SlideShare a Scribd company logo
1 of 5
Download to read offline
Yesterday, today and next week.



Rob and Tracey, I hope the day to day implementation of the new 4C is not wearing on you yet.



Below is what happened yesterday:



   1. Read “Life with Purpose” article. Following the article have students predict what the subject’s
      message would be by writing a short paragraph following the supported opinion paragraph.

       Supported Opinion Paragraph

   •     Introductory statement introduces subject/topic

               Provides your opinion/perspective without stating “in my opinion”

   •     Reasons/ Support sentences

               3 reasons (distinct sentences) why the article supports your opinion.

   •     Concluding statement

         Also distribute “What is Non fiction” handout and review its contents including how to use
         Google Books to conduct research on books to pick for the next unit on Longer Non Fiction
         works.

         Lastly have students create a Google Account. I have assigned each student a username to use
         in creating this account (lastnamestudent09@gmail.com)

Today:



i) Students will finish their rough draft of this supported opinion paragraph and then in pairs practice
yet again measuring each other’s work via the rubric I have provided for this assignment. Prior to using
the rubric in this way have students read to their partners what the other wrote… do this aloud…Let
them know they will produce 3 supported opinion paragraphs… assess all 3… submit all 3 and choose
which one will be evaluated (mark attached). This is of course to be done over the next two weeks.
ii) The second half of the class hand out the Rex Murphy article “Cellphones” and have them again
read aloud this article to their partner. Take turns and split the reading fairly.



iii) Next have each pair combine with another pair to complete the following



        In groups of 4 have students read the Cell phone policy published in the Eastdale Agenda.

        Have the group critique the policy’s language or content and point out any gaps in logic as far
        as discipline and or implementation of the policy goes.




        Following this assign each group one of the following group writing tasks:

        Write a Cell phone policy statement for

   i.   Schools (secondary or post secondary)
  ii.   Workplace
 iii.   For parents to pass along to their children
 iv.    For people in public – etiquette in restaurants/movie theatres etc.
  v.    Safety in moving vehicles, airplanes, hospitals



        As this is a “work in progress” document the groups should be collaborating on the
        statement(s). Point form is fine but there must be an attempt to move what is in point form to
        a formal setting suitable for inclusion in a document like the Eastdale Agenda, or the Lakeridge
        Health Center etc.

Tomorrow we will reconvene the groups and finalize each one’s policy statement. One person from
the group will be assigned the role of communicating verbally their group’s position or statement.
This will be done in groups with one person staying at their group’s table while the rest stray to hear
what other group’s have produced. Let everyone know that we will do this often this year and
everyone must eventually take a turn speaking for their group.
Wednesday: Groups reconvene and what was described above is accomplished in the first half of
the class. I will be circulating to assess the oral communication of the “experts.”



Second half of class:

    2. Create (with one of the social issues in mind) a short (1-2) minute talk on the presence of this
       issue in the world today. For instance in the MTV article about Kanye West’s inappropriate
       behaviour you might find other stories online, in a newspaper, in a magazine that are
       connected by a similar theme or issue; lack of courtesy in society, ego centric behaviour etc.

        (Note according to the I.C.E taxonomy one element of making Connections is that:

                  ideas are integrated into webs of information and knowledge that is

                  tied together so that learners are not experiencing isolated skills,

                  concepts, rules or symbols

        This short “talk” will be conducted in groups of 3 or 4 and students will be responsible for
        “scoring” the work of their peers according to a checklist supplied by the teacher or created by
        the class. (Forthcoming) Students need to know that they will be gathering information (prior
        knowledge) organizing it and scripting their “talk” today. Tomorrow they will sit in the groups
        they were in for the previous day and deliver their talk.




Thursday: Give students 10 minutes after settling down to organize their thoughts. Following this
have students get in their groups from the previous class and deliver their talk on a social issue. Group
members listening are to complete the feedback sheet (checklist)

as they listen.



Second half of class:
3. Introduce an “issue” like “loneliness or isolation” Have students think for a minute of all that
   those two terms may or do mean. On the “Thinking Quad” handout (provided) have students
   write down as much as they can in the “What I know” quadrant on the subject of “loneliness
   or isolation.”

   Next have them write down their answer in the “What I think” quadrant to this question,
   “How significant is loneliness or isolation in the lives of average teenagers.” This question
   requires some deeper thinking so allow students at least 2 minutes to reflect and then 2 more
   to write their response in the appropriate section.



   Now that the “stage has been set” have students in pairs read the article entitled “Connected
   to No Where.” They may read quietly to each other or simply sit in pairs and read silently to
   themselves. Once each individual has completed the reading they need to first record
   information in the “What I discovered” quadrant. After exhausting what information should
   be recorded here have each student reflect on this question “was there anything you
   discovered that you already knew.” If there is information that could move from one quadrant
   to the next draw an arrow or line to suggest what was discovered was actually prior
   knowledge (again do this in pairs but only draw the lines or arrows if it applies to the individual
   student).

   The “extension” activity might be to ask students in their “What I think” quadrant to create a
   proposal or solution for dealing with the problem (social issue) outlined in the article in the
   school environment ie. Create a support network, discuss with principal and or student
   services counsellor. Part of this activity should include details that outline what these ideas
   would look like in the real world. (Note according to the I.C.E taxonomy one element of
   creating Extensions is that:

                 students are able to use their learning in novel ways apart from the initial
      learning                                    situation to predict how …; state the implications of …;
                    propose solutions for …; or          validate his and others’ thinking

   The culminating performance task in this unit is the short memo and so students need to work
   on the thinking skills required to be a “problem solver” in the real world as well as an effective
   communicator of their ideas.
Friday: Allow students some time to tidy up any work they may have not had time to complete over the
last 4 classes ie. “short talk”, supported opinion paragraph, cell phone policy statement etc.



Have students write the second of 3 supported opinion paragraphs on the article “Connected to
Nowhere.” The issue or opinion they might tackle would be the contention

“Worries about disconnected youths and their internet usage are overstated” Students may write this
paragraph from the opposite point of view “Worries about disconnected youths and their internet usage
are justified.” Students should be aware of whom they are writing for (audience); in this case their
audience is a group of concerned parents at a School Community Council.




Next week students will gather to once again assess this writing task in pairs using the rubric provided.
We will also instruct the class on what a memo is and how to spot and then write a “good one”
culminating in them producing their own short memo to a member of Parliament on a social issue.



Good luck and if you want to create your own feedback handouts for any exercise do it!

But share it on Google Docs.



All the best

Ian

More Related Content

What's hot

Professional Development Project- study group
Professional Development Project- study groupProfessional Development Project- study group
Professional Development Project- study groupFanny Dickinson
 
Teaching Professor Newsletter
Teaching Professor NewsletterTeaching Professor Newsletter
Teaching Professor Newslettermagnapubs
 
Better Questions, Better Results!
Better Questions, Better Results!Better Questions, Better Results!
Better Questions, Better Results!Angela Peery
 
Collaboration and group work
Collaboration and group workCollaboration and group work
Collaboration and group workDarnell Kemp
 
ICBL Active Learning
ICBL Active LearningICBL Active Learning
ICBL Active Learningmarorussell
 
Brown city ela look fors
Brown city ela look forsBrown city ela look fors
Brown city ela look forsJennifer Evans
 
Area v group 2 meeting march 12 worksheet feedback
Area v group 2 meeting march 12 worksheet feedbackArea v group 2 meeting march 12 worksheet feedback
Area v group 2 meeting march 12 worksheet feedbackjwfech
 
Unit plan government week 1
Unit plan government week 1Unit plan government week 1
Unit plan government week 1Muno Abubakar
 
Assistance Technology For Special Education
Assistance Technology For Special EducationAssistance Technology For Special Education
Assistance Technology For Special Educationguest49060
 

What's hot (15)

Professional Development Project- study group
Professional Development Project- study groupProfessional Development Project- study group
Professional Development Project- study group
 
Teaching Professor Newsletter
Teaching Professor NewsletterTeaching Professor Newsletter
Teaching Professor Newsletter
 
Better Questions, Better Results!
Better Questions, Better Results!Better Questions, Better Results!
Better Questions, Better Results!
 
Collaboration and group work
Collaboration and group workCollaboration and group work
Collaboration and group work
 
ICBL Active Learning
ICBL Active LearningICBL Active Learning
ICBL Active Learning
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Brown city ela look fors
Brown city ela look forsBrown city ela look fors
Brown city ela look fors
 
Ela look fors
Ela look forsEla look fors
Ela look fors
 
Area v group 2 meeting march 12 worksheet feedback
Area v group 2 meeting march 12 worksheet feedbackArea v group 2 meeting march 12 worksheet feedback
Area v group 2 meeting march 12 worksheet feedback
 
Unit plan government week 1
Unit plan government week 1Unit plan government week 1
Unit plan government week 1
 
Assistance Technology For Special Education
Assistance Technology For Special EducationAssistance Technology For Special Education
Assistance Technology For Special Education
 

Viewers also liked

Media-musicProject
Media-musicProjectMedia-musicProject
Media-musicProjectmcneeteach
 
Proofreading Review 1217255042300017 9
Proofreading Review 1217255042300017 9Proofreading Review 1217255042300017 9
Proofreading Review 1217255042300017 9mcneeteach
 
As tres grandes razóns das TIC na aula
As tres grandes razóns das TIC na aulaAs tres grandes razóns das TIC na aula
As tres grandes razóns das TIC na aulaCarlos López Ardao
 
HowtoFrametermsforsearching
HowtoFrametermsforsearchingHowtoFrametermsforsearching
HowtoFrametermsforsearchingmcneeteach
 
The Musical Medium
The Musical MediumThe Musical Medium
The Musical Mediummcneeteach
 
ArticleConnected To Nowhere
ArticleConnected To NowhereArticleConnected To Nowhere
ArticleConnected To Nowheremcneeteach
 
WorksCitedGroupP
WorksCitedGroupPWorksCitedGroupP
WorksCitedGroupPmcneeteach
 
SPICE MODEL of NJM072BM in SPICE PARK
SPICE MODEL of NJM072BM in SPICE PARKSPICE MODEL of NJM072BM in SPICE PARK
SPICE MODEL of NJM072BM in SPICE PARKTsuyoshi Horigome
 
Devry open positions - Visual Job Descriptions
Devry open positions - Visual Job DescriptionsDevry open positions - Visual Job Descriptions
Devry open positions - Visual Job DescriptionsJanice Ceresa
 

Viewers also liked (14)

25.jpg
25.jpg25.jpg
25.jpg
 
Media-musicProject
Media-musicProjectMedia-musicProject
Media-musicProject
 
16.jpg
16.jpg16.jpg
16.jpg
 
Proofreading Review 1217255042300017 9
Proofreading Review 1217255042300017 9Proofreading Review 1217255042300017 9
Proofreading Review 1217255042300017 9
 
As tres grandes razóns das TIC na aula
As tres grandes razóns das TIC na aulaAs tres grandes razóns das TIC na aula
As tres grandes razóns das TIC na aula
 
HowtoFrametermsforsearching
HowtoFrametermsforsearchingHowtoFrametermsforsearching
HowtoFrametermsforsearching
 
The Musical Medium
The Musical MediumThe Musical Medium
The Musical Medium
 
ArticleConnected To Nowhere
ArticleConnected To NowhereArticleConnected To Nowhere
ArticleConnected To Nowhere
 
15.jpg
15.jpg15.jpg
15.jpg
 
WorksCitedGroupP
WorksCitedGroupPWorksCitedGroupP
WorksCitedGroupP
 
SPICE MODEL of NJM072BM in SPICE PARK
SPICE MODEL of NJM072BM in SPICE PARKSPICE MODEL of NJM072BM in SPICE PARK
SPICE MODEL of NJM072BM in SPICE PARK
 
Geometry vocabulry
Geometry vocabulryGeometry vocabulry
Geometry vocabulry
 
Devry open positions - Visual Job Descriptions
Devry open positions - Visual Job DescriptionsDevry open positions - Visual Job Descriptions
Devry open positions - Visual Job Descriptions
 
B623 t02 yesss
B623 t02 yesssB623 t02 yesss
B623 t02 yesss
 

Similar to Next 2 weeks unit 2

Practice Formal Lesson Reading (government cont.)
Practice Formal Lesson Reading (government cont.)Practice Formal Lesson Reading (government cont.)
Practice Formal Lesson Reading (government cont.)Rachael Grant
 
This activity is designed to help you develop a lesson that teaches .docx
This activity is designed to help you develop a lesson that teaches .docxThis activity is designed to help you develop a lesson that teaches .docx
This activity is designed to help you develop a lesson that teaches .docxhowardh5
 
College essay lesson plan
College essay lesson planCollege essay lesson plan
College essay lesson planTara Neely
 
Ncab conference 2012
Ncab conference 2012Ncab conference 2012
Ncab conference 2012nobletoni
 
Lessonplan
LessonplanLessonplan
Lessonplanbmeg90
 
Effective public communication (e portfolio)
Effective public communication (e portfolio)Effective public communication (e portfolio)
Effective public communication (e portfolio)마 이환
 
Fys syllabus
Fys syllabusFys syllabus
Fys syllabusHar1982
 
Fake News Lesson Plan
Fake News Lesson PlanFake News Lesson Plan
Fake News Lesson PlanLaura Levy
 
21st century thinking strategies
21st century thinking strategies21st century thinking strategies
21st century thinking strategiesSera Mohammed
 
Fy ssp 15
Fy ssp 15Fy ssp 15
Fy ssp 15Har1982
 
Information literacy plan1
Information literacy plan1Information literacy plan1
Information literacy plan1leeannpittman
 
17NOTE TO APLUS This is Part 1 in Week 2 you have .docx
 17NOTE TO APLUS This is Part 1 in Week 2 you have .docx 17NOTE TO APLUS This is Part 1 in Week 2 you have .docx
17NOTE TO APLUS This is Part 1 in Week 2 you have .docxaryan532920
 
Lesson plan form
Lesson plan formLesson plan form
Lesson plan formahmadeg1
 
Self-Learning Module
Self-Learning ModuleSelf-Learning Module
Self-Learning ModuleDepEd Navotas
 
Inferencing mini lesson
Inferencing mini lessonInferencing mini lesson
Inferencing mini lessonJennifer Evans
 

Similar to Next 2 weeks unit 2 (20)

Practice Formal Lesson Reading (government cont.)
Practice Formal Lesson Reading (government cont.)Practice Formal Lesson Reading (government cont.)
Practice Formal Lesson Reading (government cont.)
 
This activity is designed to help you develop a lesson that teaches .docx
This activity is designed to help you develop a lesson that teaches .docxThis activity is designed to help you develop a lesson that teaches .docx
This activity is designed to help you develop a lesson that teaches .docx
 
College essay lesson plan
College essay lesson planCollege essay lesson plan
College essay lesson plan
 
Ncab conference 2012
Ncab conference 2012Ncab conference 2012
Ncab conference 2012
 
Lessonplan
LessonplanLessonplan
Lessonplan
 
Effective public communication (e portfolio)
Effective public communication (e portfolio)Effective public communication (e portfolio)
Effective public communication (e portfolio)
 
Fys syllabus
Fys syllabusFys syllabus
Fys syllabus
 
edTPA LP 1
edTPA LP 1edTPA LP 1
edTPA LP 1
 
Fake News Lesson Plan
Fake News Lesson PlanFake News Lesson Plan
Fake News Lesson Plan
 
Lesson Plan: Bill of Rights
Lesson Plan:  Bill of RightsLesson Plan:  Bill of Rights
Lesson Plan: Bill of Rights
 
Advertising Critique Essay
Advertising Critique EssayAdvertising Critique Essay
Advertising Critique Essay
 
21st century thinking strategies
21st century thinking strategies21st century thinking strategies
21st century thinking strategies
 
Classroom activities and reflections for module 3
Classroom activities and reflections for module 3Classroom activities and reflections for module 3
Classroom activities and reflections for module 3
 
Fy ssp 15
Fy ssp 15Fy ssp 15
Fy ssp 15
 
Information literacy plan1
Information literacy plan1Information literacy plan1
Information literacy plan1
 
JMcD learning strategies
JMcD learning strategiesJMcD learning strategies
JMcD learning strategies
 
17NOTE TO APLUS This is Part 1 in Week 2 you have .docx
 17NOTE TO APLUS This is Part 1 in Week 2 you have .docx 17NOTE TO APLUS This is Part 1 in Week 2 you have .docx
17NOTE TO APLUS This is Part 1 in Week 2 you have .docx
 
Lesson plan form
Lesson plan formLesson plan form
Lesson plan form
 
Self-Learning Module
Self-Learning ModuleSelf-Learning Module
Self-Learning Module
 
Inferencing mini lesson
Inferencing mini lessonInferencing mini lesson
Inferencing mini lesson
 

More from mcneeteach

World Religions 1201680727673328 2
World Religions 1201680727673328 2World Religions 1201680727673328 2
World Religions 1201680727673328 2mcneeteach
 
Shortreportpresentation 090419025639 Phpapp02
Shortreportpresentation 090419025639 Phpapp02Shortreportpresentation 090419025639 Phpapp02
Shortreportpresentation 090419025639 Phpapp02mcneeteach
 
Level4 Short Report
Level4 Short ReportLevel4 Short Report
Level4 Short Reportmcneeteach
 
Teacher as Model
Teacher as ModelTeacher as Model
Teacher as Modelmcneeteach
 
Student Learning Plan Exemplar
Student Learning Plan ExemplarStudent Learning Plan Exemplar
Student Learning Plan Exemplarmcneeteach
 
TakeaTesttakingTest
TakeaTesttakingTestTakeaTesttakingTest
TakeaTesttakingTestmcneeteach
 
Fiction Flowchart
Fiction FlowchartFiction Flowchart
Fiction Flowchartmcneeteach
 
ShortReportRubric
ShortReportRubricShortReportRubric
ShortReportRubricmcneeteach
 
4cRemembrance Day Timed Assessment
4cRemembrance Day Timed Assessment4cRemembrance Day Timed Assessment
4cRemembrance Day Timed Assessmentmcneeteach
 
Search String:
Search String:Search String:
Search String:mcneeteach
 
DiscussionFunction
DiscussionFunctionDiscussionFunction
DiscussionFunctionmcneeteach
 
Research Projectbrainstorming
Research ProjectbrainstormingResearch Projectbrainstorming
Research Projectbrainstormingmcneeteach
 

More from mcneeteach (20)

Week3
Week3Week3
Week3
 
World Religions 1201680727673328 2
World Religions 1201680727673328 2World Religions 1201680727673328 2
World Religions 1201680727673328 2
 
Shortreportpresentation 090419025639 Phpapp02
Shortreportpresentation 090419025639 Phpapp02Shortreportpresentation 090419025639 Phpapp02
Shortreportpresentation 090419025639 Phpapp02
 
Level4 Short Report
Level4 Short ReportLevel4 Short Report
Level4 Short Report
 
blankrubric1
blankrubric1blankrubric1
blankrubric1
 
ChartTSTSE
ChartTSTSEChartTSTSE
ChartTSTSE
 
Teacher as Model
Teacher as ModelTeacher as Model
Teacher as Model
 
Student Learning Plan Exemplar
Student Learning Plan ExemplarStudent Learning Plan Exemplar
Student Learning Plan Exemplar
 
TakeaTesttakingTest
TakeaTesttakingTestTakeaTesttakingTest
TakeaTesttakingTest
 
17.jpg
17.jpg17.jpg
17.jpg
 
Research4C4U
Research4C4UResearch4C4U
Research4C4U
 
Fiction Flowchart
Fiction FlowchartFiction Flowchart
Fiction Flowchart
 
The ICE Model
The ICE ModelThe ICE Model
The ICE Model
 
3.jpg
3.jpg3.jpg
3.jpg
 
4.jpg
4.jpg4.jpg
4.jpg
 
ShortReportRubric
ShortReportRubricShortReportRubric
ShortReportRubric
 
4cRemembrance Day Timed Assessment
4cRemembrance Day Timed Assessment4cRemembrance Day Timed Assessment
4cRemembrance Day Timed Assessment
 
Search String:
Search String:Search String:
Search String:
 
DiscussionFunction
DiscussionFunctionDiscussionFunction
DiscussionFunction
 
Research Projectbrainstorming
Research ProjectbrainstormingResearch Projectbrainstorming
Research Projectbrainstorming
 

Recently uploaded

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 

Recently uploaded (20)

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 

Next 2 weeks unit 2

  • 1. Yesterday, today and next week. Rob and Tracey, I hope the day to day implementation of the new 4C is not wearing on you yet. Below is what happened yesterday: 1. Read “Life with Purpose” article. Following the article have students predict what the subject’s message would be by writing a short paragraph following the supported opinion paragraph. Supported Opinion Paragraph • Introductory statement introduces subject/topic Provides your opinion/perspective without stating “in my opinion” • Reasons/ Support sentences 3 reasons (distinct sentences) why the article supports your opinion. • Concluding statement Also distribute “What is Non fiction” handout and review its contents including how to use Google Books to conduct research on books to pick for the next unit on Longer Non Fiction works. Lastly have students create a Google Account. I have assigned each student a username to use in creating this account (lastnamestudent09@gmail.com) Today: i) Students will finish their rough draft of this supported opinion paragraph and then in pairs practice yet again measuring each other’s work via the rubric I have provided for this assignment. Prior to using the rubric in this way have students read to their partners what the other wrote… do this aloud…Let them know they will produce 3 supported opinion paragraphs… assess all 3… submit all 3 and choose which one will be evaluated (mark attached). This is of course to be done over the next two weeks.
  • 2. ii) The second half of the class hand out the Rex Murphy article “Cellphones” and have them again read aloud this article to their partner. Take turns and split the reading fairly. iii) Next have each pair combine with another pair to complete the following In groups of 4 have students read the Cell phone policy published in the Eastdale Agenda. Have the group critique the policy’s language or content and point out any gaps in logic as far as discipline and or implementation of the policy goes. Following this assign each group one of the following group writing tasks: Write a Cell phone policy statement for i. Schools (secondary or post secondary) ii. Workplace iii. For parents to pass along to their children iv. For people in public – etiquette in restaurants/movie theatres etc. v. Safety in moving vehicles, airplanes, hospitals As this is a “work in progress” document the groups should be collaborating on the statement(s). Point form is fine but there must be an attempt to move what is in point form to a formal setting suitable for inclusion in a document like the Eastdale Agenda, or the Lakeridge Health Center etc. Tomorrow we will reconvene the groups and finalize each one’s policy statement. One person from the group will be assigned the role of communicating verbally their group’s position or statement. This will be done in groups with one person staying at their group’s table while the rest stray to hear what other group’s have produced. Let everyone know that we will do this often this year and everyone must eventually take a turn speaking for their group.
  • 3. Wednesday: Groups reconvene and what was described above is accomplished in the first half of the class. I will be circulating to assess the oral communication of the “experts.” Second half of class: 2. Create (with one of the social issues in mind) a short (1-2) minute talk on the presence of this issue in the world today. For instance in the MTV article about Kanye West’s inappropriate behaviour you might find other stories online, in a newspaper, in a magazine that are connected by a similar theme or issue; lack of courtesy in society, ego centric behaviour etc. (Note according to the I.C.E taxonomy one element of making Connections is that: ideas are integrated into webs of information and knowledge that is tied together so that learners are not experiencing isolated skills, concepts, rules or symbols This short “talk” will be conducted in groups of 3 or 4 and students will be responsible for “scoring” the work of their peers according to a checklist supplied by the teacher or created by the class. (Forthcoming) Students need to know that they will be gathering information (prior knowledge) organizing it and scripting their “talk” today. Tomorrow they will sit in the groups they were in for the previous day and deliver their talk. Thursday: Give students 10 minutes after settling down to organize their thoughts. Following this have students get in their groups from the previous class and deliver their talk on a social issue. Group members listening are to complete the feedback sheet (checklist) as they listen. Second half of class:
  • 4. 3. Introduce an “issue” like “loneliness or isolation” Have students think for a minute of all that those two terms may or do mean. On the “Thinking Quad” handout (provided) have students write down as much as they can in the “What I know” quadrant on the subject of “loneliness or isolation.” Next have them write down their answer in the “What I think” quadrant to this question, “How significant is loneliness or isolation in the lives of average teenagers.” This question requires some deeper thinking so allow students at least 2 minutes to reflect and then 2 more to write their response in the appropriate section. Now that the “stage has been set” have students in pairs read the article entitled “Connected to No Where.” They may read quietly to each other or simply sit in pairs and read silently to themselves. Once each individual has completed the reading they need to first record information in the “What I discovered” quadrant. After exhausting what information should be recorded here have each student reflect on this question “was there anything you discovered that you already knew.” If there is information that could move from one quadrant to the next draw an arrow or line to suggest what was discovered was actually prior knowledge (again do this in pairs but only draw the lines or arrows if it applies to the individual student). The “extension” activity might be to ask students in their “What I think” quadrant to create a proposal or solution for dealing with the problem (social issue) outlined in the article in the school environment ie. Create a support network, discuss with principal and or student services counsellor. Part of this activity should include details that outline what these ideas would look like in the real world. (Note according to the I.C.E taxonomy one element of creating Extensions is that: students are able to use their learning in novel ways apart from the initial learning situation to predict how …; state the implications of …; propose solutions for …; or validate his and others’ thinking The culminating performance task in this unit is the short memo and so students need to work on the thinking skills required to be a “problem solver” in the real world as well as an effective communicator of their ideas.
  • 5. Friday: Allow students some time to tidy up any work they may have not had time to complete over the last 4 classes ie. “short talk”, supported opinion paragraph, cell phone policy statement etc. Have students write the second of 3 supported opinion paragraphs on the article “Connected to Nowhere.” The issue or opinion they might tackle would be the contention “Worries about disconnected youths and their internet usage are overstated” Students may write this paragraph from the opposite point of view “Worries about disconnected youths and their internet usage are justified.” Students should be aware of whom they are writing for (audience); in this case their audience is a group of concerned parents at a School Community Council. Next week students will gather to once again assess this writing task in pairs using the rubric provided. We will also instruct the class on what a memo is and how to spot and then write a “good one” culminating in them producing their own short memo to a member of Parliament on a social issue. Good luck and if you want to create your own feedback handouts for any exercise do it! But share it on Google Docs. All the best Ian