why women and men should have the same opportunities in athletics and college admissions."
2. Since there is a disproportionate amount of boys to girls in professional sports, colleges need to be able to adequately divide their resources to match. (If there are more male sports teams they should have more resources)."
" "
3. The inequities of college funding for female sports is incredibly unfair because…"
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4. College resources should be split fairly between female and male sports.
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3. Because male sports are more popular than girl sports, inequities in funding are inevitable, or certain to happen.
" Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
Note: In order to create a debate with clear pro and con sides the debate topic has been modified to: Should Title IX be able to decide how schools spend their athletics resources?
" To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
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Social Studies Debate Teacher Directions: 1.
Unit 2.06!
Title IX: Preventing discrimination against girls and women in sports and education?! DEBATING THE ISSUE
Unit 3.01
Should school be Debate, Moderate, a place for debate?
Evaluate.....
DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Previous Weeks Words:
Pro
Con
Moderator
Focus word recall activity - Tell students that we are going to wager on the words of the week. Have students close their eyes and notebooks so they can’t look at the words. Then ask a student to wager how many words they can list without pausing. If a student says they can list 2, ask for volunteers who think they can list 3. If there is a volunteer then continue the process. Give some sort of prize to the student who can list the most without pausing. 2. Language acquisition strategy (Word relationships [clap, snap, hand raise] - Beck/Snow #20) - I am going to say a couple of statements and I want you to snap your fingers really fast if you agree and snap your fingers really slowly if you disagree. Then I am going to ask you to explain your thinking so think really thoroughly about your answer. - Colleges need to illustrate that they feel female sports are important by giving them equal funding. - Since there are more professional male sports, it’s ok that resources are disproportionate. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on this week’s debate topic: “Should Title IX be able to decide how schools spend their athletics resources?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex. use of transition words use of accountable talk stems body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
"
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Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then, cohorts regroup to discuss the other sides arguments. Based on this discussion, cohorts develop counterarguments to refute the opposing sides position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions: 1. Unit 2.06!
Title IX: Preventing discrimination against girls and women in sports ! and education?!
2.
WRITE ABOUT IT 3.
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words inequity | resources | adequate | illustrate | disproportionate !
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
4.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
!
Focus word recall activity - Ask the class, “How was the debate in Social Studies?” Then ask, “After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should Title IX be able to decide how schools spend their athletic resources?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word Relationships - Beck/Snow #15) Students choose two focus words and explain how they are connected. Teacher should be more interested in students’ thinking than in any single “correct” answer. Introduce WG free response - Tell the class, “You will now write a response to the question “Should Title IX be able to decide how schools spend their athletic resources?” You can use evidence from the WG article, the WG math problem, the WG science lesson,WG debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses. !"#$%$&'()*+,$-./$)0,$-'')+-1,23$4+-/,5-66+76+*-1,$4,.,+-2$-'-/,8*'$-./$/78-*.506,'*9*'$:7+/0$-./$6;+-0,0<$ 4-1;,+$=7'->)2-+3$?.7:2,/4,$:;,.$'7.0*/,+*.4$-$:7+/$7+$6;+-0,$*867+1-.1$17$'786+,;,.0*7.$7+$,@6+,00*7."$
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*The rubric can be supplemented with school created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
"
Unit 2.07!
Should the government fund stem
cell research?
! WORDS OF THE WEEK FOCUS !embryo : (noun) new organism in a mother’s womb! FORMS/RELATED WORDS: embryos, embryonic! __________________________________________________________________________________________ EXAMPLES OF USE: During my science class, we examined many pictures of a 3 week embryo inside a dolphin.! __________________________________________________________________________________________ TURN AND TALK: Which subjects in school would you most likely discuss embryos?! __________________________________________________________________________________________
!paralyzed : (adjective) unable to move! FORMS/RELATED WORDS: paralyzes, paralyzing, paralyzed, paralysis! __________________________________________________________________________________________ EXAMPLES OF USE: When Gabby saw a snake during her hike, she was paralyzed with fear.! __________________________________________________________________________________________ TURN AND TALK: Discuss a time that you felt paralyzed by your emotions.! __________________________________________________________________________________________
!theory : (noun) an explanation for a set of related facts! FORMS/RELATED WORDS: theories, theoretical, theorist, theorize, theorizer ! __________________________________________________________________________________________ EXAMPLES OF USE: After everyone received a 100% on a test, the teacher created the theory that the ! questions were too easy.! __________________________________________________________________________________________ TURN AND TALK: Rewrite the following sentence and answer it: What is another explanation the teacher may use to support why students did so well?! __________________________________________________________________________________________
!investigate : (verb) trying to learn about!
FORMS/RELATED WORDS: investigates, investigated, investigation, investigatory, investigator! __________________________________________________________________________________________ EXAMPLES OF USE: Detectives investigate crime scenes all night in order to solve a murder mystery.! __________________________________________________________________________________________ TURN AND TALK: In what other professions do people investigate to solve a problem?! __________________________________________________________________________________________
!obtain : (verb) to get! FORMS/RELATED WORDS: obtains, obtaining, obtained, unobtainable, obtainable! __________________________________________________________________________________________ EXAMPLES OF USE: In order to obtain my allowance, I need to do all of my chores.! __________________________________________________________________________________________ TURN AND TALK: Discuss a time when you had difficultly obtaining something.! __________________________________________________________________________________________
1. 2.
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial etc) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/ Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. embryo -‐ Localize the term/Meaningful example (Beck/Snow #3). Does anyone have any prior knowledge as to what an embryo is? Elicit and record responses. After a short, class brainstorm continue on. In the Lirst two months of a pregnancy the organism inside the woman is called an embryo. An embryo is also the word we use with mammals so a pregnant dolphin can also have an embryo. Turn and discuss with your partner, which subjects in school would you most likely discuss embryos? b. paralyzed -‐ Turn and Talk (Beck/Snow #4). There are two ways we can use the word paralyzed. We talk about Ligurative and literal in ELA class and the same applies for this word. When I think of the literal meaning, I think of the sentence the man in the wheelchair became paralyzed from a car accident. When I think of a Ligurative example we could say, she saw a snake and became paralyzed with fear. Turn and talk with your partner about a time when you felt paralyzed. c. theory -‐ Word association (sentence re-‐write) (Beck/Snow #14). Recently, a class took a test and almost everyone received a 100% on it! The teacher was wondering what could have caused this. One idea was that the questions were too easy. So the teacher created a theory, or an explanation, for why the class did so well. Can you think of another explanation the teacher may use to support why the students did so well? Make sure students rewrite the word “explanation” as theory in their responses. d. investigate -‐ Localize the term/Meaningful example (Beck/Snow #3). Have you ever watched one of those criminal shows on TV like Law and Order or Criminal Minds? I love those shows because detectives spend the entire episode investigating a murder to try and solve a crime. What other professions investigate situations in order to solve a problem? e. obtain -‐ Word association (sentence re-‐write) (Beck/Snow #14). In order to get my allowance I need to do all of my chores. We could also say, in order to obtain my allowance I need to do all of my chores. Which word did I substitute and why? Elicit student responses. Turn and talk: Discuss a time in your life when it was difLicult to get something? What steps did you take to get it? Use the word obtain instead of “get” in your discussion.
"Introducing the focus words through the weekly FUND passage: T N E M RN "1. Read the passage aloud, stopping to ask debatable E V O G E H ? T RCH A questions and elicit student responses. Examples E S SHOULD E R of possible debatable questions can be found to the CELL ELA Launch (Read Aloud) Teacher Directions:
Join the national conversation!
STEM
left.
Word Generation - Unit 2.07
Focus Words embryo | paralyzed | theory | investigate | obtain! !
WEEKLY PASSAGE !
After hearing Kai’s story, how do you feel? Explain.
In summer 2003, toddler Kai Harriott of Boston was sitting on her porch, singing with her sister. A gang member shot into the air to scare Kai’s neighbors. Kai was hit by a bullet. After being shot, Kai was paralyzed. She could not move from the waist down. Because of her injury, Kai must use a wheelchair. But scientists have an idea that might help. They have a theory that stem cells can someday help people like Kai. Stem cells are found in different parts of the human body, including in our blood. Stem cells are also found in fertilized human eggs, called embryos. Stem cells from embryos can develop into cells that do many different jobs in the human body. With more research, we may be able to grow replacement parts for humans from stem cells. If doctors can grow spinal cord cells, people like Kai might walk again. New brain cells could help people who have had strokes or Alzheimer’s disease. Scientists might also learn to grow the cells that make insulin. This could help people with diabetes.
But to obtain some stem cells, scientists must destroy a human embryo. Many people think that human life begins when an egg is fertilized. They think destroying a human embryo is like murder. They say scientists should only work with stem cells from adults. But most scientists find that stem cells taken from adults won’t grow into the many different kinds of human cells the way that stem cells from embryos do. Stem cells from embryos may be our only hope of curing some diseases. Investigating stem cells will take years and ! cost millions. Should the government pay for ! stem cell research?
What is the controversy over stem cell research? Do the positive uses of stem cells outweigh the negative aspects?
2. Make sure that students us the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Should the government fund stem cell research?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. !
TEACHER - Discussion Questions ! How was Kai Harriott paralyzed? ! What theories do doctors have about how stem cells could help people? ! What is an embryo? ! Why do some people think we shouldn’t obtain stem cells from embryos? ! Should the government pay for the work of scientists who are investigating stem cells?
"
Math Lesson Teacher Directions: Unit 2.07!
Should the government fund ! stem cell research?!
1.
!
PROBLEM OF THE WEEK
2.
!
President George W. Bush restricted government funding on stem cell research. On August 9, 2001, he said that scientists could not obtain federal money for research on embryonic stem cell lines created after that date. This paralyzed certain areas of research. Scientists put some scientific investigations on hold.!
!
President Bush believed he had a moral duty to stop new embryos from being destroyed. Each embryo, he pointed out, is a potential human being. His theory was that using embryos for research cheapens human life. !
!
President Obama has a different moral theory. He says human beings have a moral duty to help people who are suffering. Therefore, they should use science to fight disease. In 2009, President Obama lifted President Bush’s restrictions.!
!
Option 1: Each embryo needed to start a stem cell line is made up of about 100 cells. Its mass is about one ten-millionth of a gram. Which of the following shows one ten-millionth?
! !
A) .0001 B) .00001 C) .000001 D) .0000001
Bush, G.W. (2001, August 9). Address on stem cell research. Speech broadcast from Crawford, TX. Retrieved on July 21, 2010 from http://archives.cnn.com/ 2001/ALLPOLITICS/08/09/ bush.transcript/ Reinberg, S. (2009, January 23). FDA OK’s 1st embryonic stem cell trial. The Washington Post, HealthDay News. Retrieved on July 18, 2010 from http://www.washingtonpost.com/wp-dyn/ content/article/2009/01/23/ AR2009012302168.html Lite, J. (2009, March 9). Obama ends embryonic stem cell research ban. Scientific American. Retrieved on July 14, 2010 from http://www.scientificamerican.com/blog/ 60-second-science/post.cfm?id=obamaends-embryonic-stem-cellrese-2009-03-09
Option 2: Each embryo needed to start a stem cell line is made up of about 100 cells. Each person is made up of about 100 trillion cells. Write both numbers in scientific notation. How many orders of magnitude separate the two numbers? Answer: 100 = 102 and 100 trillion = 1014. Each power of 10 represents an order of magnitude, so 12 orders of magnitude separate the two numbers.
!
Discussion Question: In 2009, the FDA approved the first clinical trial using embryonic stem cells. A company called Geron Corp planned to inject embryonic stem cells into 8-10 people whose legs were paralyzed by a spinal cord injury. The Geron scientists had a theory that these cells could help repair damaged nerves. Obtaining subjects for the trial would take time, because the scientists wanted to inject the cells within a few days of the injury. They said the trial was primarily an investigation into whether injecting stem cells would be safe. But they also hoped to see whether the stem cells would help patients recover some movement in their legs. Pretend that you are against stem cell research. What would you say to these researchers to convince them to give up this project?
3. 4.
5. 6. 7. 8. 9.
""
Focus word recall activity (Puzzles - Beck/Snow #26) - For example, for investigate: - This is something a police officer and a scientist have in common. - The word has 4 syllables. - After the bank hold-up, the police conducted an __________ to find the thief. Repeat using 2-3 more focus words or have students develop their own puzzles to share with the class using one or more focus words. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Mathematicians developed a theory in order to discover the circumference of a circle.) Language acquisition strategy (Generating Examples - Beck/Snow #21) - Teacher will divide class into small groups and each group develops a list that describes a focus word. For example: - Three ways your life would change if you were paralyzed? - Two questions police detectives need to investigate to solve a crime scene? - One theory that you can prove about doing homework? Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and justify their work. Ask students to describe the process used to obtain their answer. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 5-7 for option 2. Summarize by asking students how they feel about the WG debate topic: “Should the government fund stem cell research?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
"
Science Lesson Teacher Directions: Unit 2.07!
Should the government fund stem cell research?! THINKING SCIENTIFICALLY ! Ms. Kahn’s class is discussing stem cell research.! “If a human life begins when an egg is fertilized, then obtaining stem cells from embryos is wrong,” says Gabriel. ! “But think about all the good that can be done with stem cells,” says Toni. “People who are paralyzed or have other major medical problems could finally live full lives again!”! “Has anyone investigated other ways to retrieve stem cells other than from embryos?” asks Gabriel.! “Actually,” says Sylvia, “there are also stem cells in adult bone marrow and scientists have some exciting theories about how these stem cells can help improve many health problems, such as heart attacks!”! “Fascinating,” says Ms. Kahn. “Let’s take a look!”
Ms. Kahn and her class found this topic very interesting and did some research on the Internet. Sylvia took notes on information from a study that tested if bone marrow stem cells were effective.
e that injecting bon Scientists theorized rt to hea the p hel uld ls wo marrow stem cel from ing fer itself after suf heal and rebuild a heart attack. suffered patients who had They collected 53 ed bone eiv rec f Hal t. the pas a heart attack in ed a ls and half receiv marrow stem cel ther nei t tha e medicine placebo (or a fak of the ne No t). ien pat the helps nor har ms real ether they got the patients knew wh e. on fake injection or the scientists the treatment, the er aft s Six month they had if see to rts ts’ hea tested the patien ferences. This is dif any d ice not improved or
Stem cell Patients
Placebo Patients
# adverse events / patient
5.3
7
irregular heart rhythm
No
Yes
muscle size
Increased
Decreased
muscle strength
Increased
Decreased
Did the patients who received injections of stem cells instead of a placebo benefit from the treatment? If so, how? Yes, they had fewer adverse events, regular heart rhythm, and increased muscle size and strength.
Stem cells from bone marrow are slightly different than stem cells from embryos; they cannot develop into as many different types of cells as embryonic stem cells can. Can you summarize your position on whether scientist should focus only on research that does not involve human embryos? Answers will vary.
Source: J. M. Hare et al (2009 - Journal of the American College of Cardiology)
1. Focus word recall activity - Write the five focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow # 2) 2. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. For example, Scientists might examine the development of an embryo to understand the changes that may occur before becoming a fetus. 3. Language acquisition strategy (Visualizing focus words) - Ask students to visualize a science laboratory with a group of 4 scientists conducting an experiment to study the development of an embryo. Ask students: - What questions may the scientists have on the development of the embryo? - How might the scientists obtain information on the topic? - What can the scientists investigate about embryos? - What types of theories can they develop from their studies? 4. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the research conducted by Ms. Kahn and her class and answer the two questions on the side of their page. 5. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. 6. Summarize by asking students how they feel about the WG debate topic: “Should the government fund stem cell research? Think about your viewpoint concerning the debate. What is a possible counterclaim to your argument that someone might say during the debate?”
""
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.07!
Should the government fund stem cell research?!
"
DEBATING THE ISSUE
Debate, Moderate, Evaluate.....
"
Should the government fund stem cell research?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides. To the left is a sample filled in pro/con chart. Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
Con (No)
1. If doctors can grow spinal 1. Scientists must destroy a cord cells, people who are human embryo in order paralyzed from the waist to obtain stem cells.# down might be able to 2. Investigating stem cells walk again." will take years and cost 2. Doctors’ theories about millions of dollars that can stem cells can save lives be spent elsewhere." and help people who are 3. Stem cell research is only injured." a theory and not a fact 3. If scientists are allowed to and therefore is too investigate stem cell dangerous to continue. capabilities, they may find cures for diseases or injuries.
"
" "
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
Encourage students to use at least 1 focus word in each of their arguments.
"
Social Studies Debate Teacher Directions:
Unit 2.07!
Should the government fund stem cell research?!
"
1.
2.
- Many need to ________ the homework when they are absent from school. (obtain) - This is something that scientists create and then try to prove through experiments. (theory) - The basketball game was tied as Michael went for a layup. The crowd stood this way as they watched him.
DEBATING THE ISSUE Unit 3.01
Debate, Moderate, Evaluate..... Should school be a place for debate?
(paralyzed)
- Detectives do this in order to solve crimes. (investigate) - Many people have different feelings about these types of eggs and whether they are truly human beings.
DEBATING THE ISSUE 3. 4.
Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
5. 6.
Moderator Sentence Stems:
7.
What I heard you say is…
Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Pro
Con
Moderator
8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex. use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10. Make sure all students have an assigned a role. 11. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
"
Previous Weeks Words:
(embryos)
If necessary, ask students to briefly review the WG article of the week. Pro or Con? - Ask students to turn and talk and share their own opinions on this week’s debate topic: “Should the government fund stem cell research?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator.
I believe you said …
Focus Words
Focus word recall activity - Turn to your partner and try to list this week’s focus words without looking at the article or word wall. NOTE: You can decide to make this competitive by giving students only 30 seconds or a minute. Tell students that the first group to raise their hand and say the correct focus words wins a reward. Language acquisition strategy (Puzzles - Beck/Snow #26) - Give the students the following set of clues to lead to the focus words. Give students time with their partner or groups to solve the puzzles.
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then cohorts regroup to discuss the other side’s argument. Based on this discussion, cohorts develop counter-arguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions: Unit 2.07!
Should the government fund stem ! cell research?! WRITE ABOUT IT
1.
2.
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words embryo | paralyzed | theory | investigate | obtain!
!
3.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
4.
Focus word recall activity - Ask the class, “How was the debate in Social Studies? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should the government fund stem cell research?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word relationships [word sort] - Beck/Snow #18) - Tell the students to look over the 5 focus words. Ask students to sort focus words into categories of their choosing. For example, students can develop the category of “science terminology” and place the focus words of theory and embryo into that category. Introduce WG free response - Tell the class “you will now write a response to the question ‘Should the government fund stem cell research?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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* This rubric can be supplemented with school-wide writing process rubric.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
Unit 2.08!
Who is responsible for children’s health?
! WORDS OF THE WEEK FOCUS ! ! !obesity : (noun) state of being extremely overweight! FORMS/RELATED WORDS: obese! __________________________________________________________________________________________ EXAMPLES OF USE: Schools try to give students an opportunity to be active at least twice a week to prevent obesity.! __________________________________________________________________________________________ TURN AND TALK: What are some ways that you can try to prevent obesity in your own family?! __________________________________________________________________________________________
!primary : (adjective) most important; most influential! FORMS/RELATED WORDS: primary (n), prime! __________________________________________________________________________________________ EXAMPLES OF USE: By attending Saturday Academy, you are showing that your primary goal is to improve ! academically.! __________________________________________________________________________________________ TURN AND TALK: What other things can you do to prove that your primary goal is to improve your academics?! __________________________________________________________________________________________
!emphasize : (verb) show the importance of!
FORMS/RELATED WORDS: emphasizing, emphasized, emphasis, de-emphasize! __________________________________________________________________________________________ EXAMPLES OF USE: Teachers emphasize that to earn good grades, students should do homework daily.! __________________________________________________________________________________________ TURN AND TALK: Rewrite this sentence using the focus word: My mother made it clear to me how important it was to pick up my brother.! __________________________________________________________________________________________
!restrict : (verb) keep within limits!
FORMS/RELATED WORDS: restricts, restricting, restricted, restrictive, restriction! __________________________________________________________________________________________ EXAMPLES OF USE: Although the sign read “DANGER,” she entered the restricted area anyway.! __________________________________________________________________________________________ TURN AND TALK: Discuss a time when you were restricted from doing something.! __________________________________________________________________________________________
!multidimensional : (adjective) having many different sides or characteristics! FORMS/RELATED WORDS: dimension, dimensional, dimensionality! __________________________________________________________________________________________ EXAMPLES OF USE: Katniss, from the Hunger Games, is multidimensional because she has several traits such as intelligence, strength, and courage.! __________________________________________________________________________________________ TURN AND TALK: List three examples of things that are considered multidimensional.! __________________________________________________________________________________________
ELA Launch (Focus Word Introduction) Teacher Directions:
"
1. Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. obesity -‐ Localize the term/Meaningful example (Beck/Snow #3). When I think about obesity I think about health problems. What about you? What kinds of things do you think of when you hear the word obesity? Elicit and record student responses. People who eat a lot of fast food often suffer from obesity related health problems. Schools try to give students an opportunity to be active or exercise at least twice a week in order to prevent obesity. Turn and talk: What are some ways that you can try to prevent obesity in your own family? b. primary -‐ Word relationships (Beck/Snow #16). There are many reasons why I’ve chosen to become a teacher. Some of the reasons are: I’ve always loved school, my mother is a teacher, etc. (List any examples that you would like). The primary reason is my love for children. The word primary means the biggest or the most important. You could say that by attending Saturday Academy, you are showing that your primary goal is to improve academically. Turn and talk: What are some other things you could do to prove that your primary goal is to improve academically? c. emphasize -‐ Word association—sentence re-‐write (Beck/Snow #14). Teachers like to stress the importance of homework. Another way to say this sentence is to use the word emphasize. Teachers often emphasize the importance of doing homework everyday. Using a form of emphasize, rewrite the following sentence with your partner: My mother made it very clear to me how important it is to pick up my brother from school. d. restrict -‐ Localize the term/Meaningful example (Beck/Snow #3). I watched a scary movie recently, and someone went through a door with the sign “RESTRICTED AREA.” My heart started racing because I knew there was something dangerous behind that door. If a sign states this, people shouldn’t go in there because someone wants to limit the number of people that go in there. Can you think of an example where you were restricted from doing something? e. multidimensional -‐ Generating examples (Beck/Snow #21). You may not realize it but you are very familiar with the word dimensional! Ever see a 3D movie? Well, 3D stands for 3-‐dimensional! When we say something is multidimensional we are saying it has many sides or characteristics. Material things can be multidimensional like a box or a water bottle. People can also be multidimensional! Characters in books are typically multidimensional so they are interesting to the reader. What are three more examples of things that are multidimensional?
"Introducing the focus words through the OR weekly passage: F E L B I S "1. Read the passage aloud, stopping to ask N O P S E R S I ? H O debatable questions and elicit student T H L W A E H responses. Examples of possible debatable ’S
ELA Launch (Read Aloud) Teacher Directions:
Join the national conversation!
N E R D L I CH
What do you typically find in a vending machine? Do you feel these restrictions benefit kids? Explain.
How does LaTisha’s physical education compare and contrast to your own?
questions can be found to the left.
Word Generation - Unit 2.08
Focus Words obesity | primary | emphasize | restrict | multidimensional!
!
WEEKLY PASSAGE ! It’s lunch time and sixth-grader Oscar Villanova visits the vending machine. He pays for an orange juice and some cheese sticks, but he really wanted soda and chips. His school, Mildred Avenue, only sells school lunch and healthy snacks. Seventh-grader LaTisha Brown has diabetes. ! Her doctor says exercise will help her control ! the disease, but at school she only gets physical education once a week. Many children suffer from health conditions that ! are caused or made worse by their lifestyles. The number of U.S. children who are overweight or obese has doubled since the 1970s. Rates of childhood diabetes have also risen. These conditions can put children at risk for heart disease and other major killers later in life. These health issues are multidimensional problems with many different causes. Eating meals out, watching lots of TV, and not being active after school can cause too much weight gain. But there
are many things children can do to improve their health. Doctors say the primary focus for children ! should be eating healthy food and getting ! exercise every day. Schools are getting involved in solving the ! problem. Some, like Mildred Avenue, restrict ! the snacks students can buy. Others are offering more gym classes to emphasize the importance ! of exercise. But some people say it is parents who should take more responsibility for teaching ! children healthy behavior. Who is responsible for children’s health? Should schools be involved? What about teenagers? When do young people become responsible for their own health decisions?
In your opinion, is our school doing enough to fight obesity?
2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Who is responsible for children’s health?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. TEACHER - Discussion Questions ! What are the two primary ways to control problems like obesity and diabetes? ! Obesity and diabetes are a multidimensional problems. In your opinion, what are some other causes? ! Are snack choices restricted at your school? ! Besides adding more fruits and vegetables, what healthy choices could the school lunch program emphasize?
Unit 2.08!
Who is responsible for ! children’s health?! !
PROBLEM OF THE WEEK ! In February 2010, Michelle Obama announced the Let’s Move campaign against childhood obesity. Fighting childhood obesity will be her primary mission as First Lady. Her approach is multidimensional: she wants to educate parents about nutrition, help families afford healthy food, and emphasize physical activity. She also wants to bring healthy foods to America’s schools. In the past, many school lunch menus were restricted to foods that were cheap and easy to prepare. !
Math Lesson Teacher Directions: 1.
2. 3.
! !
Option 1: To help schools afford to feed students, the USDA pays schools for each lunch served. It pays $2.68 for each free lunch. Some estimates say that low-fat, high-fiber meals with fresh fruits and vegetables would cost $5 each. How much would the per-meal payment need to increase to cover the cost of a healthier meal?
! ! !
A) about 28% B) about 50% C) about 100% D) about 87%
Option 2: The USDA pays schools for each lunch served. It pays $2.68 for each free lunch, $2.28 for each reduced-price lunch, and $.25 for each full-price lunch.
!
If f = the number of free lunches served, r = the number of reduced price lunches served, and p = the number of full-price lunches served, write an algebraic expression that shows the total amount each school receives in per-meal reimbursements. ! Answer: 2.68f + 2.28r + .25p
!
Discussion Question: Childhood obesity is a big problem. Doctors emphasize that fighting obesity requires a multidimensional approach. Kids need access to healthy food. They need to restrict their junk food intake. They need to exercise. The U.S. spends $150 million each year fighting obesityrelated illnesses, so fighting childhood obesity could save money in the long term. But in the short term, fighting obesity could be expensive. Schools today have tight budgets. Their primary concern is teaching kids. What are some inexpensive things schools could do to fight obesity? Ferran, L. (2010, February 9). Michelle Obama: ‘Let’s Move’ initiative battles childhood obesity. ABC News Online. Retrieved on July 17, 2010 from http://abcnews.go.com/GMA/Health/michelle-obama-childhood-obesity-initiative/story?id=9781473
!
NSLP Fact Sheet. (2009, August). National School Lunch Program. Retrieved on July 17, 2010 from http://www.fns.usda.gov/cnd/lunch/AboutLunch/NSLPFactSheet.pdf
4. 5. 6. 7. 8.
Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, sometimes teachers restrict students from using a calculator.) Language acquisition strategy (Word association - Beck/Snow #12) - Ask students to associate the statements below (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answers. - One of the most important skills to learn in math is multiplication. (primary) - A rectangular prism has many sides. (multidimensional) - When I want to show the importance of a vocabulary word in my notes, I use my highlighter. (emphasize) Transition to the WG math problem of the week. Ask the class to work in groups to solve Option 1. Ask a group to share and assess their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for Option 2. Summarize by asking students how they feel about the WG debate topic: “Who is responsible of children’s health? Can the information in the WG math problem be used in your argument? Explain your answer.”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Unit 2.08!
Who is responsible for children’s health?! THINKING SCIENTIFICALLY ! The students in Mr. Seemy’s class are getting ready for Wellness Week at Franklin Middle School. During Wellness Week, all students will participate in special activities that emphasize good health and well-being. Recently, the school decided to restrict the types of snack foods offered on the school lunch menu, and some students have complained that their favorite (unhealthy) snack foods are no longer available. Patrice, Erick, and Jacky are preparing a multidimensional presentation about how to make healthier food choices and prevent childhood diabetes and obesity.!
"
Science Lesson Teacher Directions 1.
“We’ll start with a ‘Snack Bar’ showing them a bunch of foods that are really bad for them. You know, Spicy Cheese Crunchies and Twinkle Cakes and all that stuff,” says Patrice. ! “Right! But remember we have to be careful to make our point clearly,” says Erick, “An unhealthy diet is the primary cause of obesity in children, but it’s not the only reason kids get too fat. Not being active plays a part too.”! “I found a calorie calculator online,” says Jacky, “let’s find out what kinds of physical activity are best for burning all the calories we consume when we eat Cheese Crunchies. Then we can show everyone during our presentation.”
2. 3.
Jacky found this topic very interesting and decided to investigate what kind of exercise burned the most calories.
Question: Which types of physical activity are most effective at burning calories consumed in common snack foods? Hypothesis:
4.
Jogging will be the most effective activity for burning
5.
calories for the average teenager. Procedure:
6.
1. Select a type of snack food. Record the amount of
""
calories in one serving size. 2. Go to http://www.healthstatus.com/calculate/cbc to calculate the number of calories burned by different types of physical activity. 3. Enter your weight, the type of physical activity, and the amount of time you have to exercise. 4. Record the number of calories burned for each Data:
type of exercise
Type of Physical Activity
Basketball - full court
Walking (4mph)
Number of Calories burned after 30 minutes of activity
256
121
Cycling Zumba Jogging (leisure) dance 93
Which types of exercise would burn off the calories in the Spicy Cheese Crunchies? How do you know? Full court basketball and zumba dance, because it burns more than 182 calories. If you ate one serving of Spicy Cheese Crunchies, about how long would you have to ride a bicycle to burn off the calories? Nearly 1 hour. 182 / 93 = 1.96 30-minutes of cycling.
165
185
The Center for Disease Control and prevention recommends that children and teens get at least 60 minutes a day of physical activity. What types of physical activity do you do daily? Weekly?
Focus word recall activity (Writing sentence stems - Beck/Snow #24) - Teacher will write all five focus words on the board and provide students with sentence stems. Students will complete sentence stems and share out responses. - The primary reason children suffer from obesity is… - It is important for parents to emphasize the importance of… - When planning a healthy diet, it is important to restrict… Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, scientists often debate because of the multidimensional perspectives surrounding a controversial topic.) Language acquisition strategy (Word relationships questions - Beck/Snow #16) Students will respond to questions that include two focus words and explain their answer. - What is the primary reason children suffer from obesity? - What is important for parents to emphasize and restrict when fighting childhood obesity? - What are some multidimensional aspects that affect childhood obesity? Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Jacky’s investigation and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Who is responsible for children’s health? What information from the Thinking Scientifically exercise would be most useful to share in our school to help fight childhood obesity?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.08!
Who is responsible for children’s health?!
" Social Studies Debate Teacher Directions:
(SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
DEBATING THE ISSUE
Debate, Moderate, Evaluate...
"
Should schools be more involved in improving children’s health?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes) 1. Schools have a responsibility to help obese students because children spend a great deal of their time in school."
"
2. Schools have the capacity to restrict the snack students buy whereas parents cannot control everything their children buy."
"
3. Gym classes can emphasize the importance of exercise much more than parents can.
Con (No) 1. Health issues are multidimensional problems with multiple causes and schools do not have all of the answers. Parents must take responsibility at home."
"
2. Schools must make academic education a primary focus, not obesity."
"
3. Parents and students have to take responsibility of the rise in obese children because schools cannot control what children are eating.
Note: This week’s debate has been reworded to make a more clear pro and con. - Pro will be that schools SHOULD be more involved in improving children’s health. - Con will be that schools SHOULD NOT be held responsible. Parents and students are more responsible for improving children’s health.
" To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
Unit 2.08!
Who is responsible for children’s health?! DEBATING THE ISSUE
Debate, Moderate, Evaluate…
Unit 3.01
Should school be a place for debate? DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Previous Weeks Words:
Pro
Con
Moderator
"
"
Social Studies Debate Teacher Directions: 1. Focus word recall activity - Turn to your partner and try to list this week’s focus words without looking at the article or word wall. NOTE: you can decide to make this competitive by giving students only 30 seconds or a minute. Or tell students that the first group to raise their hand and say the correct focus words wins a reward. 2. Language acquisition strategy (Word relationships [word line] - Beck/Snow #19) - Give the students the prompts below and give 1 minute for them to answer the prompt with their partner. Then share out 1 or 2 responses. Repeat for each of the prompts. - How restrictive are your parents? My parents are very restrictive because… - How surprised were you at the obesity rates we discussed? - How surprised would you be if our school emphasized getting bad grades? 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should schools be more involved in improving children’s health?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (from both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (from both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex., use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10.Make sure all students have an assigned role. 11.Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12.Ask all evaluators to raise their hands. Ask, “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
"
Alternate Debate Formats - After students get comfortable with the four-person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then cohorts regroup to discuss the other side’s arguments. Based on this discussion, cohorts develop counterarguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions:
Unit 2.08!
Who is responsible for ! children’s health?! WRITE ABOUT IT
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, “Who is responsible for children’s health?” Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Example/non example Beck/Snow #22) - The teacher will describe situations and asks to students to respond to each as whether or not it illustrates the target word properly and explain their answer using the focus word. For example, What would show a restriction? - There are only 24 people allowed in the elevator at one time. - I am having an open house party. 3. Introduce WG short response - Tell the class “You will now write a response to the question, ‘Who is responsible for child’s health?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words obesity | primary | emphasize | restrict | multidimensional!
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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* This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
Unit 2.09!
! Nuclear power: Our energy future, or
! Nuclear power: Our energy future, or
danger to society?
Unit 2.09!
danger to society?
FOCUS WORDS OF THE WEEK
FOCUS WORDS OF THE WEEK : (verb) produce! ! !generate: (verb) generate produce!
FORMS: generates, generating, generated, regenerate, generation, generator, degenerate! __________________________________________________________________________________________
FORMS: generates, generating, generated, regenerate, generation, generator, degenerate! __________________________________________________________________________________________
EXAMPLES OF USE: Reading the article can help you generate many ideas for your Word Gen debate.!
__________________________________________________________________________________________ EXAMPLES OF USE: Reading the article can help you generate many ideas for your Word Gen. debate.! __________________________________________________________________________________________ TURN AND TALK: What are other ways you can generate ideas for your Word Gen debate?!
__________________________________________________________________________________________ TURN AND TALK: What are other ways you can generate ideas for your Word Gen. debate?! __________________________________________________________________________________________
: (verb) comes from! ! !derives: (verb) derives comes from! FORMS: derive, deriving, derived, derivation, derivative! FORMS: derive, deriving, derived, derivation, derivative! __________________________________________________________________________________________ __________________________________________________________________________________________ EXAMPLES great sense of humor derives my mother.! EXAMPLES OF OF USE:USE: My My great sense of humor derives fromfrom my mother.! __________________________________________________________________________________________ __________________________________________________________________________________________ TURN AND TALK : What characteristics derived people? TURN AND TALK : What characteristics havehave you you derived fromfrom otherother people? ! ! __________________________________________________________________________________________ __________________________________________________________________________________________
!advantage helpful quantity! !advantage: (noun) : (noun) helpful quantity! FORMS: advantages, disadvantage, disadvantaged! FORMS: advantages, disadvantage, disadvantaged! __________________________________________________________________________________________ __________________________________________________________________________________________ EXAMPLES OF OF USE:USE: Studying for for youryour teststests givesgives you you an advantage over over the students who didn’t study.!study.! __________________________________________________________________________________________ EXAMPLES Studying an advantage the students who didn’t __________________________________________________________________________________________ TURN AND TALK: Discuss a scenario where you would have an advantage over someone else and why.! __________________________________________________________________________________________ TURN AND TALK: Discuss a scenario where you would have an advantage over someone else and why.!
__________________________________________________________________________________________
!consume to use up! !consume: (verb) : (verb) to use up!
FORMS: consumes, consumed, consumable, consumption, consumptive, consumer! __________________________________________________________________________________________
FORMS: consumes, consumed, consumable, consumption, consumptive, consumer! __________________________________________________________________________________________
EXAMPLES OF USE: My family consumes 100 dollars worth of groceries every week.! __________________________________________________________________________________________
EXAMPLES OF USE: My family consumes 100 dollars worth of groceries every week.! __________________________________________________________________________________________
TURN AND TALK: What other things do you associate with the word consume?! __________________________________________________________________________________________
TURN AND TALK: What other things do you associate with the word consume?! __________________________________________________________________________________________
!contaminate : (verb) poison; pollute!
!contaminate : (verb) poison; pollute!
FORMS: contaminates, contaminating, contaminated, contamination! __________________________________________________________________________________________
FORMS: contaminates, contaminating, contaminated, contamination! __________________________________________________________________________________________
EXAMPLES OF USE: An oil spill in the ocean will contaminate the water and cause harm to marine life.! __________________________________________________________________________________________
EXAMPLES OF USE: An oil spill in the ocean will contaminate the water and cause harm to marine life.! __________________________________________________________________________________________
TURN AND TALK: What are some possible dangers or effects of contaminated water?! __________________________________________________________________________________________
TURN AND TALK: What are some possible dangers or effects of contaminated water?! __________________________________________________________________________________________
!
1. 2.
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/ Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. generate -‐ Localize the term/Meaningful example (Beck/Snow #3). Everyone can recall Hurricane Sandy and the damage it caused all over New York City. Many people lost power in their homes and went to local schools, hospitals, or community centers. The reason those places had electricity while everyone else lost power was because those places had back up generators. These machines generate, or produce, electricity without needing to be plugged into an outlet. People can also generate things. Our class can generate ideas about this debate topic after reading the article. Turn and talk with your partner about other ways you can generate ideas for your Word Generation debate? b. derives -‐ Word association (sentence re-‐write) (Beck/Snow #14). Note: this is example is meant to be comical. If you do not feel comfortable using it please feel free to create your own characteristic. Often people say that my amazing looks come from my mother. Another way to say that is: Often people say that my amazing looks are derived from my mother. What words did I replace? Student response should be derived means comes from. What characteristics have you derived from other people? c. advantage -‐ Localize the term/Meaningful example (Beck/Snow #3). When we think of advantage we think of something positive or helpful. One advantage from having a helpful class is that you can assign jobs and do things together. Studying for your tests gives you an advantage over the students who didn’t study. Turn and talk with your partner about another scenario where you would have an advantage over someone else and why. d. consume -‐ Word association (person/movie/thing) (Beck/Snow #13). Many people associate the word consume with food. My family consumes 100 dollars worth of groceries every week. Consume can also be associated with materials. Our classroom consumes pencils at a rapid rate. What other things do you associate with the word consume? e. contaminate -‐ Promote interaction between the text topic and the words (Beck/Snow #10). Has anyone ever heard about something becoming contaminated? Don’t elicit responses yet, just develop a basic understanding. This week we are debating the advantages of nuclear power. What happens when we generate electricity through nuclear power plants? What are some possible dangers or effects of contaminated water?
! : R E W O RP A E L C U OR N , E R U T FU Y G R E N TY? E OUR E I C O S TO Word Generation - Unit 2.09 R E G N A D
Join the national conversation!
Focus Words
Can you generate | derives | advantage | consume | contaminate! ! think of other ways we WEEKLY PASSAGE ! generate Pilgrim Nuclear Station sits just off the road forty higher rates of cancer in towns near the Pilgrim ! electricity? miles from Boston. This power plant makes electricity by heating water with a controlled nuclear reaction. Boiling water makes steam. The steam turns a turbine to generate electricity. Power lines take electricity derived from the plant all over the state of Massachusetts. President Obama and other politicians want to build more nuclear power plants like Pilgrim. They see nuclear power as a good alternative to expensive oil. Because we consume so much oil in America, we depend on oil from other countries. Nuclear power can be made right here so nuclear energy cannot be cut off by another country. Nuclear power has another major advantage. It does not pollute the air like gas or coal does.
What are some of the advantages of nuclear power?
People who are concerned about nuclear power point to safety issues. Some nuclear power plants have leaked radioactive chemicals. The chemicals are blown by the wind and can contaminate water in nearby communities. Doctors have found
power plant.
The biggest worry about nuclear power is a meltdown. In a meltdown, the nuclear reaction gets out of control inside the plant. It gets so hot, the building explodes or breaks apart. Clouds of poisonous chemicals spread over a huge area. At Chernobyl, in Eastern Europe, a nuclear plant meltdown in 1986 spread contamination all over Europe. Thousands of people developed cancer after the meltdown. After the Chernobyl disaster, the U. S. stopped building new nuclear power plants. Supporters of nuclear power believe that safer power plants can prevent these problems. They want the U. S. to start building nuclear power plants again. Is nuclear power worth the risks?
What are some disadvantages of nuclear power?
"
!Introducing the focus words through the weekly passage: !1. Read the passage aloud, stopping to ask debatable ELA Launch (Read Aloud) Teacher Directions:
!2. !3.
questions and elicit student responses. Examples of possible debatable questions can be found to the left. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. Introduce the question of the week, “Nuclear Power: Our energy future, or danger to society?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
TEACHER - Discussion Questions ! How does a nuclear plant generate electricity? ! What are some ways we consume oil in the U.S.? ! What are two advantages of nuclear power? ! How can nuclear power be dangerous? ! What are some other ways we can derive the power we need for cars, electric lights, and heat?
!
Math Lesson Teacher Directions:
Unit 2.09!
Nuclear power: Our energy future, or danger to society?! !
1.
2.
PROBLEM OF THE WEEK ! Americans consume more energy each year, and we are looking for cleaner, greener ways to produce it. Nuclear power has many advantages. It doesn’t pollute the air, and it can be produced in the U.S. But nuclear opponents raise several concerns. One is nuclear waste. Nuclear waste derives from the nuclear reactions that create nuclear energy, as well as from the mining and enrichment of nuclear fuel. If nuclear waste is not stored properly, it can contaminate soil and water. Some nuclear waste will remain dangerous for thousands of years. !
!
Yucca Mountain in Nevada has been proposed as a site for long-term storage of nuclear waste. But this has generated a lot of controversy. Many Nevada residents don’t want a nuclear dump in their home state. In 2001, the Environmental Protection Agency set safety standards for Yucca Mountain for the next 10,000 years. !
! Option 1: The average American lives about 80 years. How many lifetimes is 10,000 years? ! A) 125 lifetimes C) 135 lifetimes D) 210 lifetimes
Option 2: An appeals court ruled that the 10,000-year safety standards for Yucca Mountain were inadequate. After all, some nuclear waste may be dangerous for hundreds of thousands of years. The new EPA safety standards cover the next million years. Write 10,000 and 1 million in scientific notation. How many orders of magnitude separate the two numbers? !
!
4. 5. 6. 7. 8.
!!
B) 130 lifetimes
!
3.
!
Answer: 10,000 = 104 , and 1 million = 10 6. Two orders of magnitude separate the two numbers. Discussion Question: With violence in the Middle East and worries about global warming, ! traditional energy sources like oil and coal are falling out of favor. The advantages of nuclear ! power seem increasingly appealing. Many experts say nuclear power is safe. They say that many ! of the fears people have about nuclear power derive from misinformation and from the confusion ! of nuclear power with nuclear weapons. But nuclear waste remains a problem. A long-term, ! ultra-secure facility is needed. But, given the fact that leaks could contaminate the local ! environment, no one wants this facility to be in his or her backyard. The Obama Administration ! has cut government funding for the Yucca Mountain facility. Meanwhile, the nation’s nuclear ! power plants continue to generate nuclear waste. Where should it go? The million-year health standard [Editorial]. (2005, November 25). The New York Times. Retrieved on July 23, 2010 from http://www.nytimes.com/ 2005/11/25/opinion/25fri1.html?_r=1&ref=yucca-mountain
Focus word recall activity (Word Relationships - Beck/Snow # 15) - Ask students “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, by generating our own word problems with answer keys, we will solidify our understanding of a concept.) Language acquisition strategy (Generating examples - Beck/Snow # 21) Teacher divides class into groups and each group develops a list that describes the focus word. - Three advantages to being the oldest child in your family. - Three foods most teenagers like to consume. - Three ways we can generate electricity. Transition to the WG math problem of the week. Ask the class to work in groups to generate an answer to option 1. Ask a group to share how they derived their answer. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for option 2. Summarize by asking students how they feel about the WG debate topic: “Nuclear power: Our energy future, or danger to society?” How can you use the math scenario from the Yucca Mountains to derive an argument to be used in the debate?
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Nuclear power: Our energy future, or danger to society?! THINKING SCIENTIFICALLY ! Ms. Kahn’s class is discussing the connection between nuclear power plants and cancer.! “Cancer is a terrible disease,” says Erin, “and if nuclear power plants are causing more people to suffer from it as a result of contaminating their surroundings, then I don’t think we should use nuclear energy.”! “But think about all of the terrible pollution and political problems caused by other sources of energy,” says Kristopher. “If there is a way that we can both generate clean energy and gain a political advantage then I think we should consider it.”! “Besides,” suggests Lucinda, “cancer is a very complicated disease with many different causes. How sure are we that exposure to nuclear power plants really causes cancer?”! “That’s a good question, Lucinda,” says Ms. Kahn. “Let’s take a look at the cancer rates around Chernobyl after the nuclear power plant accident there in 1986.” Ms. Kahn searched the Internet and found the following informational website about some of the effects of ! the Chernobyl meltdown.
Thyroid Cancer Study following the Chernobyl Accident in Ukraine! The thyroid gland uses iodine to control how quickly your body uses energy and delivers important hormones to the rest of your body. However, when nuclear power plants melt down or just leak a little bit, they release a radioactive version of iodine into the environment that can get into the water and food supplies of the local community. When people digest these contaminated foods, their thyroids collect the radioactive iodine instead of regular iodine. This collection of radioactive material in the thyroid gland can cause thyroid cancer to develop, especially in children and adolescents.! After the Chernobyl meltdown in 1986, researchers began tracking over 13,000 children and adolescents who were exposed to high doses of radioactive iodine. They monitored the health of these young people over the next 25 years and found the following relationship between how much radioactive iodine they were exposed to and how likely they were to develop thyroid cancer.! Exposure and Thyroid Cancer Risk
From these data, can you conclude that being exposed to radioactive iodine causes thyroid cancer in children and adolescents? Yes, it increases the likelihood of cancer in children and adolescents. If someone were exposed to 7 Grays of radioactive iodine, how many times more likely would they be to develop thyroid cancer? Nearly 15 times more likely to develop thyroid cancer.
Increased Likelihood of
14 9.333
Do you think this study is relevant to decisions about how we generate electricity in the United States?
4.667 0
!
!
Science Lesson Teacher Directions:
Unit 2.09!
Answers will vary.
0 1 2 3 4 5 6
Radioactive Iodine Exposure (Grays)
Within this group of 13,000 people, scientists recorded three times as many incidents of thyroid cancer in comparison to a typical group of people who were not exposed to radioactive iodine.
Data Source: http://chernobyl.cancer.gov/ studies.html
1. Focus word recall activity (Word relationships [questions] - Beck/Snow #16) - Students will respond to questions that include two focus words and explain. - What are some disadvantages to consuming so much oil in the U.S.? - Think of some ways that we might generate electricity without contaminating our land? - We derive most of our electricity from oil. How can we derive electricity from other sources? 2. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, scientists look at the advantages and disadvantages of other sources of electricity.) 3. Language acquisition strategy (Creative writing prompt - Beck/Snow #25) - Teacher will have students use focus words in creative writing prompt. The writing prompt can be as long or short as you want. For example, give students the scenario of being scientists creating the car of the future and have them use focus words in their writing. 4. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Ms. Kahn’s research on the effects of the Chernobyl meltdown and answer the three questions on the side of their page. 5. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. 6. Summarize by asking students how they feel about the WG debate topic: “Nuclear power: Our energy future, or danger to society?”
!!
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.09!
Nuclear power: Our energy future, or danger to society?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Is nuclear power worth the risk?!
!
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
Con (No)
1. Nuclear power generates cleaner energy than when oil is used.!
1. Nuclear waste derives from the nuclear reactions that create nuclear energy.!
!
2. Americans consume so much energy each year and we need a cleaner and greener way to produce it.!
!
!
2. If nuclear waste is not stored properly it can contaminate soil and water.!
!
3. The advantage of nuclear 3. When a nuclear plant in power is that it does not Chernobyl had a pollute the air like gas or meltdown, the coal does.! contamination spread all over Europe causing 4. Many fears people have cancer and illness. ! about nuclear energy 4. Nuclear power generates derive from too much controversy for misinformation and communities and confusion of nuclear countries to deal with. power with nuclear weapons.
!
!
"
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
!
Note: This week’s debate has been modified to “Is nuclear power worth the risk?” to make a clearer pro and con side. - Pro will be that nuclear power IS worth the risk. - Con will be that nuclear power is too dangerous and IS NOT worth the risk.
! To the left is a sample filled in pro/con chart. !
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
!
Encourage students to use at least 1 focus word in each of their arguments.
!1.
Social Studies Debate Teacher Directions:
Unit 2.09!
Nuclear power: Our energy future, or danger to society?! DEBATING THE ISSUE Unit 3.01
Debate, Moderate, Evaluate..... Should school be a place for debate? DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
!
Focus Word Recall Activity (Puzzles - Beck/Snow #22). Give students the following prompts and have them discuss with their partner to answer each one - I am thinking of a word that has 4 syllables. (contaminate) - I am thinking of a word that gives people a lead or an edge. (advantage) - I am thinking of a word that has 3 syllables. (generate) 2. Language acquisition strategy (Generating examples - Beck/Snow #19) Let students discuss with their partner to come up with a list of 3 examples for each prompt. - Three things that can be generated. - Two things that humans consume. - One way something can be contaminated. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Is nuclear power worth the risk?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (For example: use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
!
Previous Weeks Words:
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then, cohorts regroup to discuss the other sides arguments. Based on this discussion, cohorts develop counter-arguments to refute the opposing sides position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
Writing Teacher Directions:
Unit 2.09!
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Nuclear power: Our energy future, or danger to society?’ Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word association [sentencer re-write] Beck/Snow #14) Students will rewrite the teachers’ sentences using one of the focus words of the week. For example: - We use oil to produce electricity for trains. (generate) - We use too much oil in our daily lives. (consume) - Oil spills can pollute our oceans and endanger marine life. (contaminate) 3. Introduce WG free response - Tell the class “you will now write a response to the question ‘Nuclear power: Our energy future, or danger to society?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
Nuclear power: Our energy future, or danger to society?! WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words generate | derives | advantage | consume | contaminate!
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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* This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
"
Unit 2.10!
Should the Pledge of Allegiance say “One Nation, Under God”?
FOCUS WORDS OF THE WEEK
! !recite :
(verb) to speak from memory!
FORMS/RELATED WORDS: recites, reciting, recited, recitation! __________________________________________________________________________________________ EXAMPLES OF USE: Students recite the alphabet every day so that they can memorize it.! __________________________________________________________________________________________ TURN AND TALK: Tell you partner about one song, poem, or saying that you love to recite.! __________________________________________________________________________________________
!allegiance :
(noun) loyalty!
FORMS/RELATED WORDS: allegiances ! __________________________________________________________________________________________ EXAMPLES OF USE: Soldiers in the army show a strong allegiance to their country by risking their lives.! __________________________________________________________________________________________ TURN AND TALK: If an ally means a person that is loyal to you, what might the word allegiance mean?! __________________________________________________________________________________________
!signify :
(verb) to mean or stand for!
FORMS/RELATED WORDS: signifies, signifying, signified, significant ! __________________________________________________________________________________________ EXAMPLES OF USE: Completing all of his homework on time signifies that Christian really cares about his grade.! __________________________________________________________________________________________ TURN AND TALK: Discuss a time when your actions signified something you care about.! __________________________________________________________________________________________
!principle :
(noun) a most important belief!
FORMS/RELATED WORDS: principles! __________________________________________________________________________________________ EXAMPLES OF USE: Freedom of speech is an important American principle.! __________________________________________________________________________________________ TURN AND TALK: Discuss a principle you live by and why it is important to you.! __________________________________________________________________________________________
!conclusion : (noun) a judgment or decision! FORMS/RELATED WORDS: conclusions, conclude, concludes, concluding, concluded, conclusive, conclusively! __________________________________________________________________________________________ EXAMPLES OF USE: After conducting several experiments, scientists were able to come to a conclusion about their theory.! __________________________________________________________________________________________ TURN AND TALK: Rewrite the sentence to include the word “conclusion”: After the class completed all of their work, Mr. Lopez decided they could have an extra recess. ! __________________________________________________________________________________________
1. 2.
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. recite -‐ Localize the term/Meaningful example (Beck/Snow #3). Ever sing a song or rap you love? Of course you have! Well, then you have recited something! In kindergarten you all had something to recite over and over so that you remembered it -‐ the alphabet. Students recite the alphabet every day so that they memorize it. Tell you partner about one song, poem, or saying that you love to recite. b. allegiance -‐ Teach etymology or word origins (Beck/Snow #9). Let’s look at this word allegiance and think of what the root word might be. I hear the word ally in the word allegiance. Does anyone have prior knowledge of the word ally? Listen for student responses to associate with world wars or with their video games. Students will know that an ally is a friend or someone who works with you. If an ally means a person who is loyal to you or is your friend, what might the word allegiance mean? c. signify -‐ Localize the term/Meaningful example (Beck/Snow #3). Peoples actions can often show something about them. For example, completing all of his homework on time signi?ies, or means, that Christian really cares about his grade. Turn and talk about a time that an action you took signi?ied something you care about? d. principle -‐ Localize the term/Meaningful example (Beck/Snow #3). Our country was built on some very strong beliefs, or principles. For example, freedom of speech is one of the most important principles Americans have. My mother also has very strong principles. She lives by the principle that everyone should be treated with respect. Discuss with your partner a speciLic principle you live by and why it s important to you. e. conclusion -‐ Word association (sentence re-‐write) (Beck/Snow #14. After conducting several experiments, scientists were able to come up with answers about their theory. These answers were conclusions that they have reached. So, after conducting several experiments, scientists were able to come to a conclusion about their theory. Use the word conclusion or concluded in this sentence: After the class completed all of their work, Mr. Lopez decided they could have extra recess.
!
ELA Launch (Read Aloud) Teacher Directions: Introducing the focus words through the weekly passage:
"1.
E OF G D E L P E H T D L U NE O SHO “ Y A S CE N A I G E L ”? D AL O G R E ND U , N O I NAT
Join the national conversation!
"2.
Word Generation - Unit 2.10
"3.
Focus Words recite | allegiance | signify | principle | conclusion! !
WEEKLY PASSAGE ! What are some other ways people show allegiance to their country?
Students across the country recite the Pledge of Allegiance daily: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. In 2002, a father in California sued the government. He said that he did not believe in God. His daughter should not have to say “under God” in school every day. Many people agree with him. They point out that the “separation of church and state,” is a law. This means the government cannot teach or support religion. They say this language in the Pledge is not fair. It signifies to students who do not believe in God that their belief is wrong. Other people think that taking “under God” out of the Pledge would destroy tradition. About threequarters of the United States population is Christian. Others follow religions like Islam and Judaism that are also based on belief in one God.
Supporters of the Pledge say the phrase does not teach a specific religion. They say it just reflects the principles of most Americans. A belief in God is part of the U.S. tradition. People swear on the Bible when they go to court. “In God We Trust” appears on our money. The Supreme Court reached the conclusion that teachers and students who disagree with the Pledge have the right not to say it, but they did not say the Pledge should be altered. Do you think allowing people to remain silent is an acceptable solution? Should reciting the Pledge be a requirement in schools? Or should the phrase “under God” be taken out of the Pledge of Allegiance?
Does saying, “under God” change your allegiance to your country? Why or why not?
What argument is most compelling? How does it affect your view on the issue?
Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. Introduce the question of the week, “Should the Pledge of Allegiance say, ‘one Nation, under God’?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
TEACHER - Discussion Questions ! Do you think about the meaning of the Pledge when you recite it? ! What does the Pledge signify for you? ! Do you feel allegiance to other groups or institutions besides the United States? ! Do you think the Supreme Court reached the right conclusion when they said individuals can choose to recite or not recite the Pledge?
"
Math Lesson Teacher Directions: 1.
!
Unit 2.10!
2.
Should the Pledge of Allegiance say “One Nation, Under God”?! !
3.
PROBLEM OF THE WEEK Reciting the Pledge of Allegiance is meant to bring Americans together. The conclusion of the Pledge, “… with liberty and justice for all,” refers to two important American principles: the right to personal freedom and the right to be treated fairly. !
!
“Under God” was added in 1954, during America’s Cold War with the Soviet Union. This addition was meant to signify that, unlike the Soviet Union, America was a religious nation. To many people, this addition makes sense. Historically, America has been a religious nation. Most Americans are religious believers. But what about atheists? Does the “liberty” promised at the end of the Pledge mean that all Americans, even atheists, should be free to say the Pledge without saying something they don’t believe? !
Should we keep “under God” in the Pledge of Allegiance?
yes 87%
!
This circle graph shows the results of an AP-Ipsos Public Affairs poll taken in March of 2004.!
! ! Option 1: Which of the following statements is true? !
!
4. 5. 6.
no 12% not sure 1%
A) Most Americans want “under God” removed from the Pledge. B) Most Americans have no opinion. C) There are 7 Americans who want to keep “under God” for every one American who ! wants it removed. D) There are 9 Americans who want to keep “under God” for every one American ! who wants it removed.
Option 2: Three Americans have been selected at random. What is the probability that all three are in favor of keeping “under God” in the Pledge? Answer: about 66% !
!
Discussion Question: The separation of church and state is an important American principle. Asking students to recite a daily Pledge of Allegiance that includes God is wrong, some say. They say it signifies an attack on religious freedom. Is this the right conclusion? Or is the Pledge more about history and tradition than about religious belief? Eighty-seven percent of Americans want to keep “under God” in the Pledge. Do you think these Americans are motivated mostly by feelings about religion, or mostly by feelings about history and tradition? Why?
7. 8.
""
Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, the equal sign signifies a balance in an equation.) Language acquisition strategy (Word association - Beck/Snow #12) - Ask students to associate the following comments (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answer: - Kindergartners learn the alphabet by repeating the ABC’s over and over. (recite) - True friends have a loyalty to each other. (allegiance) - At the end of a story, we make judgements about a character by their actions. (conclusion) Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and justify their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for option 2. Summarize by asking students how they feel about the WG debate topic: “Should the Pledge of Allegiance say, ‘one Nation, under God’?” What conclusions can be made after examining the circle graph?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
"
Science Lesson Teacher Directions: 1. Unit 2.10!
Should the Pledge of Allegiance say “One Nation, Under God”?! THINKING SCIENTIFICALLY ! Ms. Kahn’s class is discussing whether the phrase “under God” should be included in the Pledge of Allegiance.! “The pledge was created over 100 years ago, so we should just keep it as it is because it’s a tradition,” said Rafael.! “Well, my grandmother told me that the Pledge of Allegiance she learned when she was young was a little bit different,” says Cory. “Since it has changed at least once, that means it can be changed again!”!
" 2. 3.
“There must have been a reason for it to change. I wonder what it is?” Tyler questioned. ! “There have actually been four different versions since it was first created in 1892,” explained Ms. Kahn. “Let’s look to see if we can figure out what has changed.”
4.
Ms. Kahn projected the different versions on the board for her students to analyze. Complete the activity as if you were one of her students. Examine these four versions and mark the text when you discover how it has changed over the years.
5.
1892
I pledge allegiance to my Flag and the republic for which it stands, one nation indivisible, with liberty and justice for all.!
6. 7.
1923
I pledge allegiance to the Flag of the United States, and to the republic for which it stands; one Nation indivisible, with liberty and justice for all.!
1924
I pledge allegiance to the Flag of the United States of America, and to the republic for which it stands; one Nation, indivisible, with liberty and justice for all.!
1954
I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.
Francis Bellamy originally worded the pledge so that anyone in the world could recite it. The additions made in 1923 and 1924 made it specific to the U.S. so that immigrants would recite it knowing they were to stay loyal to their new country. If you were going to research the reason for the change in 1954, what information do you think would be useful to you? There is some debate - some records show it was because of communist threat, while others say it was a tribute to former President Lincoln who used ‘under God’ often. About 60 years have passed since the last change was made to the Pledge, the longest amount of time without change since its creation in 1892. With your classmates, discuss why you think no recent changes have been made.
""
Focus word recall activity - (Puzzles - Beck/Snow #26) For example, for principle: - This word has 3 syllables. - The ______________ of simple machines is that they make work easier. (principle) Repeat guessing game with 2 other focus words. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists develop conclusions based on the outcome of their experiments.) Language Acquisition Strategy (Word relationships [clap, snap, or hand raise] - Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like: - to recite the Pledge of Allegiance over the loudspeaker. - to form a conclusion before conducting an experiment. - to change the symbol that signifies the United States of America. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the different versions of the “Pledge of Allegiance” and answer the question at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Should the Pledge of Allegiance say,’one Nation, under God’?” What conclusions can you make after analyzing the four versions of the Pledge of Allegiance?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.10!
Should the Pledge of Allegiance say “One Nation, Under God”?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Should the words “One Nation, Under God” be kept in the Pledge of Allegiance?"
"
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
Con (No)
1. Reciting the Pledge of 1. Using the phrase “one Allegiance is meant to bring Nation, under God” signifies Americans together and to students who do not changing it will hurt our unity." believe in God that their belief is wrong." 2. The words “under God” was meant to signify that, unlike 2. The separation of church and state is an important the Soviet Union, America American principle.! was a religious nation. It is meant to prove our 3. Asking students to recite a difference from the Soviet daily Pledge of Allegiance Union." that includes God is wrong 3. By saying the original because schools should not pledge, students are stating be involved in pushing their allegiance to their religion on students. country."
"
" "
4. The phrase “one Nation, under God” does not teach a specific religion. They say it just reflects the principles of most Americans.
" "
"
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS.)
"
Note: This week’s debate has been reworded to make a more clear pro and con. - Pro - the words “one Nation, under God” should be kept in the Pledge of Allegiance. - Con - the words “one Nation, under God” should not be kept in the Pledge of Allegiance.
" To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
"
Social Studies Debate Teacher Directions:
Unit 2.10!
Should the Pledge of Allegiance say “One Nation, Under God”?! Unit 3.01 DEBATING THE ISSUE
Should school be a placeModerate, for debate? Debate, Evaluate..... DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
1.
"
Focus Word Recall Activity - Give students 30 seconds on a displayed timer. Cover the words from their view and tell them they have 30 seconds to recall the 5 focus words of the week with their partner. When partnerships think they have them, they can raise their hand. Call on the first student group who raised their hands to share out. If they were correct, give a classroom round of applause. If they were incorrect, continue with different student groups until all 5 words have been stated. 2. Language acquisition strategy (Word relationships [word line] - Beck/Snow #19) - Post the following word line on the board: Most Surprised……………Least Surprised. Then give student groups the following prompts: NOTE: You can choose to give one per group or each group all of them depending on the time restraints. - The army soldier has very little allegiance to their country. - A school decides that students do not have to recite the Pledge of Allegiance. - The boy refused, on principle, to recite the Pledge. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should the words ‘one Nation, under God’ be kept in the Pledge of Allegiance?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (For example: use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “what focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
"
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as:
Previous Weeks Words:
Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then, cohorts regroup to discuss the other side’s arguments. Based on this discussion, cohorts develop counterarguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
Writing Teacher Directions: Unit 2.10!
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies?” Then ask, “After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should the Pledge of Allegiance say ‘one Nation, under God’?’” Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word Association [person/movie/thing] - Beck/ Snow #12) - Teacher asks students which comments are associated with focus words. Teacher can model the first example and then have students create their own using a focus word and share responses. For example, for the word allegiance: - Association: Soldier - Reason: A soldier has a strong allegiance to their country and will defend the principles of their country by fighting in wars. 3. Introduce WG free response - Tell the class, “You will now write a response to the question “Should the Pledge of Allegiance say ‘one Nation, under God?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
Should the Pledge of Allegiance say “One Nation, Under God”?! !W RITE ABOUT IT
Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words recite | allegiance | signify | principle | conclusion!
!
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!
!
9('!250.!(1!$%&!'()*#! $5+:%$!!"#$%&'()*'+**,!'&)&! +#&*3!
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7#&#!B!()!2()&!'()*#! 1)(2!6)&A/(+#!+0/$#!/0! $5#;!
This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
"
Unit 2.11!
1. 2.
Should English be the official language of the United States?
FOCUS ! WORDS OF THE WEEK
!specify : (verb) to clearly define!
FORMS/RELATED WORDS: specifies, specified, specifying, specific, specifically, specification, specifiable! __________________________________________________________________________________________ EXAMPLES OF USE: Teachers specify their expectations to ensure students know exactly what to do to succeed.! __________________________________________________________________________________________ TURN AND TALK: Think of a time when your teacher gave specific instructions to the class. Describe exactly what the teacher was specifying .! __________________________________________________________________________________________
!establish : (verb) to cause to be recognized and accepted!
FORMS/RELATED WORDS: establishes, establishing, established, establishment! __________________________________________________________________________________________ EXAMPLES OF USE: It is important to establish a behavior plan for anti-bullying by creating school-wide rules.! __________________________________________________________________________________________ TURN AND TALK: Can you share an experience in your life where specific rules or expectations were established? Did it work? Why or why not?! __________________________________________________________________________________________
!cohesive : (adjective) unified! FORMS/RELATED WORDS: cohere! __________________________________________________________________________________________ EXAMPLES OF USE: When a school has a uniform policy, it creates a cohesive atmosphere where everyone looks similar.! __________________________________________________________________________________________ TURN AND TALK: What are some ways that we create a cohesive environment in our classroom?! __________________________________________________________________________________________
!constrain : (verb) to hold back! FORMS/RELATED WORDS: constraints, constraining, constrained, constraint! __________________________________________________________________________________________ EXAMPLES OF USE: School uniforms constrain students’ sense of creativity. ! __________________________________________________________________________________________ TURN AND TALK: Use the word constrain to rewrite this sentence: Police officers use handcuffs as a way of holding back a suspect.! __________________________________________________________________________________________
!xenophobia : (noun) a fear of foreign people! FORMS/RELATED WORDS: phobia, xenophobe, xenophobic! __________________________________________________________________________________________ EXAMPLES OF USE: It is important to combat xenophobia in a diverse community.! __________________________________________________________________________________________ TURN AND TALK: A “phobia” is a fear. Based on the title of this week’s article, what do you predict xenophobia means? Why?! __________________________________________________________________________________________
3.
Write the 5 focus words on the board. (Beck/Snow #1) Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. specify -‐ Localize the term/Meaningful example (Beck/Snow #3). When I think of the word specify I think of the word precise or exact. I also think of the word speci
"Introducing the focus words through the weekly passage: "1. Read the passage aloud, stopping to ask debatable questions and ELA Launch (Read Aloud) Teacher Directions:
HE T E B H S GLI N E D HE L T U F O SHO E G UA G N A L L ES? OFFICIA T A T S D UNITE Word Generation - Unit 2.11
Join the national conversation!
What are some advantages Focus Words and disadvantages specify | establish | cohesive | constrain | xenophobia! ! of providing WEEKLY PASSAGE ! services in a variety of If you ride the bus through an American city, ! need to learn English right away or miss ! different you will hear many languages spoken. Many ! out on services. languages? new immigrants have come to the U.S., speaking languages like Vietnamese, Russian, Spanish, ! and Creole.
Immigrants want to be able to use public services. Interpreters and written information in different languages help them use hospitals, libraries, and schools. If immigrants go to court, they want to understand what is being said. When new citizens vote, they want to be able to read the voting ballot. Right now, the U.S. does not specify what languages can be used by the government. For example in many states, people can take the driver’s test in their home language. But some people want to establish English as our official language. If English is the only official language, they say the country will be more unified or cohesive. Using other languages in schools, courts, and city hospitals would be constrained by law. Immigrants would
Other people say this is just xenophobia, a fear of foreign people. Immigrants are learning English as fast as they can. They deserve services and information in the language they know. What do you think? Should immigrants be provided government services in their home language? Or do you think making English the official language of the United States will help us come together?
What is your opinion of making English the official language of the United States? Explain your answer.
"2. "3.
elicit student responses. Examples of possible debatable questions can be found to the left. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. Introduce the question of the week, “Should English be the official language of the United States?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.
TEACHER - Discussion Questions ! Because the US doesn’t specify English as our official language, have you seen other languages used in government signs or papers? Where have you seen these? ! Would establishing English as our official language cause any hardship? ! Where do you think xenophobia comes from? Why do some people react that way? ! What are some things that can make a country more cohesive? ! If we constrained the use of other languages, do you think immigrants would learn English faster?
"
Math Lesson Teacher Directions:
Unit 2.11!
Should English be the official language of the United States?! !
PROBLEM OF THE WEEK !
1.
2. 3.
Immigrant families around the world face many difficulties. They face xenophobia as well as day-to-day struggles with things from buying food to making friends. Using their first language at home helps families be cohesive. It helps them stay connected to their roots. Establishing English as the official language of the U.S. would not legally constrain the everyday use of other languages. However, some people think that having an official language would decrease the use of other languages, even in people’s homes. The 2000 United States census asked people to specify which language they speak at home. !
! !
4.
Option 1: The most common non-English language spoken at home in the U.S. is Spanish. The 2000 U.S. Census counted 262,375,152 U.S. residents. Of these, 28,101,052 spoke Spanish at home. What percent of Americans speak Spanish at home?
!
A) about 10.7% B) about 28.2% C) about 32.6%
! ! !
D) about 45.1%
Option 2: The second and third most popular non-English languages spoken at home in the U.S. are Chinese and French. Of the 262,375,152 people counted on the 2000 Census, 2,022,143 spoke Chinese, and 1,643,838 spoke French. If an American is selected at random, what is the probability that he or she speaks Chinese or French at home?
! ! ! !
Answer: about 1.4%
Discussion Question: Most people who want English established as the official language say that they are not xenophobic, they just want to preserve America’s national culture. Specifying a national language will give Americans more incentive to speak fluent English. How can we be a cohesive nation, they ask, if we can’t talk to our neighbors? However, learning a new language is difficult, and takes time. Have you ever been in a place where people used a language you couldn’t understand? Did it constrain your behavior? Did it prevent you from doing things? Why or why not?
5. 6. 7. 8.
""
Focus word recall activity - Ask students “who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, teachers specify the procedures for solving algebraic equations.) Language acquisition strategy (Word association [sentence re-write] - Beck/ Snow #14)- Students will associate a sentence with a focus word and rewrite the sentence to include the focus word. - The principal had to clearly define the rules of the hallway. (specify) - Marcus wanted to be recognized as helpful, therefore he began asking the teacher if he could help with classroom jobs. (establish) - The team ordered blue jerseys to look unified for their first game. (cohesive) - I put a leash on my dog to prevent him from running away. (constrain) - Many people have a fear of foreign people that prohibits them from meeting new people. (xenophobia) Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and justify their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for option 2. Summarize by asking students how they feel about the WG debate topic: “Should English be the official language of the United States?” Specify your perspective on the debate and establish one piece of evidence that can be used in your argument.”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
Science Lesson Teacher Directions:
"
Unit 2.11
Should English be the official language of the United States?! THINKING SCIENTIFICALLY !
1.
"
Ms. Kahn and her students are discussing the fact that the United States does not have an official language.! “The official language of a country should be the language that most people speak,” says Ricky. “And most people in the United States speak English, so it should be the official language.”! “That’s true,” says Sasha, “but I have many friends that speak another language at home with their parents because their parents speak little to no English.”! “But that is another reason to have the only official language be English. Anyone living in this country should be able to talk to others in the language that everyone else speaks,” Ricky argued.! “Those are both good points,” says Ms. Kahn. “The U.S. Census is a great resource that collects data on the languages that people speak, and how well they speak it.”
2. 3.
Ms. Kahn located information from U.S. Census Bureau’s 2007 American Community Survey and projected it on the screen.
Total People
Characteristic
English-speaking ability Very well
Well
Not well
Not at all
Population (5 years and older)
280,950,438
I. Spoke only English at home
223,505,953
II. Spoke a language other than English at home
55,444,485
30,975,474
10,962,722
9,011,298
4,494,991
a. Spanish or Spanish Creole
34,547,077
18,179,530
6,322,170
6,344,110
3,701,267
b. Other Indo-European Languages
10,320,730
6,936,808
2,018,148
1,072,025
293,749
c. Asian and Pacific Island languages
8,316,426
4,274,794
2,176,180
1,412,264
453,188
d. Other languages
2,260,252
1,584,342
442,224
182,899
46,787
4. 5.
What percentage of the population speaks a language other than English at home? about 19.7%
Of the people that speak a language other than English at home, what is the percentage of people that speak English “Very well” or “Well”? about 75.6% If English were made the official language of the United States, should Spanish be considered as a second official language? Think about your opinion on that question, then decide whether the data above would be helpful to you as you express your opinion. Answers will vary.
SERP 2013 | Word Generation | Series 2 - Part A | wordgeneration.org | "64
6.
""
Focus word recall activity (Word relationships [word sort] - Beck/Snow #18) - Have students recall all five focus words without looking at their WG notebook or word wall. If time, have students sort the words into various categories of their choosing. Students explain why they placed the focus word in that particular category. For example, establish and cohesive can be placed in the category of “grouping” because to establish a cohesive group, you must develop a criteria. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. For example, Scientists formulate a hypothesis when creating an experiment. Language acquisition strategy (Puzzles - Beck/Snow # 26) - Teacher will provide a series of clues for a focus word. Each clue should narrow the range. A modification that can be made to this language acquisition strategy is to have students develop and share clues for a focus word. For example, follow the set of clues to lead to the word constrain: - Prisoners are confined to a jail because of the crime they have committed. - A dog leash restricts a dog from walking away freely. - Rules can prohibit students from doing as they wish when they are in school. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Ms. Kahn’s information from the U.S. Census Bureaus and answer the three questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Should English be the official language of the United States? Can you establish a claim based on the data chart? What would the claim be and how can it be used in an argument?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.11!
Should English be the official language of the United States?! DEBATING THE ISSUE
Debate, Moderate, Evaluate..... Should English be the official language of the United States?"
"
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Pro (Yes)
Con (No)
1. Establishing English as 1. Creating an official the official language of the language in the U.S. will United States will unify the encourage xenophobia.! country in many ways." 2. Using their first language 2. The United States will be at home helps families be more cohesive if it has an cohesive. ! official language like many 3. If the U.S. constrained other countries already the use of other do." languages, immigration 3. Establishing English as could decrease." the official language of the 4. Establishing English as U.S. would not legally the official language constrain the everyday would cause more use of other languages." hardships than benefits. 4. Specifying a national language will give Americans more incentive to speak fluent English.
"
" "
" "
"
"Social Studies Debate Teacher Directions:
(SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.
" " To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
"
Social Studies Debate Teacher Directions: 1.
Unit 2.11!
Should English be the official language of the United States?! Unit 3.01
ShouldModerate, school beEvaluate..... Debate, a place for debate? DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Pro
Con
Moderator
"
Focus word recall activity - Turn to your partner and try to list this week’s focus words without looking at the article or word wall. NOTE: you can decide to make this competitive by giving students only 30 seconds or a minute. Or tell students that the first group to raise their hand and say the correct focus words wins a reward. 2. Language acquisition strategy (Example/non-example (which is/which are) Beck/Snow #19) - Ask the students to choose which of two alternatives illustrate the target word. Ask students to explain why after each prompt. - Which would be more constraining - taking an elevator or taking the stairs? - Which would help specify your location - A GPS or a map? - Which would be more cohesive - students wearing uniforms or students following their own fashion trend? 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should English be the official language of the United States?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (Ex. use of transition words use of accountable talk stems body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
" Previous Weeks Words:
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then, cohorts regroup to discuss the other sides arguments. Based on this discussion, cohorts develop counter-arguments to refute the opposing sides position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
"
Writing Teacher Directions: 1.
Unit 2.11!
Should English be the official ! language of the United States?!
2.
WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
3.
Focus Words specify | establish | cohesive | constrain | xenophobia!
!
_________________________________________________________________________________________ _________________________________________________________________________________________
4.
_________________________________________________________________________________________
Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should English be the official language of the United States?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word relationships - Beck/Snow #15) - Tell the students to look over the 5 focus words. Ask, “Can you find any two that are related or connected in any way? Turn and talk to explain the relationship.” (We are more concerned here with student thinking than any single “correct” answer). Introduce WG free response - Tell the class “you will now write a response to the question, “Should English be the official language of the United States?” You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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* This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$
Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses! appropriate!form! for!words!
Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
ELA Launch (Focus Word Introduction) Teacher Directions:
Unit 2.12!
How should schools prevent bullying?
! WORDS OF THE WEEK FOCUS !amending : (verb) changing; adding to! FORMS/RELATED WORDS: amend, amends, amended, amendment! __________________________________________________________________________________________ EXAMPLES OF USE: Many people disagree with the idea of amending the Pledge of Allegiance.! __________________________________________________________________________________________ TURN AND TALK: Describe a task you completed in class where amending your work made it better.! __________________________________________________________________________________________
!equity : (noun) equality; equal status! FORMS/RELATED WORDS: inequity, equitable, equal! __________________________________________________________________________________________ EXAMPLES OF USE: Title IX attempted to create equity for men and women within college sports.! __________________________________________________________________________________________ TURN AND TALK: Discuss ways that we promote equity within our school.! __________________________________________________________________________________________
!constitutes : (verb) forms; creates! FORMS/RELATED WORDS: constitute, constituting, constituted, constitution, reconstitute! __________________________________________________________________________________________
!
EXAMPLES OF USE: Some believe qualities such as loyalty and honesty constitute a good friendship.! __________________________________________________________________________________________ TURN AND TALK: Explain what constitutes a good friendship to you.! __________________________________________________________________________________________
!resolve : (verb) solves a problem! FORMS/RELATED WORDS: resolves, resolving, resolved, unresolved, unresolved, resolution, resolvable! __________________________________________________________________________________________ EXAMPLES OF USE: Brian and Tasha were mad at each other, but they resolved their problem by discussing what was bothering them.! __________________________________________________________________________________________ TURN AND TALK: Describe a time when you had to resolve an issue in your life.! __________________________________________________________________________________________
!legislate : (verb) to create or control by making laws or rules! FORMS/RELATED WORDS: legislates, legislating, legislated, legislation, legislator! __________________________________________________________________________________________ EXAMPLES OF USE: Some schools believe they must create rules in order to legislate an end to bullying.! __________________________________________________________________________________________ TURN AND TALK: Do you think that the best way to stop bullying is by creating legislation? ! __________________________________________________________________________________________
"
1. Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat.
Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. amending -‐ Localize the term/Meaningful example (Beck/Snow #3). Editing and revising are strategies we use to amend our work. Many people disagree with the thought of amending the Pledge of Allegiance. Turn and tell your partner a task you completed in class when you amended your work to make it better. b. equity -‐ Word association (sentence re-‐write) (Beck/Snow #14). Recently we discussed Title IX in our weekly WG passage and how it attempted to create equal status for men and women within college sports. Another way to say this sentence is to replace “equal status” with equity because these terms mean the same thing. So, Title IX attempted to create equity for men and women within college sports. Turn and talk with your partner about some ways that we promote equity within our school? c. constitutes -‐ Localize the term/Meaningful example (Beck/Snow #3). Punching, teasing, and spreading rumors all constitute bullying. To some people, what constitutes a good friendship are qualities like loyalty and honesty. For me, a honesty and respect are two qualities that constitute a good friendship. Turn and talk with your partner about what constitutes a good friendship to you? d. resolve -‐ Teach etymology (Beck/Snow #9). What is the root word of resolve? That’s right, its solve. If we know what part of the word means, it is much easier to Ligure out what the whole word means. What is the other part of the word? Elicit student responses until you hear “the pre3ix is re.” What other words have the preLix re? Record student responses: relive, rewrite, remember, recycle, etc. I think we are getting somewhere. Let students give possible de3initions and then state that resolve means to solve a problem. Turn and talk with your partner about a time that you resolved an issue in your life. e. legislate -‐ Promote interaction between the text topic and words (Beck/Snow #10). Has anyone heard of of the word legislate before? America has a branch of government called the legislative branch. This branch is responsible for making and passing laws. Some schools believe they must create rules in order to legislate an end to bullying. Do you think we should amend our school rules to stop bullying? Is creating legislation really the best way to resolve the issue of bullying? Turn and talk with your partner to discuss the best way to end bullying. Note: Make sure to “restate” student responses to use the words. For example, students might say, “People would want to change a law that is unfair.” You can say, “Right! We would want to amend a law if it does not promote equity?”
"Introducing the focus words through the weekly passage: "1. Read the passage aloud, stopping to ask
ELA Launch (Read Aloud) Teacher Directions: Join the national conversation!
S L O O H C S D L U O H ? G N HOW S I Y L L U B T N E PREV Word Generation - Unit 2.12
After hearing Kendra’s story, what Focus Words advice amending | equity | constitutes | resolve | legislate! ! would you give to her? WEEKLY PASSAGE ! Do you people believe that schools should pass rules to Why might Kendra started at a new school in the seventh grade. think During her first week, a group of girls started teasing legislate an end to bullying. she be creating embarrassed her. They told her she was fat, ugly, and retarded. rules will Some people think schools should teach victims to Then more kids joined in. Now she gets called to tell her resolve the problem themselves. Victims of bullies prevent names every day. People push her in the hallways. should make sure they are always with a friend. parents or bullying in They steal her backpack and throw it in the trash. They should ignore the bullies and walk away. Or her teachers? Kendra wants help, but she is embarrassed to tell ! schools? they should learn to firmly tell the bullies to stop. Explain. Why or her parents or her teachers. She feels like everything why not? Some schools try to solve the problem by is her fault. Bullying is a big problem in schools today. Both boys and girls can be bullies or victims. Punching, teasing, and spreading rumors all constitute bullying. About half of all kids say they have been bullied at some point during their time in school. Many kids who are bullied have low self-esteem. Some try to avoid school. Some even think about killing themselves. It is important for schools to promote equity among all students. No one should be treated like they are less than anyone else. Therefore, many
focusing on the bullies. They send them to special classes to help them manage their anger. They teach them to solve conflicts with words. Other schools depend on teachers and administrators to solve the problem. They make sure adults carefully supervise the hallways and the cafeteria, where most bullying happens. Many schools have chosen to amend their rules to make it clear that bullying will not be tolerated. Is bullying a problem at your school? How do you think this problem should be solved?
What would be the most effective bullying policy in our school? What are the different components of your effective policy?
"2. "3.
!
debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. Introduce the question of the week, “How should schools prevent bullying?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. TEACHER - Discussion Questions ! Do you think your school promotes equity between students? ! What kind of behavior constitutes bullying? ! How could your school amend its rules to keep bullying from happening? ! How can parents and teachers help victims of bullying resolve the problem? ! Can a school legislate equity between students? Or do students themselves need to resolve the problem?
Unit 2.12!
How should schools prevent bullying?! !
"
Math Lesson Teacher Directions: 1.
PROBLEM OF THE WEEK ! Some bullying experts say that to stop bullies, we must amend the way we think about bullying. Bullying affects everyone. School communities should be based on equity and respect. How can this be true if some students torment others? Legislating anti-bullying rules is only a start. One expert named Dan Olweus says that to stop bullies, entire school communities must resolve to end bullying. He says that onlookers who watch victims get bullied constitute part of the problem. !
! !
2. 3. 4.
Option 1: Last week at Victory Middle School, there were 11 bullying incidents in 11 different classrooms. Say that for each incident, there are at least 5 onlookers. Which of the following is true?
! ! !
A) There were a minimum of 55 onlookers. B) There were at least 35 onlookers.
5.
C) There were a minimum of 20 onlookers.
6. 7.
D) There were a maximum of 50 onlookers.
Option 2: The National Center for Education Statistics reported that in 2007, 32% of students aged 12-18 reported being bullied in the past year. If this is still true today, and three students are chosen at random, what are the chances that at least one of them has been bullied in the past year?
!
!
Answer: about 69% (Teacher’s Note: The chances that none of the three students were bullied is .68 x .68 x .68 ! .314, so that chances that at least one was bullied is 1 - .314, or .686) Discussion Question: When bullying makes the news, people react angrily. Principals resolve to establish equity among students. Teachers amend classroom rules. Government bodies debate antibullying legislation. But bullying is not a problem that flares up occasionally. Statistics show that bullying is widespread. In 2007, 32% of students in the U.S. aged 12 – 18 reported being bullied at school in the past year. For 21%, the bullying consisted of teasing. For other students, the bullying involved tripping, shoving, being spat on, or other cruel behavior.
!
Do these statistics sound right to you? If 32% of students are bullied, then what percent of a school community is likely to be involved in bullying, either as bullies, victims, or onlookers? Fifty percent? Seventy percent? One hundred percent? Explain your estimate.
National Center for Education Statistics. (2009). Indicators of school crime and safety: 2009. Retrieved on July 21, 2010 from http://nces.ed.gov/programs/crimeindicators/crimeindicators2009/key.asp
8. 9.
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Focus word recall activity (Puzzles - Beck/Snow # 26) - For example, for resolve: - This word has 2 syllables. - When having problems with a friend, you may find a mediator to help _____ the problem. Repeat guessing game with 2 other focus words or assign students a focus word to develop their own guessing game to share with the class. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, using a strategy may help you constitute an answer to a mathematical problem.) Language acquisition strategy (Generate examples - Beck/Snow #21) Teacher will divide class into groups and have each group develop a list that describes a focus word. For example: - Name two classroom rules you would like to amend. - Explain two occupations that shows equity in the salaries to male and female professionals. - Two techniques friends can use to resolve a problem. Transition to the WG Math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and justify their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for option 2. Summarize by asking students how they feel about the WG debate topic: “How should schools prevent bullying?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.
"
Science Lesson Teacher Directions: Unit
1.
2.12!
How should schools prevent bullying?! THINKING SCIENTIFICALLY ! In 2010, President Obama made a speech about bullying to support the “It Gets Better” project, which was founded to bring attention to bullying, and to young people who had committed suicide because they were gay or were thought to be gay. In his speech, the President said:!
2.
“We’ve got to dispel the myth that bullying is just a normal rite of passage – that it’s some inevitable part of growing up.! It’s not.! We have an obligation to ensure that our schools are safe for all!of our kids.”" Although parents, teachers, and especially young people agree with the President, bullying is still a difficult issue to resolve. Most teens know what constitutes bullying, but they still engage in it or feel powerless to stop it. Some people believe laws should be amended to make bullying a crime. Others are concerned that harsh legislation just creates more rules instead of teaching teens how to treat each other respectfully. They worry about equitable treatment for children who have been bullied as well as appropriate consequences for children who have bullied.
3.
The students in Mr. Seemy’s class wants to find out how common bullying is at Franklin Middle School. They have identified four types of bullying: verbal, physical, social, and cyberbullying. They are going to ask their classmates how often the types of bullying happen that their school.
4. Type of bullying
Description
Verbal
Insults, name calling, derogatory remarks, teasing.
Physical
Pushing, shoving, tripping, spitting, or hitting. May also include stealing or hiding belongings.
Social
Excluding or isolating from play, activities, or events.
Cyber
Hurtful texts, emails, posting embarrassing pictures or starting rumors on social networking sites. May also include fake websites or profiles.
Approximately how often do you see this type of bullying in your school? > Once/ Day
Once/ Week
Rarely/! Never
6.
""
> Once/ Day
Once/ Week
Rarely/! Never
> Once/ Day
Once/ Week
Rarely/! Never
Do a quick survey with your class to find out approximately how often the students in your class notice the different types of bullying in your school.
According to the data you collected, what type of bullying is most common at you school? Least common?
Teachers are to manage this activity in a way they feel is appropriate given their specific time constraints.
5.
What other types of questions could you ask to find out about bullying at your school? What else would you like to know?
Focus word recall activity - Ask students “who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all five focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists resolve problems by developing testable solutions.) Language Acquisition Strategy (Writing [Sentence Stems] -Beck/ Snow # 24) - Teacher provides students with sentence stems and asks them to complete. - The teacher is amending her lesson plan because… - The teacher shows equity when assigning classroom jobs by… - The rule constitutes a change because … - The fight was resolved by… - The principal legislates the schools rules because… Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Mr. Seemy’s class research and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “How should schools prevent bullying?” How might the information from Mr. Seemy’s class research be used to justify your opinion?”
Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.
Unit 2.12!
How should schools prevent bullying?! Debate, Moderate, Evaluate..... Schools should amend their rules to prevent bullying."
"
Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.
Con
1. Schools must respond to bullying with new rules because bullying constitutes a huge problem for student learning. "
1. School communities should be based on equity and respect, not on only doing something because it is a rule."
2. School-wide rules to prevent bullying will promote equity among all students."
2. Legislating anti-bullying rules won’t stop bullying. Schools need to target the actual victims and bullies."
" "
3. The only way for schools to prevent bullying is to pass legislation that makes it “illegal” to bully in school."
"
4. We need to amend the rules around bullying in schools so there are harsh consequences that prevent bullies from attacking students.
" "
Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
"
DEBATING THE ISSUE
Pro
!
3. Bullying can be resolved by teaching victims and bullies in special classes or mediation. Rules do not have to be amended to make this change.
Note: This week’s debate wording has been changed to make clear Pro and Con statements. - Pro - Schools SHOULD amend their rules to prevent bullying. - Con - Schools SHOULD NOT amend their rules to prevent bullying.
" To the left is a sample filled in pro/con chart. "
Encourage students to identify 3 arguments for the pro and 3 arguments for the con.
"
Encourage students to use at least 1 focus word in each of their arguments.
How should schools prevent bullying?! Unit 3.01
Should school be ISSUE DEBATING THE a place for debate? Debate, Moderate, Evaluate..... DEBATING THE ISSUE
Word Generation Debate Organizer Who’s who? Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words
Previous Weeks Words:
" "
Social Studies Debate Teacher Directions:
Unit 2.12!
Pro
Con
Moderator
1.
Focus Word Recall Activity - Students can play “Popcorn” in order to say the 5 focus words. Let students call on the next student who has to list a word. If they don’t know they can say, “pass” and call on another student to help. Continue until all 5 words have been stated. 2. Language acquisition strategy - Word relationships [clap, snap, or and raise hand] - Beck/Snow #20) - Snap quickly to show how much you would like the statement or snap slowly if you do not like the statement. Ask students to explain why they either like the statement or dislike it. - An amendment to school rules that states tests are no longer a part of students grades. - Schools promoting equity by legislating a school uniform policy. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on this week’s debate topic: “Should schools amend their rules to prevent bullying?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex. use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”
"
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!), one pro cohort and one con cohort. Ask the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then cohorts regroup to discuss the other side’s arguments. Based on this discussion cohorts develop counter-arguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.
Writing Teacher Directions:
Unit 2.12!
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies? After debating/moderating/evaluating, what do you think about the topic of the week, “How should schools prevent bullying?” Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word relationships [claps, snap, or hand raise] Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like : - to resolve the problem of littering at the park. - to amend your curfew time. - to constitute a uniform policy/new uniform policy in our school. 3. Introduce WG free response - Tell the class “you will now write a response to the question ‘How should schools prevent bullying?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.
!
How should schools prevent bullying?! WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.
Focus Words amending | equity | constitutes | resolve | legislate!
!
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
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Uses!appropriate! form!for!some! words!
Uses!appropriate! form!for!most! words!
Uses!appropriate!form! for!all!words!
Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!
Uses!appropriate! context!for!most! words!
Uses!appropriate!context! for!all!words!
Uses!no!words!of! the!week!in!task!
Uses!1=2!words!of! the!week!in!task!
Uses!3=4!words!of! the!week!in!task!
Uses!all!words!of!the! week!in!task!
Uses!no!words! from!previous! units!in!task!
Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!
!
!
How!many!of!the!words! taught!during'the'week!were! used?!
Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!
!
Uses!5!or!more!words! from!previous!units!in! task!
