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Interpreting, Integrating, and Sharing Information about DDT: Using Cascading Consequences and Fishbowl Protocol
What is your interpretation? Scholars look at their Cascading Consequences Charts and interpret the information they have gathered. Learners match claims with evidence and then watch a video. At the end, they carry out a fishbowl...
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Using Multiple Resources of Information: Creating a Cascading Consequences Chart about DDT and Practicing a Fishbowl Discussion
For every action there is a consequence. Scholars continue their work on creating a cascading consequence chart about DDT using Welcome Back, The Exterminator, Rachel Carson: Sounding the Alarm on Pollution along with graphic organizers...
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Identifying How Text Features Support Arguments: “The Exterminator"
Half and half. Split the class in half to gain a full understanding of sidebars. Pupils work in groups to discuss sidebars in text. Half of the groups read Seriously Sick, and the other half reads Killer Genes. They read using...
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Launching Frightful’s Mountain: Building Background Knowledge and Establishing Reading Routines
Welcome to Frightful's Mountain. The teacher introduces scholars to the text Frightful’s Mountain by reading the first chapter aloud. Learners then talk with a partner about the text. The instructor models answering focus questions as...
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Performance Task: Hosted Gallery Walk of Scientific Posters
The guests have arrived. Scholars participate in a hosted gallery walk, using their scientific posters to share their research about DDT with their classmates. Then, using sticky notes, individuals leave positive feedback on their peers'...
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Finishing Poster and Preparing for Gallery Walk
Practice makes progress! Using their drafts and resources from the previous lesson, pupils complete scientific posters for an upcoming gallery walk. Next, they practice presenting their posters to assigned partners.
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Completing Reflection: Preparing a Poster for Presentation
Prewrite, plan, draft, revise, edit, share. Scholars complete a worksheet to reflect on how they used the writing process to improve their writing. They also draft plans for their scientific posters that they will display in an upcoming...
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End of Unit Assessment: Revising and Publishing
Dictionaries, thesauruses, word walls, oh my! Pupils use several resources to revise their position papers to include appropriate vocabulary. Then, after peer editing, scholars write the final drafts of their essays and self-assess using...
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Peer Critique and Revising: Formal English
Dear Sir or Madam: What's the difference between formal and informal language? Scholars focus on using formal English and transitions in their position papers. After revising their rough drafts, they engage in the peer editing process...
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Mid-Unit Assessment: Completing My Draft Position Paper
What's the difference? Scholars analyze the similarities and differences between introductory and concluding paragraphs. Then, using a model essay as a guide, they write their draft position papers.
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Actions for a Position Paper: Identify, Discuss, Write
Anchors aweigh, it's time to write! After viewing an anchor chart detailing the parts of a position paper, pupils share their plans for their essays with a partner. Next, they write the rough draft of their body paragraphs.
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Planning the Argument: Writing the Claim and Reasons
Step up! Using the resource, scholars discover the six steps to writing an effective position paper. Next, they work on a graphic organizer to begin planning their argument-based essays.
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Analyze Model Position Paper with Rubric
It's time to choose a position! Scholars read a model position paper about fracking to practice identifying the topic and argument. Then, working with a partner, they use a rubric to assess the essay.
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Performance Task: Final Informative Consumer Guide
Formative feedback should be kind, specific, and helpful. Pupils engage in a peer editing process, using a rubric to critique a partner's writing. Next, scholars use the feedback to create the final version of their informative consumer...
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Revising the Informative Consumer Guide: Sentence Structure, Transitions, and Works Cited
Transitions are the glue that link paragraphs together. Pupils listen to a mini lesson plan on sentence structure and transitions and use what they learned to revise their informative consumer guides. Next, they self-assess their writing...
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Analyzing the Features of an Informative Consumer Guide
Analyze, strategize, synthesize! Scholars analyze informative consumer guides to determine what features to include in their own guides. Next, pupils select charts and images to use in their guides.
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End of Unit Assessment: Drafting the Informative Consumer Guide
Not all sandwiches are edible. Scholars use a Quote Sandwich graphic organizer to draft the written content of their informative consumer guides. Additionally, they view a mini-lesson on formal writing.
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Planning Content of Informative Consumer Guide: Sustainable Fishing Methods
There's no such thing as over-planning. In preparation for their informative consumer guides, scholars complete a Quote Sandwich graphic organizer to compile their information about sustainable fishing methods. Next, volunteers share...
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Planning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion
Let's get organized! Pupils organize the information they have gathered about overfishing into a Quote Sandwich graphic organizer in preparation for their informative consumer guides. Next, they engage in a pair share activity to discuss...
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Evaluating Research
Calling all archaeologists! Scholars dig through their research about overfishing, searching for the best information to include in their consumer guides. Next, pupils engage in a pair-share activity to discuss their findings with a...
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Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic
Let's talk it out. Using the resource, scholars work in triads to discuss how their research has deepened their understanding about sustainable fishing. Next, pupils engage in a whole-class discussion to consider their next steps toward...
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Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods
Sustainable seafood is not an oxymoron. Pupils watch a video about how consumers purchase seafood responsibly. Then, using resources in their assessment research folders, they complete a graphic organizer to record factual information...
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Researching Case Studies of Depleted Fish Species
There's something fishy going on in the ocean. Using the resource, scholars engage in a jigsaw activity, researching a case study of a depleted fish species. After completing their research, each triad partners with another group to...
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End of Unit 2 Assessment: A Hosted Gallery Walk
Speak your mind. Scholars present their claims in groups of three. They use a presentation checklist as each member takes a turn. At the end of the lesson plan, pupils complete an End of Unit 2 Assessment: Presenting a Claim and Findings...