MELD Start Smart-‐Conversation Practices Day 1 – 5

MELD Start Smart-‐Conversation Practices Day 1 – 5

Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Title: Mobile Devices in the Classroom California State Standards

5 L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

5 L.6. Acquire and use accurately grade-‐appropriate general academic and domain-‐ specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

5.SL1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐ led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5 SL.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

5 W. 5.1 Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

MELD OBJECTIVE

Students will be able to produce complex oral output using all four conversation skills: CREATE, CLARIFY, FORTIFY, and NEGOTISATE) through sharing ideas and taking turns.

Depth of Knowledge Level

DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -‐ Synthesize information across multiple sources or texts DOK 4 -‐ Articulate a new voice, alternate theme, new knowledge or perspective

Essential Question

What might be the advantages or disadvantages of mobile devices in the classroom?

Access Strategies

Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development.

Protocols Moment of Silence, Give one, Get one, Silent Appointment, Inside-‐Outside Circle, Think-‐Pair-‐Share, Pick-‐A-‐Stick, Musical Shares, Call and Response, Put Your Two Cents In

Materials

Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster

Advanced Graphic Organizers for Mobile Devices Personal Thesaurus/Thesaurus/Dictionary Text: “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐blog/17-‐Pros-‐and-‐Cons-‐of-‐Using-‐iPads-‐in-‐the-‐Classroom Video: “Mobile Devices in the Classroom– pros” https://youtu.be/Wo6md8t8jZQ Video: “Mobile devices in the classroom – cons” https://youtu.be/It32HavqobY Planning for a Debate Worksheet MELD Writing Journal Conversation Analysis Tool Video: “Primary School Debate”-‐ https://www.youtube.com/watch?v=eUKrdH1mAec

Key Vocabulary Cell Phone, mobile device, iPad, Android, Lap Top, multimedia, affirm, and rebut. Resources Conversation Analysis Tool (CAT), Jeff Zwiers Culminating Task

• Students will create a graphic organizers to create, clarify, fortify and negotiate ideas about Mobile Devices in the classroom

• Students will participate in Constructive Conversations that are presented in the form of a Debate. Students will discuss their opinions and provide evidence in order to support advantages and disadvantages of using mobile devices in the classroom

DAY 1 California State Standards



MELD Objectives

Students will engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐ led) with diverse partners in order to produce complex oral output using two conversation skills: CREATE and CLARIFY) through sharing ideas and taking turns.

Depth of Knowledge Levels

DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems

Essential Question


Access Strategies


Protocols Think-‐Pair-‐Share, Moment of Silence, Inside-‐Outside Circle, Give one, Get one, Silent Appointment, Rally Robin

Materials Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Mobile Devices

Key Vocabulary Cell Phone, iPad, Android, Lap Top Resources Conversation Analysis Tool (CAT), Jeff Zwiers

Opening Say: Make a Silent Appointment.

Once all students have indicated that they have their silent appointment, continue. Holding up a picture of a cellphone SAY: Raise a Righteous Hand-‐-‐Who knows what

this is? Teacher begins to create a Tree Map on the board using the cellphone as the item for the first branch. Remember to label the picture. Say: You now have 30 seconds to meet up with your Silent Appointment and stand, showing me you are ready to begin our next task. Say: You have 10 seconds to decide who is the tallest. GO! Say: You will only have 45 seconds to complete this next task. Using the Rally Robin protocol, when I say GO you are going to share with your partner some things you can do with a cellphone. Ready? GO! ** Rally Robin Protocol:

Students partner up. The teacher poses a question. Each partner takes turns responding to the question until time is up.

Teacher times students and calls on selected students to respond (teacher may use a protocol like PICK-‐A-‐STICK for equity). Teacher records a few things that the students say can be done with a cellphone. Repeat the steps above using a picture of an iPad/tablet and a laptop. Then invite students back to their seats. Say: As you can we are creating a Tree Map that still has no heading. To create the heading we need to have a word or phrase that can classify all of these items. A phrase that is often used to classify these items is ‘mobile devices’. Teacher writes the phrase ‘MOBILE DEVICES’ on top of the Tree Map. Say: We have another task to complete. In order to prepare, in the next 30 seconds, please write your name in large letters on a post-‐it. Say: We’ve just discussed some things that can be done using the ‘mobile devices’. Now, I would like to poll the class and hear your opinion on something. When you agree or are ‘for’ something you are PRO, and when don’t agree or are against something you are CON. Teacher shows the Pro/Con chart

Say: Don’t answer out loud. I want you to think. What is your opinion about this statement-‐ Mobile devices should be used in the classroom.

Give students a few seconds of think time. Say: When I call your table, come place your name post-‐it on the side that represents your opinion. For example Sponge Bob may think using mobile devices in the classroom ‘could’ be good but they would be too distracting for him and most kids and they wouldn’t learn, so he would place his name under the ‘con’ side. Teacher places a ‘SPONGE BOB’ (or any other relevant cartoon character) post-‐it under the ‘con’ side.

Teacher calls students up to complete the poll, and make a neutral statement about the data he/she notices. Say: I see that we have _____ students who believe mobile devices should be used in the classroom and ______ students who do not believe they should be used in the classroom. Say: Well, this week we are going to have some constructive conversations, which means meaningful and purposeful discussions that will allow us to explore this topic further and see if, by the end of the week, anyone changes their mind. Say: There are 4 constructive conversation skills that will help us communicate ideas. Today we will be introduced to two of those skills. They are called CREATE and CLARIFY. When we CREATE, we say what we think or notice about something. When we CLARIFY, we listen, paraphrase, and/or ask questions to make sure we fully understand what was said. We will work together in a variety of collaborative groups, creating our ideas and/or opinions, and sharing them while adapting our speech and using formal/standard English as appropriate for the situation. (Refer to posted lesson objectives/standards). We will also establish conversation norms to ensure good listening and speaking skills. Watch me as I model different norms. I’m going to say what you need to do. I will demonstrate the norm. Then you will debrief with your conversation partner by addressing the prompt: How did my partner and I demonstrate the conversation norms?

Conversation Norms 1. Use your think time 2. Use the language of the skill 3. Use your conversation voice 4. Listen Respectfully 5. Take turns and build on each other’s ideas

Model/Guide

1. Use your think time (Conversation Norms)

§ Say: First, we focus and read the entire text. For a visual text this means that we look closely at all areas of the visual text. Then we take time to think about what we have read or seen and how it makes sense to us. In our minds, we decide on words that will communicate our ideas and we might ask ourselves questions. In our minds, we practice and say our ideas.

§ Demonstration: Teacher will model looking at the visual text, examine it closely, nod head, and place index finger on the temple of his/her head to demonstrate think time.

§ Debrief: o Teacher: Converse with your partner. Answer the following prompt: How

did I demonstrate think time? After 1 minute, bring the students back to share-‐out.

o Targeted Response: I saw your eyes on the text; you put your finger on your temple to show you were thinking.

Moment of Silence (Protocol)

§ Say: Today you will “Use your think time,” while observing a “Moment of Silence,” as you think about the visual text on the board. (The teacher should print and post the visual text-‐ pictures of the mobile devices from the resources to create a Class Advanced Graphic Organizer that will be used throughout the 5 Day lesson)

§ The teacher will ask students to quietly think about how the mobile devices might be used in the classroom.

Visual Text Smart Phone Tablet Lap Top

2. Use the language of the skill (Conversation Norm)

§ Say: To share our ideas, we will use the language of the skill CREATE. We will use phrases like: “One idea could be, My idea is, I think, etc.” Show the chart of the Response Starters

CREATE Prompt Starters: Response Starters: What is your idea? One idea could be…. What do you think about? I think it depends on… What do we need to do? That reminds me of…

§ Teacher models the hand gesture and phrase for CREATE-‐ hands

starting on each side of the head with fingers closed, make an exploding motion with hands and fingers, and finishing with them spread wide on each side in the air

§ Have class practice the hand gesture and saying together a few times. § Say: We are going to share our ideas with a partner. § Demonstration: The teacher will select a student with whom to read the

following script: Student A: What do you think about using Smart Phones in the classroom? Student B: I think Smart Phones can be used in the classroom to build vocabulary. What’s your idea about Smart Phones in the class? Student A: My idea is that the Smart Phone has great options for research.

• Debrief o Teacher: Converse with your partner. Answer the following prompt:

How did I demonstrate Use of the language? After 1 minute, bring the students back to share-‐out.

o Targeted Response: I heard the students sharing ideas and using the language of the skill to start statements and ask questions.

§ The teacher models sharing her idea and writing the response on the Advanced

Graphic Organizer Say: When we CREATE, we are sharing our ideas.

Practice § Students will Think -‐Pair -‐Share their ideas about the use of mobile devices

(Smart Phones, Tablets, and Laptops) in the classroom with their partner. The teacher will write some of the students’ responses on post-‐its and post them on a large class Advanced Graphic Organizer (use the visual text pictures to create a class Advanced Graphic Organizer to model throughout the lesson)

§ Students will CREATE ideas about each

picture and write at least one supporting use of each mobile device on their copy of the Advanced Graphic Organizer.

CLARIFY

• Say: Today we will also CLARIFY to clearly understand what our partners are saying. Clarifying involves the use of various methods for helping students understand complex language of texts and oral communication.

Hand gesture and phrase for the skill of Clarifying – “Making our ideas clearer”

• The teacher introduces and models the hand gesture for CLARIFY (teacher places her/his hands over eyes and gestures as if “focusing binoculars”.)

• Say: To help us remember CLARIFY, we use the phrase-‐ Making our ideas clearer. The conversation skill CLARIFY allows us to create and honor our own ideas while engaging in a conversation

4. Listen respectfully (Conversation Norms) – Give one, Get one (Protocol) § Say: One way to let your partner know you are listening is to focus on your

partner. Another way to let your partner know that you understood them is to restate what your partner said. This shows respectful listening and helps you understand your partner.

§ Demonstration: The teacher lets the student begin the conversation. The teacher nods and acknowledges. After the student shares, the teacher restates what the student said with the following phrase: I heard you say…

§ The teacher establishes a Call and Response protocol called, “What did you say?” The class responds, “I heard you say…”

Clarifying Sentence Starters Prompt Starters Response Starters What did you say? I heard you say…. What does that mean by? I think it means…. Why is that important? It is important because …

• Demonstration: The teacher will select two students to read the following

conversation script: Student A: A tablet can be helpful to students because you can take pictures of science observations. Teacher: What did you say about using a tablet in the classroom? Student B: I heard you say that you can use a tablet during a science observation. Student C: Yes, and I heard you say a tablet can be used to take pictures.


did my partner and I demonstrate respectful listening and restating? After 1 minute, bring the students back to share-‐out.

o Targeted Response: After the first speaker stopped talking, the teacher (other partner) restated what they said to show respectful listening.

Give one, Get one Students will engage in the “Give one, Get one,” protocol in order to converse with a partner while practicing the language of the skill in order to Clarify. Silent Appointment – Choose a partner from a different team. Make silent eye contact. Cross your arms over your chest when you’ve identified your partner. Move quietly to participate in a conversation using the “Give one, Get one.” Protocol.

o Teacher: Converse with your partner. Answer the following prompt: What are the advantages of using mobile devices in the classroom? Students might choose to converse with a partner about the smart phone, tablet, or laptop. After 1 minute, bring the students back to share-‐out.

o Teacher asks: “What did you hear? o Targeted Response: I heard the students using the response starters,

“My idea is … and I heard you say”

Wrap -‐Up Say: Today, we discussed two important Conversation Skills. We learned how we might CREATE ideas using visual text to communicate what we think or noticed about mobile devices. We also practiced CLARIFYING, to make our ideas clearer. I modeled Conversation Norms that remind us to listen respectfully and to use the language of the skill when speaking, Most of all, you worked with different partners to practice building constructive conversations about using mobile devices in the classroom. Tomorrow, we will continue to learn Conversation Skills that will help us communicate effectively.


5 L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.



MELD Objectives

Students will engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐ led) with diverse partners in order to produce complex oral output using three conversation skills: CREATE, CLARIFY, FORTIFY) through sharing ideas and taking turns.



Essential Question


Access Strategies


Protocols Think -‐ Pair – Share and Inside Outside Circle, Whip Around, Pick-‐A-‐Stick, Raise a Righteous Hand

Materials Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Mobile Devices Personal Thesaurus/Thesaurus/Dictionary Text: “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐blog/17-‐Pros-‐and-‐Cons-‐of-‐Using-‐iPads-‐in-‐the-‐Classroom

Key Vocabulary Cell phone, mobile device, iPad, and Lap top Resources

Conversation Analysis Tool (CAT), Jeff Zwiers

Opening Say: Some people say that mobile devices in the classroom can be great for learning about ourselves and the world around us, while others believe that mobile devices in the classroom are a distraction. Go stand next to the picture in the classroom that you think could be used to prove both beliefs. Teacher will chart the two different beliefs for students to refer to as they decided (Belief #1 Mobile devices in the classroom can be great for learning about ourselves and the world around us-‐-‐-‐-‐-‐-‐-‐-‐ Belief #2 Mobile devices in the classroom are a distraction.) Teacher post the following pictures in different places around the room. The targeted answers/pictures are #1, 2, & 4. The point of today’s lesson is to practice the skill and language of fortifying by using evidence from the text. So, if the teacher feels the student has strong enough evidence to support why picture #3 or #5 supports BOTH beliefs then that is acceptable as well.

#1 #2 #3

#4 #5 Say: At your groups use the Whip Around to share why you believe that picture can be used to support both beliefs. You will have ____ minutes to share. Remember a whip around means you share your thought clearly and quickly. Say: When time is up, be ready to share either your reason or someone else’s reason why that particular picture could be use to prove both beliefs. Teacher can use Pick-‐A-‐Stick or Raise a Righteous Hand, to select the students who will share. Say: Yesterday we practiced some of the Conversation Norms and Skills. Today, you will explain your understandings using targeted transition words or phrases and evidence

from the text, like we just did with our visual text-‐ the pictures. This is called FORTIFYING.

Model/Guide

Teacher will think aloud for this section. Say: When we FORTIFY ideas, we make our ideas stronger. I am going to show you an image and then we will take some time to look at it carefully and think about the prompt. What do you notice about this visual text? Provide evidence from the text to support your claim. Teacher refers to charts for transitions and fortifying sentence starters. Transition Starters to Fortify However … On the other hand … For example … An example from the text is … Fortifying Sentence Starters Prompt Starters Response Starters Can you give an example of? For example…. Where does it say that? In the text it said that … Can you give an example An example from my life is…? from your life?

Teacher and students will participate in an Interactive Read Aloud of a Complex Text “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐) about the advantages and disadvantages of using Mobile Devices in the classroom. The teacher will model the use of “Stop an Jot” and “Think-‐Pair-‐Share,” while annotating notes on an Advanced Graphic Organizer. During the interactive Read Aloud the teacher and students chorally read together. During the “Stop and Jot,” – the teacher models taking notes and generating evidence from students to support the advantages and disadvantages of using Mobile Devices in the Classroom. During Think-Pair-Shares, students should:

Think about the possible responses and how best to say them in connected sentences (They can write them down, too, but shouldn’t read them when talking)

Interact face to face (face each other) Take turns talking

Listen to remember, connect, and compare to what the partner says. Give evidence from the book, discussions, or own life. Ask clarifying questions to know more (Do you mean that…? Why do you think that? Where does it say that? Did you get that from a random web site? Tell me more about…)

5. Take turns and build on each other’s ideas (Conversation Norm)

§ Say: In order to learn from each other, we have to share our best thinking and listen carefully so we can add supporting evidence to fortify our partner’s ideas. Taking turns is everyone’s responsibility. Remember the goal of constructive conversations is to learn from each other.

3. Use your conversation voice (Conversation Norm) § Say: Soon, we are going to participate in Inside Outside Circle protocol, where we

will all need to talk to our partners at the same time. For these types of conversations it is good to use your conversation voice-‐ project your voice and speak clearly.

§ Demonstration: Teacher selects a student volunteer. Both are facing each other. The teacher gives an example of a non-‐model where quiet and mumbled voices are used. The teacher selects another student where the teacher uses a clear voice. The teacher and the student take turns and build on each other’s ideas.

Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did my

partner and I use our conversation voice? After 1 minute, bring the students back to share-‐out.

o Targeted Response: The teacher used a clear voice; one person spoke at a time as they took turns.

Practice Demonstration Inside Outside Circle (Protocol) The teacher will divide the class into two equal groups. One group will represent the inside circle and the other group the outside circle. The outside circle will rotate clockwise as they ask or respond to questions in a conversation about the use of mobile devices in the classroom. Students should use Transition and Fortifying starters in their conversations. Say: Now we will practice using transition words/phrases to share evidence from the text that supports our ideas about using mobile devices in the classroom. The teacher selects one student with whom she models fortifying ideas by using transition words/phrases and evidence from the text as they read the script. Student A: Where does it say that using mobile devices saves money? Teacher: In the text it said that, “ Schools invest thousands of dollars every year on books, …Using iPads or other tablets can drastically reduce theses costs and help your school ‘go green.’” Student A: Can you give an example from your life? Student B: An example from my life is when I had to learn about the life of Cesar Chavez and I didn’t have the money to buy the book from Scholastic, like the other kids. My mom researched Cesar Chavez on her tablet and I learned so much about the Farm Workers Union. Student A: Where does it say that using mobile devices saves money? Teacher: In the text it said that, “ Schools invest thousands of dollars every year on books, …Using iPads or other tablets can drastically reduce theses costs and help your school ‘go green.’” Student A: Can you give an example from your life? Student B: An example from my life is when I had to learn about the life of Cesar Chavez and I didn’t have the money to buy the book from Scholastic, like the other kids. My mom researched Cesar Chavez on her tablet and I learned so much about the Farm Workers Union. Debrief:

o Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate using transitions/phrases and evidence from the text to build up their conversations? After 1 minute, bring the students back to share-‐out.

o Targeted Response: After the first speaker stopped talking, the teacher (other partner) restated what they said to show respectful listening.

• Teacher: Converse with your partner. Answer the following prompt: How did

my partner and I demonstrate taking turns and building on each other’s ideas?

• Targeted Response: Each student took a turn. Student B added to Student A’s idea and provided a new vocabulary word.

Inside Outside Circle Students form the inside outside circle and Teacher will begin discussion with the outside circle responding first to the following prompt: Using the text, give some examples of the advantages of using mobile devices in the classroom? Then after the outside circle rotates, the inside circle will be prompted with: According to the test what were some disadvantages of using mobile devices in the classroom? Teacher walks around to record some students using the selected sentence starters and/or any targeted responses. Teacher gives some class feedback based on her informal observation of the students’ language use.

Wrap -‐Up Say: Today, we learned another important Conversation Skill. We learned to FORTIFY ideas to make our ideas stronger by using evidence from the text. We also practiced two Conversation Norms: Take Turns and Build on Each Other’s Ideas, and Using your Conversation Voice. You engaged in different collaborative discussions. Who can name the ways we engaged in discussion? (Possible answers: Inside -‐ Outside Circle and Think-‐Pair-‐Share) Think about the new learning you gained from today’s lesson. Pair with a Partner and Share, how the Conversation Skills and Norms have helped you communicate more effectively in class




5.SL.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a rang of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

MELD Objectives

Students will engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐ led) with diverse partners in order to produce complex oral output using all four-‐conversation skills: CREATE, CLARIFY, FORTIFY, and NEGOTIATE) through sharing ideas and taking turns.



Essential Question


Access Strategies


Protocols Think-‐Pair-‐Share

Materials Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Mobile Devices Personal Thesaurus/Thesaurus/Dictionary Text: “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐blog/17-‐Pros-‐and-‐Cons-‐of-‐Using-‐iPads-‐in-‐the-‐Classroom

Key Vocabulary Cell Phone, multimedia, affirm, and rebut. Resources

Conversation Analysis Tool (CAT), Jeff Zwiers

Opening Personal Thesaurus: • Students identify synonyms for mobile

devices. Students add and use their new vocabulary in constructive conversations and writing.

• Ex: The commonly used vocabulary is “cell phone.” Synonyms might be: mobile device, smart phone, or android.

• Teacher models the use of the Personal Thesaurus. Students identify other synonyms and antonyms for the vocabulary words, “multimedia, affirm, and rebut. Students write multiple meanings in their Personal Thesaurus. The teacher might choose to build Academic Vocabulary using the Personal Thesaurus with one new word each day.

Model/Guide

Say: Today we will gather evidence from reading a text that shares the advantages and disadvantages of using mobile devices in the classroom. We will use the evidence to negotiate or support opposing opinions. In order to fortify complex text, students identify and evaluate multiple examples of evidence. We will practice Negotiating ideas, which include challenging an idea by presenting counterexamples or other ideas that oppose or compete with it. Hand gesture and phrase for the skill of Negotiating – “Evaluating and Comparing Ideas” Introduce hand gesture for NEGOTIATE. To help us remember we are going to be using a synonymous phrase and gesture. (Teacher extends arms with palms upturned and moves arms in balancing motion.) Teacher will explain to students that we use this gesture to show when we negotiate our ideas. When we negotiate ideas, we challenge someone’s idea by presenting counterexamples or other ideas that oppose or compete with it.

Introduce the Listening Task Poster Teacher refers to Listening Task Poster and reads each step aloud. While you are listening to my partner and me, listen for the following:

Practice PROMPT: What evidence from the text helps support your ideas about the advantages or disadvantages of using mobile devices in the classroom? The teacher reads the text, “ 17 Pros and Cons of Using iPads in the Classroom” and annotates ideas to support the advantages and disadvantages of using mobile devices in the classroom. The teacher models how students might use Negotiating Sentence Starters in a conversation with a student. (Suggestions for Close Reading of the article) Teacher and students read the whole text all the way through. Then, teacher models “Stop and Jot” after the re-‐read of the first paragraph. Students and Teacher re-‐read paragraph 2 and participate in “Think-‐Pair –Share” to determine what note(s) they will jot in the margin. Students and Teacher will re-‐read the third paragraph and students will practice, “Think-‐Ink-‐Share”. Teacher and students jot notes about the advantages and disadvantages of using mobile devices in the classroom. Students continue “Think-‐Pair-‐Share and/or Think-‐Ink-‐Share,” while taking turns reading with a partner. The teacher uses “Pick-‐a-‐Stick” to hear students share what they have written. Say: Now that we have more evidence to fortify our thoughts, we will have a discussion and practice negotiating our ideas.

Listening Task Poster: 1. Did partners state their idea? 2. Did they take turns sharing their ideas? 3. Did they stay on topic? 4. Did they use evidence from the text? 5. Did they build on each other’s ideas?

Negotiating Sentence Starters Prompt Starters Response Starters What is your opinion? In my opinion…. Where do you disagree? A point of disagreement is… How does your evidence I think the positives of …. outweigh the negatives… compare with mine? Demonstration: Select one student to read the script with the teacher. Teacher: What is your opinion about using mobile devices in the classroom? Student: In my opinion, students love using mobile devices in the classroom. What is your opinion? Teacher: I agree that mobile devices can be fun to use in the classroom, however, evidence from the text says they can be expensive. Do you disagree? Student: A point of disagreement is, even though some mobile devices are expensive, overall we are saving the cost of paper by using mobile devices instead of using paper.


did the teacher and student take turns and build on each other’s ideas? After 1 minute, bring the students back to share-‐out.

o Targeted Response: The students used transitions and negotiating sentence starters as they took turns comparing opinions and providing evidence to support their ideas.

Silent Appointment: Students will make a silent appointment with someone from a different table and discuss the prompt: What is your opinion about using mobile devices in the classroom? Teacher will remind students to use evidence from the text to fortify their opinion and to use transition words/phrases when building on each other’s ideas. Teacher circulates to collect student responses to prepare to give the class feedback on their use of the conversation skills and/or norms.

Wrap -‐Up Say: Today, we accomplished many goals. (Teacher inserts specific student responses) We gained academic vocabulary using the Personal Thesaurus. Then, we read a text that allowed us to Fortify our ideas and gain further evidence to support them. Finally, we practiced speaking while using Fortifying and Negotiating Sentence Starters. Tomorrow we will continue practicing Constructive Conversations to build up our evidence to support the advantages and disadvantages of using mobile devices in the classroom.


5 W. 5.1 Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.


MELD Objectives



DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -‐ Synthesize information across multiple sources or texts DOK 4 -‐ Articulate a new voice, alternate theme, new knowledge or perspective

Essential Question


Access Strategies


Protocols Think-‐Pair-‐Share Pick-‐A-‐Stick Musical Shares

Materials Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Mobile Devices Personal Thesaurus/Thesaurus/Dictionary Text: “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐blog/17-‐Pros-‐and-‐Cons-‐of-‐Using-‐iPads-‐in-‐the-‐Classroom Video: “Mobile devices in the classroom – pros” https://youtu.be/Wo6md8t8jZQ Video: “Mobile devices in the classroom – cons” https://youtu.be/It32HavqobY

Key Vocabulary Cell Phone, iPad, Android, Lap Top, multimedia, affirm, and rebut Resources Conversation Analysis Tool (CAT), Jeff Zwiers

Stronger and Clearer Template, Jeff Zwiers

Opening Say: Over the past few days, we have practiced four important Conversation Skills: CREATE, CLARIFY, FORTIFY, AND NEGOTIATE. We also discussed and practiced using Conversation Norms that are needed to communicate effectively. We have practiced and observed our classmates: 1. Use your think time, 2. Use the language of the skill, 3. Use your conversation voice, 4. Listen respectfully, and 5. Take turns and build on each other’s ideas. Today, we will practice all of the Conversation Norms while we participate in constructive conversations. Negotiating Sentence Starters Prompt Starters Response Starters What is your opinion? In my opinion…. Where do you disagree? A point of disagreement is… How does your evidence I think the positives of …. outweigh the negatives… compare with mine?

Model/Guide

PROMPT: What evidence from the videos help support your ideas about the advantages or disadvantages of using mobile devices in the classroom? Say: Today, we are going to watch two videos that state opinions about the Pros and Cons of using Mobile devices in the classroom. We will annotate notes using the “Stop and Jot,” strategy in order to stop the video and write notes. Students will have several opportunities while watching the video to “Think-‐Ink-‐Share” their notes that support the advantages and disadvantages of using mobile devices in the classroom. The teacher shows the videos and models “Stop and Jot, and Think-‐Ink-‐Share,” while annotating some ideas that support the advantages and disadvantages of using mobile devices in the classroom on an Advanced Graphic Organizer. The teacher models adding Prompt and Response Starters using a highlighter. Teacher may choose to replay the video to give students another opportunity to put into practice what they’ve observed the teacher do during her annotation model. Or, the teacher may choose to play the next video, pausing periodically so that students have the opportunity to annotate. Say: What were some other pros/advantages and cons/disadvantages we can now add to our graphic organizer from the videos? Teacher adds students’ responses to the graphic organizer.

Say: Remember in order to fortify our ideas we will need to negotiate multiple sources of evidence. When we do this we can use negotiating sentence starters as we talk with our partners. The teacher models how students might use Negotiating Sentence Starters in a conversation with a student. The teacher asks students to identify how the teacher uses Negotiating Sentence Starters. The teacher uses Pick-‐a-‐Stick to select students to highlight the Sentence Starters used. Negotiating Sentence Starters Prompt Starters Response Starters What is your opinion? In my opinion…. Where do you disagree? A point of disagreement is… How does your evidence I think the positives of …. outweigh the negatives… compare with mine? Demonstration: Select one student to read the script with the teacher. Teacher: What evidence did you gain from the video to support your opinion about using mobile devices in the classroom? Student: In the video I saw that students might have distractions by texting on mobile devices? What is your opinion? Teacher: I agree that mobile devices can be a distraction, however when students are texting about assignments, smart phones might be a useful tool. Student: I think the positives of using mobile devices in the classroom outweigh the negatives because students are writing more, when texting using mobile devices.


did the teacher and student take turns and build on each other’s ideas? After 1 minute, bring the students back to share-‐out.

o Targeted Response: The student and teachers used evidence from the video, transitions and negotiating sentence starters as they took turns comparing opinions and providing evidence to support their ideas

Practice Say: Today you will practice constructive conversations by Fortifying your ideas in order

to make them “stronger and clearer”. The purpose of this activity is to help you and

others to strengthen and clarify academic ideas. Each time you talk to a partner, you build from and borrow the ideas and language of previous partners. Try to make your answer stronger each time with better and better evidence, examples, and explanations. Try to make your idea clearer each time by using a topic sentence, logical ways to organize and link sentences, and precise words. You can also ask each partner to elaborate, clarify, explain, and/or provide more evidence. *(Note for the teacher)-‐ If notes or visuals are used, their use is intentionally and/or slowly reduced from the first exchange(s) to the last one. Students participate in “Stronger & Clearer”. Using the Musical Shares protocol, students will circulate/dance around to the music until it stops. Once it stops, they will partner up with the person closest to them and respond to the prompt: What is your opinion about using mobile devices in the classroom? (Repeat the musical shares rotation 3 times-‐ each time instructing the students to use their notes less and less. By the last share, students should NOT use their notes.) The teacher should walk around scripting interchanges in order to give specific feedback on students’ ability to use multiple sources, negotiate, build on one another’s ideas, clarify, etc.

Wrap -‐Up Say: Today was very rewarding. The videos we observed allowed us to Fortify and gain stronger and clearer evidence to support our ideas about using mobile devices in the classroom. It was interesting to find how strong some of you feel about your ideas by the Negotiating skills I observed with the Stronger and Clearer activity. Tomorrow, we will begin preparing all of our evidence to participate in a PRO and CON Constructive Conversation debate. Think about how you have used the Conversation Skills over the past few days. Pair with a partner and shares how you might use the evidence you have collected in order to challenge someone’s ideas.




MELD Objectives



DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -‐ Synthesize information across multiple sources or texts DOK 4 -‐ Articulate a new voice, alternate theme, new knowledge or perspective

Essential Question


Access Strategies


Protocols Put Your Two Cents In, Call and Response

Materials Visual Text: smart phone, mobile devices, laptop, Post-‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Mobile Devices Personal Thesaurus/Thesaurus/Dictionary Text: “17 Pros and Cons of Using iPads in the classroom” securedgenetworks.com/strategy-‐blog/17-‐Pros-‐and-‐Cons-‐of-‐Using-‐iPads-‐in-‐the-‐Classroom https://www.youtube.com/watch?v=eUKrdH1mAec (Video of children debating)

Key Vocabulary Cell Phone, iPad, Android, Lap Top, multimedia, affirm, and rebut Resources Conversation Analysis Tool (CAT), Jeff Zwiers

Stronger and Clearer Template, Jeff Zwiers

Opening Say: We are going to watch a video of children debating about some of the very things that we have been talking about and deal with today. Be prepared to Put Your Two Cents In on how you felt about this video Teacher begin video at 54 seconds and let it play until the end

https://www.youtube.com/watch?v=eUKrdH1mAec After the video, divide students into groups of 4-‐6. Say: In your groups you will participate in the Put Your Two Cents In protocol to discuss what you noticed or learned about debating from the students in the video. Teacher will choose selected students to share some things said in their groups. Teacher will chart some of the ‘good pointers’ for debating that the students noticed or learned from the video. This chart can be used to later as students prepare for their own debates. Constructive Conversation Pro -‐ Con Debate (2 days) Say: You are now going to have the opportunity to practice the Conversation Skills: Fortify and Negotiate while participating in a debate. Explain the rules of the Constructive Conversation Pro – Con Debate to students. Rules for the Pro – Con Debate:

1. Students choose to support the advantages, “Pro,” or disadvantages, “Con,” of using mobile devices in the classroom

2. Students review the completed Advanced Graphic Organizers to gather evidence to support their opinions

3. Teams of 6 -‐8 are selected (Depending on the class size 2 teams are selected for each Pro – Con Debate with 4 total teams)

4. Teams collaborate to plan for their debate using the “Planning for Debate” worksheet and Advanced Graphic Organizers

5. The teacher selects a timekeeper to monitor 10 minutes for 2 teams to debate their views

6. Each team takes turns (Ex: Pro-‐5 min., Con-‐ 5 min., Pro-‐ 5 min., Con-‐ 5 min.) building up and on each other’s ideas

7. Students observe the Conversation Norms 8. The teacher reviews the Conversation Analysis Tool to explain how to assess

the debate discussions

Model/Guide

Say: Now that we have reviewed the Rules for the Pro-‐Con Debate, let’s establish our teams! We need 2 Teams to represent the Advantages (PROs), and 2 Teams to represent the Disadvantages (CONs) (Teacher should prepare charts for students to sign-‐up in order to select a team). Once the teams are established, team members should begin completing the advanced graphic organizers to gather evidence from their notes to support the advantages or disadvantages of using mobile devices in the classroom. Students will work in small groups to collaborate and build evidence to support their ideas. The teacher models and guides teams in order to organize groups. The teacher models using transitions using sentence frames from all 4 Constructive Conversation Skills

Posters.

Practice Teams will collaboratively write clear sentences to ensure that each team member is able to use the Advanced Graphic Organizers as tools to assist in speaking during the debate.

The teacher should provide feedback to the groups as she/he monitors their planning. The teacher should remind students to use Academic Vocabulary learned and recorded in their Personal Thesaurus. In addition, the teacher should remind students that they might use the Conversation Skills Prompt Starters and Response Starters to build up and on others during the debate. Depending on the feedback and progress of the teams, the teacher should use a Call and Response to gain students attention to begin the debate. Say: “When I say, LISTEN, you say, UP! Say: “LISTEN” Students say: “UP” (Repeat 2Xs) Say: I have been observing your team work and am very pleased with your collaboration of ideas and the evidence you have used to support the advantages and disadvantages of using iPads in the classroom. We will begin our debate with Team A and Team C. The selected teams will participate in a PRO and CON Constructive Conversation Debate. Say: We will score the teams’ progress using the Conversation Analysis Tool and we will model this process together. Demonstration of Using the Conversation Analysis Tool: Select one student to read the script with the teacher. Teacher: How would you rate the students in “Team A” for building up and on the conversation: 4, 3, 2, or 1? Student: In the debate, I saw that “Team A” used evidence from the video to rebut

“Team B’s” responses to mobile devices being a distraction in class so I would give “Team A,” a 3? What is your opinion? Teacher: Although “Team A” used evidence from the video to rebut “Team B,” I thought “Team A” had more evidence from the text and video to support why mobile devices are an advantage in the classroom. Do you agree? Student: Yes I agree. I think there were positives from both teams’ debate; however, “Team B” used an interesting style that had stronger and clearer evidence with transition words so I would rate “Team B” a 4. The teacher and students engage in scoring the progress of the debating teams using the Conversations Analysis Tool.

Wrap -‐Up Say: Today was an awesome day! Thumbs up if you agree? What great things did you practice and/or learn today? (Possible answers: “We practiced Conversation Skills and Norms. We completed Advanced Graphic Organizers to help us write clear sentences to support the advantages and/or disadvantages for using mobile devices in the classroom, we worked collaboratively in teams to provide evidence from multiple sources in order to FORTIFY and NEGOTIATE your ideas.) Tomorrow we will continue this process so that all teams have been heard. The skills you are learning will help you gain Speaking, Listening, Reading and Writing standards that will prepare you for the College and Career of your choice.

FORMATIVE ASSESSMENT

EXAMPLE: Other Conversation Assessments might be used Conversation Analysis Tool (CAT) The teacher provides a score of 4 – 3 – 2 – 1 to rate the progress of student conversations for each dimension using the Conversation Analysis Tool.

Assessment I. Students are scored by their participation and progress in Constructive Conversations that

provide examples of the four Conversation Skills (Create, Clarify, Fortify, and Negotiate). II. Students model proficient use of the five Conversation Norms.

6. Use your think time 7. Use the language of the skill 8. Use your conversation voice 9. Listen Respectfully 10. Take turns and build on each other’s ideas

III. Writing Task

Dimension 1: Turns build on previous turns to build up an idea.

Dimension 2: Turns focus on the knowledge or skills based on the lesson’s objectives.

MELD Start Smart-‐Conversation Practices Day 1 – 5

Documents