Compiled 2A Teacher.pdf - Google Drive

Language Acquisition Strategies to Use during Word Generation

Strategies drawn from Bringing Words to Life: Robust Vocabulary Instruction by Isabel L. Beck et. al. and multiple publications from Catherine Snow. 1 Display focus words  Set aside wall space to keep a running list of previous target words Write out words as much as possible. Written  Display current words on the Smartboard visuals that accompany oral usage provide extra  Write the words in large print on the white/chalk board prior to the start support . of the lesson  Create word lists on cardstock and place one on each table  Print flashcards for students to display across the tops of their desks 2.

Repetition through choral call and response. Practice pronunciation – have students say the words multiple times in multiple contexts.

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Use meaningful examples Use meaningful examples /localize the word(s) in the home, school, community context. DO NOT define the word for the students. Instead, use the target words in ways that are applicable to your students.

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Turn and talks Ask students to turn and talk using the target words.

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Redirect student responses to include the words. When you ask students questions involving the target words, be sure that his/her response also includes the target words. We want the students to SAY the words as much as possible

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Have the class yell out the words as a collective. The less focus on the individual the better (especially when students are being introduced to new terms).  Focus on ELLs and point to the words, say them out loud and have the whole class repeat after you. Watch what they struggle with and then separate the words into syllables and have students repeat.  If the target word is attribute (noun): “I think the attributes or characteristics of a good friend are loyalty, kindness and respect. What do you think the attributes of a good friend are?” Attribute (verb)  “I attribute the causes of bullying to violent television. To what do you attribute the causes of bullying?”  “Turn to your partner and tell them where you stand on the issue of parental licensing. Jeremy, how does your partner, Kai, feel about the issue?”  “Turn and talk to your partner about the attributes of a bully. Be sure to use the word attributes as you share.”  A student response to the question What do you think the attributes of a good friend are?” might be…“I think a good friend is nice. Someone who likes me.”  In this circumstance, use a sentence starter with the embedded word: TEACHER – “Can you say for me: I think the attributes of a good friend are…?” Have several students participate using the different target words.

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Fix students’ incorrect uses of the words rather than telling them that their sentences are wrong. Exploit second language knowledge Take note of cognates.

Highlight polysemy Teach breadth and depth of meaning by brainstorming with students the variety of meanings they are familiar with.

Teach etymology or word origins focus on discovery by looking at a word by breaking it into parts or looking for familiar prefixes, suffixes, roots. 10. Promote interaction between the text topic and the words Use developmentally appropriate examples or asking questions that matter to your students. 9.

12. Word associations (phrases/sentences)

The teacher asks students which comments are associated with target words. 13. Word association (person/movie/thing)

The teacher asks students to come up with an association – person, movie, common experience

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Parrot back a correct response or the correct use of the word rather than telling students that they are incorrect. Ask the student to repeat sentence.  “Look at the words on the board. The words are attribute, cycle, hypothesis, project, and statistics. Look at how they’re spelled in Spanish: atributo, ciclo, hipotesis, proyecto/proyectar, estadistica. So they’re related! And if you speak a second language, you can use this to your advantage.”  The target word “project” is polysemous. Write the different definitions on the board: a science project, a light projector, a projection on the wall, etc.  “Attributes of a friend were used as a noun. Now we’re going to use the word as a verb. What does Michelle Obama attribute – or find a reason for – childhood obesity?”  “The word cycle? Like a bicycle? Cycle is part of the word – let’s divide it up – Bi means two, what do you think “tri” and “uni” might mean? The word ‘cycle’: what does it sound like? Circle? I think we’re getting somewhere.  “Has anyone heard of global warming (topic) before?” Students might raise their hands but basic understanding has to be established – don’t elicit responses just yet. “Let’s start with the word ‘global.’ What does that word sound like? Globe, etc. And ‘warming’? Getting hot? So if we put these two words together, what does Global Warming mean?  Ok. Now let’s think about some of the reasons that global warming might be occurring.” Write down contributions on the board. Then, attack one main idea in the reading. “Climate change: there are droughts, floods (Katrina, Hurricane Dandy). Some people say that these are a result of man-made problems like pollution, others say it is a normal cycle.” Tedious, extravagant, and pretentious:  I spent all of my allowance for 6 months on downloading music.  I just can’t face another minute of this!  You’re so lucky that I am part of your team. Word: eloquent  Association: Martin Luther King, Jr  Reason: Martin Luther King, Jr. was an excellent speaker. People still

– to target words, and then explain the connections they see. This is typically done as a guided, shared class activity. 14. Word association (sentence re-write) Students associate a sentence with a target word and then rewrite the sentence to include the target word. 15. Word relationships Students describe how two words might be connected or related.

16. Word relationships (questions)

Students respond to a question that includes two target words and explain their answers. 17. Word relationships (analogies)

The teacher develops part of an analogy and students fill it in. As students engage in this practice, eventually, they can be released to create their own analogies. 18. Word relationships (word sort)

After students have been exposed to a number of words, ask them to sort the words into various categories. Teachers can determine the categories or students can develop their own categories. Explaining the categorization is the most important part of this activity. 19. Word relationships (word line) Students create a word line by placing a group of words across the line and explain their placement.

talk about his speeches.

Evade  I didn’t want to answer his questions so I pretended I didn’t hear him.  I didn’t want to answer his questions so I evaded him. 

Ask students to choose two target words and explain how they are connected. We are more interested in students’ thinking than any single “correct” answer.  Compassionate/advocate: “I think compassion and advocate are related because compassionate people often advocate for those in need.” Examples below:  Do people with prestige prosper?  What might a meticulous person be vulnerable to?  Could someone who is curious be a nuisance? Examples below:  A determined person is someone who is really set on getting something done, while a person who is wavering is…  You could describe someone as morose who always saw the bad side of things. On the other hand, you could describe someone who as jovial if… Words that describe people: Words that describe places:  Determined  Tranquil  Charming  Eerie  Impatient  Monotonous  Meek  Rustic  Eminent  Exotic How surprised would you be if:  An extremely fragile plant survived in an arctic region?  An enthusiastic teacher came to school dressed in a pirate costume?  A determined student gets an excellent grade?

Least surprised-----------------------------------------------------------------Most surprised More creative word lines: Pleasing-------------------------------------------------Disgusting Lame-----------------------------------------------------Cool Can handle it___________________________Can’t handle it 20. World relationships (clap, snap or hand raise)

Clap to show how much (not at all, a little bit, a lot) you would like: Alternative for the above strategy where students  To have your project described by the word preposterous. respond about the extent or degree of something  Working in a chaotic atmosphere to complete a big test. about their words.  Having your bedroom described as eerie.

21. Generating examples

The class is divided into small groups and each develops a list that describes a target word.

22. Example/non-example

Examples below:  Three things that would be catastrophic..  Three ways that a gymnast is flexible.  Three things a philanthropist might do.

When I say something that sounds precarious, say the word precarious (call on The teacher presents descriptions of situations select students to explain why as they respond to the prompt). and asks students to respond to each as whether  Walking over a rickety bridge over a deep canyon. or not it illustrates the target word. Teacher  Exploring a new, tall school building. always asks the students “Why?” they responded  Standing on a ladder on one foot. as they did. 23. Example/non-example (which is/which are) Which would be easier to notice: The teacher asks the students to choose which of  A house all alone on a hill or a house crowded in with lots of other two alternatives illustrates the target word. This buildings activity is usually framed as a Which is…? or  A barking dog or a dog sleeping on a porch Which are…? questions. Always remember to ask  An ant crawling along the floor or a snake slithering along the floor students “Why?” they made the choices they did. Which would plod:  Frankenstein in a castle or a ghost in a castle  A huge dinosaur or a mountain lion  A heavy man or a skinny man

24. Writing (Sentence stems)

Provide students with sentence stems and ask them to complete. Here, students can’t just write down the obvious (“The king was miserable") from which student understanding is not clear.

25. Creative writing prompt

Prompt students to use several of their target words in a creative writing assignment.

26. Puzzles (written or drawn)

Provide a series of clues for a target word. Each clue should narrow the range.

Examples below:  The king was miserable because…  The child was perplexed because… This strategy does not have to been done as an independent activity. Students can complete the frames in partnerships or groups. Groups can come up with frames for one and other. Classes can also play MadLibs or use cloze passages to insert target words into. Proactive, Logical, Parallel, Sustain, Allocate  Going to the mall and all of the lights go out.  Arriving in a new city and people think you are a celebrity.  Finding a puppy with a bag of money tied around its neck at your front door. The following set of clues lead to the words: spectator, reliable, and relinquish.  A lot of people would not actually see this person.  It’s someone who just watches.  Babysitters need to be __________.  You can count on people who are ____________. Teachers can also have students draw from a much larger list of target words to make the activity more challenging.

ELA Launch (Focus Word Introduction) Teacher Directions:

Unit 2.01!

Should passing a standardized test be a high school graduation requirement?
 FOCUS WORDS OF THE WEEK

! !standardized : (adjective) the same for everyone! FORMS/RELATED WORDS: standard, standardize, standardizes, standardizing, standardization! __________________________________________________________________________________________ EXAMPLES OF USE: The system of money is standardized so that everyone in America uses the same type of! !!__________________________________________________________________________________________ money.! TURN AND TALK: Can you think of other real world examples that are standardized?! __________________________________________________________________________________________

!assess : (verb) judge the quality of; evaluate! FORMS/RELATED WORDS: assesses, assessing, assessed, assessment, assessor ! __________________________________________________________________________________________ EXAMPLES OF USE: The teacher used a test to assess the students reading abilities. ! __________________________________________________________________________________________ TURN AND TALK: What are some other ways that teachers assess students?! __________________________________________________________________________________________

!criteria : (noun) standards or rules used to make a decision! FORMS/RELATED WORDS: criterion (sing.)! __________________________________________________________________________________________ EXAMPLES OF USE: My criteria for a good friend includes loyalty, honesty and a sense of humor.! __________________________________________________________________________________________ TURN AND TALK: What is your criteria for choosing a friend?! __________________________________________________________________________________________

!correspond : (verb) match! FORMS/RELATED WORDS: corresponds, corresponding, corresponded, correspondence! __________________________________________________________________________________________ EXAMPLES OF USE: The questions on the quiz did not correspond with what we learned in class. ! __________________________________________________________________________________________ TURN AND TALK: Can you think of another sentence using the word correspond?! __________________________________________________________________________________________

!formulate : (verb) invent by thinking about! FORMS/RELATED WORDS: formulates, formulated, formulating, formulation, form! __________________________________________________________________________________________

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EXAMPLES OF USE: Teachers use many tools, such as textbooks and the Internet, to formulate! lesson plans. ! __________________________________________________________________________________________ TURN AND TALK: What are three ways that a teacher can formulate an opinion of a student?! ________________________________________________________________________________________

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Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial, etc.) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy - Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see definitions, forms of words, sample sentence and turn and talk questions for each of the words: a. standardize - Localize the term/Meaningful example (Beck/Snow #3). In the United States we have a standardized system of money. Whether you are in New York or Florida, you are paying with the same type of money. For example, the money used in New York to buy a soda is the same money you would use to buy a soda in Florida. Can anyone think of another example where something is standardized? Take several student responses, making sure students use standardize or an alternate from their responses. (Sample response: units of measurement.) Now, can you think of other real world examples that are standardized? Turn and talk with a partner and make sure you use the word standardize. b. assess - Localize the term/Meaningful example (Beck/Snow #3). Often teachers need to assess student progress/work by giving a quiz. Looking at your answers helps me to evaluate your understanding of the topic. Turn and talk with a partner and discuss other ways teachers assess students. c. criteria - Localize the term/Meaningful example (Beck/Snow #3). I have very specific criteria for choosing a friend. Some of my criteria include: must have a good sense of humor, must like sports, and must be loyal. Turn and talk with a partner and discuss your criteria for choosing a friend. d. correspond - Word association (sentence re-write) (Beck/Snow #14). How many of you have ever taken a test where you looked at a question and thought, “I never learned this!” Well, that may be because the question didn't correspond with what your teacher taught you. So instead of saying, “Hey, this doesn't match with what I learned,” we could say this doesn't correspond to what I learned. Can you make another sentence using the word correspond? e. formulate - Generating examples (Beck/Snow #21). Many teachers formulate creative and interesting lessons for their students. One way I create creative and interesting lessons is by incorporating exciting videos. People can also formulate opinions of others based on their appearance or actions. Turn and and talk with a partner and discuss three ways that a teacher can formulate an opinion of a student.

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IZED D R A D N A STA G N I S S A OL P O D H L C U S O SH HIGH A E B ENT? T M E TES R I U REQ N O I T A Word Generation - Unit 2.01 GRADU Join the national conversation!

1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. 2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence.

standardized | assess | criteria | correspond | formulate!

WEEKLY PASSAGE

What skills do employers and colleges look for in an applicant?

Tests like MCAS assess students’ ability to write, read critically, and do difficult math. The tests are geared to the skills people need in jobs and in college. Supporters say standardized testing is fair because all students are graded using the same criteria. For example, writing might be graded by how many examples the students give. Some people think graduation tests are unfair to students who are learning English. These students might know the information but have trouble with the test questions. Other students might have

trouble focusing their attention. Their test scores might not show what they really know. Students in different schools learn different things. The standardized test might not correspond to what some students were taught in a particular school. Students in another school, however, might find the test matched what they learned in class. People argue this isn’t fair. Some people also worry that standardized tests make teachers just cover what is on the test. Teachers might not formulate lessons that will be interesting to their students. Other people think that standardized testing is valuable, but that there should be different ways for students to show that they are ready to graduate.

Do you think its fair that all students are assessed by the same criteria?

Do standardized tests hold all students to high standards? Or do they unfairly keep some students from graduating?

Are standardized tests a SERP 2013

| Word Generation

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fair2 -way Series Part A to| assess wordgeneration.org students’ ability?

Introducing the focus words through the weekly passage:

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Focus Words

In many states high school students must pass a standardized test to graduate. For example, Massachusetts law requires the MCAS. The law was passed to make sure high schools are challenging their students. Businesses often complain that high school graduates cannot read and do math needed on the job. Colleges worry that not all high school graduates can do college work. The tests are used to see who has the skills expected by employers and colleges.

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ELA Launch (Read Aloud) Teacher Directions:

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3. Introduce the question of the week, “Should passing a standardized test be a high school graduation requirement?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.

TEACHER - Discussion Questions ! The ELA and math State tests are standardized. Are there other standardized tests you have taken besides these State tests? ! What criteria do your teachers use to assess writing in class? ! When you took the math State test, did the questions correspond to what you learned in class? ! What groups of students might be hurt if we use the State tests for graduation?

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Math Lesson Teacher Directions:

Unit 2.01!

Should passing a standardized test be a high school graduation requirement? PROBLEM OF THE WEEK

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We want high school graduates to meet important criteria. They should read well. They should formulate ideas logically and express them clearly. They should understand basic ideas about math, science, and social studies. What is the best way to assess whether students meet these criteria? Is a standardized graduation test too harsh? In Massachusetts in 2010, several thousand students failed to graduate because they failed one or more of the state tests. !

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Option 1: Of the 69,008 Massachusetts 2010 high school seniors, 2,556 failed the MCAS math exam. Which answer corresponds to the percentage of the class that failed the exam? A) about 2.4% B) about 3.7% C) about 4.1% D) about 6.7% Option 2: Under a new Massachusetts state rule, students must pass all three MCAS exams to graduate: the Science exam, the English exam, and the Math exam. Of the 69,008 Massachusetts high school seniors in 2010: • 1,958 failed the English MCAS • 2,556 failed the Math MCAS • 2,933 failed the Science MCAS

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Vaznis, J. ( 2010, May 20). Education officials may scrap MCAS test. The Boston Globe. Retrieved on July 20, 2010 from http:// www.boston.com/news/education/k_12/mcas/ articles/2010/05/20/ education_officials_may_scrap_mcas_test/? page=full

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Vaznis, J. (2010, May 28). 2,933 to miss diploma over science MCAA. The Boston Globe. Retrieved on July 21, 2010 from http:// www.boston.com/news/education/k_12/mcas/ articles/ 2010/05/28/2933_to_miss_diploma_over_scien ce_mcas/

a) Based on these numbers, what is the smallest possible number of students who could not graduate because of the tests? (Hint: Remember that students could have failed all three exams, so the amounts could overlap.) Smallest possible number: 2,933. This assumes that the students who failed the Science exam also failed the English and Math exams and thus are already counted.

b) Based on these numbers, what is the largest possible number of students who could not graduate because of the test? (Hint: Remember that each student could have failed only one exam, so the amounts could not overlap at all.) Largest possible number: 7,447. This assumes that each student failed only one exam, so the number of students prevented from graduating is the sum of the three categories.

Discussion Question: Standardized tests must change each year to prevent cheating. Each year testing companies formulate new exams. Teachers and experts review each question. A good exam question meets these criteria: it corresponds to what students should be learning in class, and it fairly assesses what students know. These carefully prepared exams are expensive. For example, the state of Massachusetts spends $35 million each year on making its standardized test. Is this a good use of state money? Why or why not?

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Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, It is important to formulate a plan before solving a mathematical equation.) Language acquisition strategy (Word association - Beck/Snow # 12) - Ask students to associate the following statements (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answer: - To ensure the students understood fractions, the teacher gave the same test to all students. (standardized) - Some rappers use their experiences when they are creating a new song. (formulate) - Does your behavior with your parents match your behavior with your friends? (correspond) Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and assess their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4 and 5 for option 2. Summarize by asking students how they feel about the WG debate topic: “Should passing a standardized test be a high school graduation requirement? How might information from the WG math problem of the week be used to formulate your opinion?”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

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Science Lesson Teacher Directions:

Unit 2.01!

Should passing a standardized test be a high school ! graduation requirement?! THINKING SCIENTIFICALLY! The students in Mr. Seemy’s class are going to high school next year, and some of them are concerned about taking the new high school exit exam. The class is debating whether passing a standardized test should be required for students to get a high school diploma.! Camila and Josef think an exit exam is a great idea and are happy about the new test. “We need strict criteria to figure out who should get to graduate,” says Josef. Camila agrees with Josef and adds, “How can we be sure that students deserve a high school diploma unless we assess what they know?”! Malik isn’t so sure. He says, “I don’t think a standardized test is the right way to go. What about kids who take all the right classes and get good grades but still don’t pass the test? And what about teachers who feel they should teach only the skills that correspond to the test?”! “Those are interesting questions, Malik,” says Mr. Seemy. “You’re raising the issue of high-stakes testing. It sounds like you are beginning to formulate a hypothesis about the effect exit exams will have.”! Malik thinks for a moment. “I bet a lot of kids would drop out of school if they have to take a test. My hypothesis is that more kids will drop out of high school in states that have exit exams like ours.”! “You’ll have to gather and analyze data,” says Mr. Seemy. “Camila and Josef can work with you to see if your hypothesis is correct.” Malik, Camila and Josef were very interested and found information on the Internet about high school dropout rates in the U.S. They selected three states that all started required exit exams recently and studied the data.

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Question: Do standardized high school exit exams affect dropout rates?

Malik’s Hypothesis:

Percentage of high school dropouts, by year

States that have exit exam requirements will have higher dropout rates after requiring students to pass an exit exam. Data Source: ! National Center for Education Statistics “Event dropout rates for public school students in grades 9-12, by state: School years 1993-98 through 2007-2008.”

1. Focus word recall activity (Puzzles - Beck/Snow #26) For example, for criteria - I am thinking of a word that is related to rules. - People have different __________ when picking a friend. - This word has 4 syllables. 2. Repeat guessing game with 2 other focus words. 3. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists formulate a hypotheses when creating an experiment.) 4. Language acquisition strategy (Word relationships [clap, snap, or hand raise] - Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like: - To have your science experiment assessed by a peer. - To do away with standardized assessments/tests. - To formulate plans for a class party. 5. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Malik’s experiment and answer the two questions at the bottom of their page. 6. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. 7. Summarize by asking students how they feel about the WG debate topic: “Should passing a standardized test be a high school graduation requirement?”

Arizona

California

Idaho

2004

6.7

3.3

3.1

2005

6.2

3.1

3

2006

7.6

3.7

2.7

2007

7.6

5.5

2.6

2008

6.7

5

2

(first year diplomas withheld)

In 2006, the states in this data set began withholding diplomas from students who didn’t pass exit exams. Did dropout rates increase starting in 2006 or thereafter? Cite specific information from the data table. Only increased in California and Arizona only, but then a year later, decreased in Arizona. Was Malik’s hypothesis supported by the data or not? Cite specific evidence that supports your conclusion, if you can make one. No, the data are inconsistent.

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.

Unit 2.01!

Should passing a standardized test be a high school graduation requirement?! DEBATING THE ISSUE

Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.

Should passing a standardized test be a high school graduation requirement?! Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.

Pro (Yes)

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2. The tests are geared to ! assess student’s skills ! they will need in college.!

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3. Standardized testing is ! fair because all students ! are graded using the ! same criteria.!

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Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).

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Debate, Moderate, Evaluate…

1. Standardized tests challenge students.!

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Con (No) 1. Standardized tests are unfair to students who are learning English.!

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2. If students have trouble ! focusing during a test, how ! can it assess them fairly?!

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3. Material on standardized ! tests may not correspond to ! what students learned.!

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4. Teachers might not ! formulate lessons that will ! be interesting to their " students in order to teach to ! the test.

! To the left is a sample filled in pro/con chart. !

Encourage students to identify 3 arguments for the pro and 3 arguments for the con.

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Encourage students to use at least 1 focus word in each of their arguments.

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Social Studies Debate Teacher Directions: 1.

Unit 2.01!

Should passing a standardized test be a high school graduation requirement?! DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________

Con ________________________

Moderator ____________________

Evaluator __________________

Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?

Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words

Pro

Con

Moderator

Focus word recall activity - Project or post 5 images that could be associated with each of the 5 focus words. Remind students that, while you had matches in mind, there can be multiple correct answers. Ask students to turn and talk with their group to match each image with a focus word. Have groups share justifications for each match. 2. Language acquisition strategy (Word relationships - Beck/Snow #15) - Post the 5 focus words on the # board or direct students to look at the words. Ask students to choose two words and explain how they are connected. There is no right answer, but listen for the students thinking process. Examples: - Assess and standardized are related because standardized tests are types of assessments. - Formulate and assessment are related because teachers have to formulate assessments for students. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should passing a standardized test be a high school graduation requirement?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (For example. use of transition words use of accountable talk stems, body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”

! !

Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as:

Previous Weeks Words:

Actor/Director - 2 person format. Actor reviews pro and con arguments on the T-chart. Director says, “Pro-Go.” Actor says as many arguments as possible using as many focus words as possible. Director says, “Con-Go.” Actor says “On the other hand” (or uses another thought reverser [however, whereas etc.]) and then begins giving con arguments. Director says stop. Director says “What I heard you say is....” and tries to recall all of the arguments and focus words used.

!

Lightning Round - Label one side of the room pro and one side con. Ask all students to stand. Ask students to walk to the side of the room that they agree with more (pro or con). Give every student a number on the pro side and ask them to remember their number. Give every student a number on the con side. Randomly call out a number (“number 5” for example). Each side huddles up around their number 5’s and gives them tips on arguments and focus words to use for 2 minutes. Number 5s then go to the center of the room and have a mini-debate. Repeat by calling a new number.

Writing Teacher Directions: Unit 2.01!

Should passing a standardized ! test be a high school graduation requirement?! WRITE ABOUT IT

1.

2.

Support your position with clear reasons and specific examples. ! Use the focus words from this week and previous week lists relevant words in your response.

Focus Words standardized | assess | criteria | correspond | formulate! !

3.

!

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

4.

_________________________________________________________________________________________

Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should passing a standardized test be a high school graduation requirement?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word Relationships - Beck Snow #15) - Tell the students to look over the 5 focus words. Ask, “Can you find any two that are related or connected in any way? Turn and talk to explain the relationship.” (We are more concerned here with student thinking than any single “correct” answer). Introduce WG free response - Tell the class, “You will now write a short response to the question ‘Should passing a standardized test be a high school graduation requirement?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate or your own experience. Use all 5 focus words for the week.” This assignment can change throughout the year depending on the needs of your students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different of responses such as: argumentative, informational, narrative, or letters to the editor, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

#

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Word Generation - Unit 2.02

Focus Words affirmative | discrimination | aspect | retain | relevant!

!

WEEKLY PASSAGE ! What are some characteristics that colleges would use to choose prospective students?

Do you feel decisions of the past should affect admission today? Explain.

College admissions can be very competitive. Elite colleges admit only half or a quarter of the students who apply. Because the process is tough, admissions decisions can be controversial. Some colleges look at students’ races during admissions. Suppose an African-American student and a white student are similar. They have about the same grades and test scores. The African-American student may be more likely to be accepted. This is called “Affirmative Action.” Colleges may use this to increase the number of minorities on campus. The idea is that racial diversity helps college students learn to work with people from different backgrounds. Affirmative Action is designed to make up for past discrimination. African-Americans and Latinos were kept out of college in past generations. Students from these groups today are less likely to have family members who went to college. They

may have less inside knowledge about college preparation. Without Affirmative Action, fewer minority students will attend elite colleges. At UC Berkeley, the number of African-Americans admitted dropped from 562 to 191 after the school stopped using race as one aspect of admissions. Looking at this experience, people argue that race should be retained as a factor in admissions. Others say Affirmative Action is not fair because it can discriminate against white students. These people believe schools should only look at grades and test scores. They think that the color of a student’s skin is not relevant. Is it important for colleges to have racial diversity? Should they use Affirmative Action?

What is your opinion? What text evidence was most convincing to you?

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TEACHER - Discussion Questions ! What kinds of discrimination have you seen in your life? ! Why do some colleges use Affirmative Action? ! Some colleges use race as one aspect of admissions. What are some other aspects colleges look at in admissions? ! Do you think skin color should be relevant to college admissions? ! Should US colleges retain their Affirmative Action programs?

Math Lesson Teacher Directions:

Unit 2.02!

Should colleges use ! affirmative action?! ! Affirmative action is meant to give groups that have faced discrimination a better chance to succeed in American society. College attendance is relevant to success because college graduates usually make more money. Therefore, affirmative action programs in college might be a good way to help these groups. U.S. courts have decided that colleges can retain some, but not all, affirmative action programs. ! In 2008, the U.S. Census Bureau found the following:! ! 40% of white 18-24 year-olds were enrolled in college.!

! 32% of African-American 18-24 year-olds were enrolled in college.!

!

! 26% of Hispanic 18-24 year-olds were enrolled in college.!

Option 1: Which of the following shows the fraction of Hispanic 18 – 24 year-olds enrolled in " college in 2008? A) 1/3 B) 8/25 C) 13/50 D) 16/25 Option 2: The year is 2008. Two 18-24 year-olds are chosen at random. One person is AfricanAmerican, and one is white. How much more likely is the white person to be in college than the AfricanAmerican person? Express as a percentage. Answer: The white person is 25% [(40 – 32) / 32] more likely to be in college. Discussion Question: In 1965, President Lyndon Johnson described the need for affirmative " action this way:" “You do not take a man who for years has been hobbled by chains, liberate him, bring him to the starting line of a race, saying, 'you are free to compete with all the others,' and still justly believe you have been completely fair . . . We seek not just freedom but opportunity—not just legal equity but human ability—not just equality as a right and a theory, but equality as a fact and as a result.” Women and non-whites have faced prejudice and discrimination in America. Therefore, when the question of fairness arises, race and gender are seen as relevant aspects of the people involved. Some people think that America has become less prejudiced. As a result, they say, today’s America should not retain affirmative action. But have we achieved “equality as a fact and as a result”? Or did President Johnson chose the wrong goal?

1. Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” After each students calls out a word, have all students repeat the word. Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. 2. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Using flashcards helped me to retain my multiplication tables.) 3. Language acquisition strategy (Generating Examples - Beck/Snow #21) - Name three aspects of a good teacher. - Name two ways that people can be discriminated against. - Name one mathematics tool (for example, a ruler) that is relevant to solve a problem. 4. Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. 5. Ask a group to share and assess their work. 6. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five focus words. 7. If time, repeat steps 4 and 5 for option 2. 8. Summarize by asking students how they feel about the WG debate topic: “Should colleges use affirmative action? “How might information from the WG math problem of the week be relevant in the debate? Possible extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

Science Lesson Teacher Directions:

"

Unit 2.02



 Should colleges use affirmative action?! THINKING SCIENTIFICALLY ! The students in Ms. Kahn’s class are discussing the pros and cons of Affirmative Action.! “I don’t think race should be relevant in college admissions. If I apply to college, I want to get in because of my work and grades, not because of my skin color,” says Amir.! “It’s not as simple as that, Amir,” says Kayla, “Admissions offices examine many aspects of a student’s application, including race–but not only race–to decide to admit one student over another.”! “Yeah, but aren’t we supposed to be past all that?” asks Amir, “Be ‘color-blind’ and all?”! “I think that’s just a slogan. I think there is still discrimination in the U.S. today,” Kayla responded. “Think about it. Do you really think that women and people of color get treated the same as white men?”! “My mom was laid off from work a few months ago,” Taylor shared. “She said that more men were retained at her office and that some even got raises. Mom thinks that it’s not a fair situation.”! Ms. Kahn says, “We’ll need data to support any claims we make, one way or the other. I know of a recent study of U.S. Census data that we can take a look at. I just read about it in the newspaper.” Ms. Kahn shared a sample of the data from the National Partnership for Women and Families with her students, which used U.S. Census Bureau data to compare average salaries for women and men working full-time jobs in the top fifty metropolitan areas across America.

City

Average salary for men

Average salary for women

Chicago

$52,222

$41,610

Los Angeles

$44,360

$40,695

New Orleans

$45,970

$34,862

New York

$55,071

$46,642

San Francisco

$62,269

$52,301

Seattle

$60,881

$44,535

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*This rubric can be supplemented with school-created writing process

L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$

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Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$

Frequency$of$Use$I$

$

$

$

Emerging$

Developing$$

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Exemplary$

(1)$

(2)$

(3)$

(4)$

Rarely!uses! appropriate!form! for!words!

Uses!appropriate! form!for!some! words!

Uses!appropriate! form!for!most! words!

Uses!appropriate!form! for!all!words!

Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!

Uses!appropriate! context!for!most! words!

Uses!appropriate!context! for!all!words!

Uses!no!words!of! the!week!in!task!

Uses!1=2!words!of! the!week!in!task!

Uses!3=4!words!of! the!week!in!task!

Uses!all!words!of!the! week!in!task!

Uses!no!words! from!previous! units!in!task!

Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!

!

!

How!many!of!the!words! taught!during'the'week!were! used?!

Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!

!

Uses!5!or!more!words! from!previous!units!in! task!

ELA  Launch  (Focus  Word  Introduction)  Teacher  Directions:  

"1. Write  the  5  focus  words  on  the  board.  (Beck/Snow  #1)  

Unit 2.03!

Health issues in education: what is appropriate for our schools?


!

FOCUS WORDS OF THE WEEK

!capacity :

(noun) an ability!

FORMS/RELATED WORDS: capacities, capacitates, incapacitate, capacious! __________________________________________________________________________________________ EXAMPLES OF USE: Since I am only 5 feet tall, I do not have the capacity to dunk a basketball.! __________________________________________________________________________________________ TURN AND TALK: What do you have the capacity to do today?! __________________________________________________________________________________________

! distribute : (verb) to give out! FORMS/RELATED !!distributive! WORDS: distributes, distributing, distributed, redistribute, distributable, distribution, ! __________________________________________________________________________________________ EXAMPLES OF USE: The mail carrier distributes mail to many locations daily.! __________________________________________________________________________________________ TURN AND TALK: What types of jobs require employees to distribute things?! __________________________________________________________________________________________

!method :

(noun) a way of doing something!

FORMS/RELATED WORDS: methods, methodical, methodology, methodological! __________________________________________________________________________________________ EXAMPLES OF USE: One method we use to figure out an unfamiliar word is to break it down into parts.! __________________________________________________________________________________________ TURN AND TALK: Describe a method that you used when solving a word problem.! __________________________________________________________________________________________

!morality :

(noun) a sense of right and wrong; values!

FORMS/RELATED WORDS: moral, moralities, demoralize, moralize, moralist, moralize! __________________________________________________________________________________________ EXAMPLES OF USE: A good sense of morality can lead you down a positive path.! _________________________________________________________________________________________ TURN AND TALK: Where do people get their sense of morality from?! __________________________________________________________________________________________

!abstain :

(verb) to choose not to do something!

FORMS/RELATED WORDS: abstains, abstaining, abstained, abstention, abstainer, abstinent, abstinence! __________________________________________________________________________________________ EXAMPLES OF USE: People on diets abstain from drinking sugary drinks.! __________________________________________________________________________________________ TURN AND TALK: What is something you can abstain from for better health?! __________________________________________________________________________________________




2. Say  each  word  and  have  class  repeat  chorally.    Introduce  some  alternate  forms  of   the  word  (controversies,  controversial,  etc.)  and  have  class  chorally  repeat.    Clap   out  the  syllables  and  have  class  repeat  and  count  syllables.    (Beck/Snow  #2)   3. Language acquisition strategy - Model  a  different  language  acquisition  strategy   with  each  focus  word.  Encourage  students  to  use  the  focus  words  in  their   responses.    If  they  don’t,  provide  them  with  a  stem.  We  want  to  encourage  the  oral   use  of  the  focus  words,  so  ,  if  students  use  them  incorrectly,  spin  it  back  to  them   correctly,  but  do  not  tell  them  they  are  wrong.  Refer  students  to  their  vocabulary   page  to  see  deLinitions,  forms  of  words,  sample  sentence  and  turn  and  talk   questions  for  each  of  the  words:       a. capacity  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  When  I   think  about  capacity,  I  think  about  when  my  mother  used  to  say  to  me,  “You   have  the  capacity  to  do  anything  you  set  your  mind  to.”  Has  anyone  ever   heard  that  phrase  before?  What  do  I  have  the  capacity  to  do?  I  have  the   capacity  to  learn  a  new  language.  I  don’t  have  the  capacity  to  dunk  a   basketball!  What  do  you  guys  have  the  capacity  to  do?   b. distribute  -­‐  Word  association  (person/movie/thing)  (Beck/Snow  #13).   Distribute  means  to  give  out.  For  example,  we  distribute  the  homework   everyday  or  the  teacher  may  pick  a  monitor  to  distribute  the  markers.  Can   we  think  of  jobs  or  occupations  that  we  associate  with  the  word  distribute?   When  I  think  of  the  word  distribute,  I  think  of  the  mail  carrier  that  comes   every  day.  She  distributes,  or  gives  out,  the  mail  to  everyone  on  my  street.   What  occupation  can  you  think  of  that  also  distributes  something?   c. method  -­‐  Localize  the  term/meaningful  examples  (Beck/Snow  #3).  In  science   class,  you  guys  have  learned  about  the  scientiLic  method,  right?  Think  about   what  the  scientiLic  method  is.  It  is  the  plan  for  scientists  to  do  an  experiment.   That’s  what  a  method  is!  It  is  a  plan,  a  process,  a  way  to  do  something.  Let’s   try  to  look  for  other  methods  we  use.  Can  anyone  describe  a  method  that   you  used  when  solving  a  word  problem?   d. morality  -­‐  Teach  etymology(Beck/Snow  #9).  Look  at  the  word  morality.   What  other  words  do  you  see  already?  Students  should  point  out  that  the  word   moral  is  in  morality.  What  does  moral  mean  to  all  of  you?  That’s  right,  moral   is  like  what  a  person  thinks  is  right  or  their  values.  Morality  is  just  a  different   form  of  that  word!  Morals  come  from  someplace  don’t  they?  Where  do  you   get  our  morality  from?   e. abstain  -­‐  Localize  the  term/meaningful  examples  (Beck/Snow  #3).  There  are   a  lot  of  people  in  America  who  want  to  lose  weight  or  eat  healthier.  These   people  often  abstain  from  drinking  sugary  drinks  in  order  to  lose  weight.  Can   you  think  of  something  that  you  chose  to  abstain  from?

"

: N O I T A C U D E N I S ! UE S R S O I F H E T T A I R HEAL P O R PP A S I T A S? L WH O O H C OUR S Word Generation - Unit 2.03

ELA Launch (Read Aloud) Teacher Directions:

Join the national conversation!

Introducing the focus words through the weekly passage:

"

Focus Words

1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. 2. Make sure that the students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Health issues in education: What is appropriate for our schools?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the

capacity | distribute | method | morality | abstain! ! Are you surprised by these statistics? Explain your answer.

Should it be the parent’s or teacher’s responsibility to teach sex education? Explain your answer.

WEEKLY PASSAGE ! The United States has a high rate of teen pregnancies. Sexually transmitted diseases are also common among teens. Each year, about one million teenaged girls become pregnant. One in four young people gets a sexually transmitted disease before turning twenty-one. Some people say schools have the capacity to make a difference. They think sex education can help students make better choices. For example, students can talk about peer pressure that leads to having sex too early. They can practice saying no if they are not ready. Some schools also distribute information about methods for safer sex. Other people think parents should teach kids what is right and wrong. They say sex education should be the parents’ responsibility. They believe only parents can teach their children morality. It is hard to teach about such a mature topic in school, others say. Students might just make jokes or misbehave.

Some people believe schools must only teach students to abstain or stay away from sex until marriage. They think teaching students about safer sex is like saying that sex at a young age is okay. Since 1991, the government has spent about half billion dollars on programs that focus on abstinence. Other people say, however, that students need more information. Should schools try to help prevent teen pregnancy and sexually transmitted diseases? What is appropriate to discuss at school?

Who has more of a capacity to make a difference in teaching sex education, the schools or the parents?

!

TEACHER - Discussion Questions !

What are some of the problems that sex education has the capacity to solve?

!

Why do some people believe that schools should not distribute information about safer sex?

!

What do “abstinence-only” programs teach students?

!

Do you think schools have a responsibility to teach students morality?

!

What type of sex education is most appropriate for middle and high schools?

Unit 2.03!

Math Lesson Teacher Directions:

Health issues in education: ! what is appropriate for our schools?!

1.

!

PROBLEM OF THE WEEK The graph shows the results from a 2004 poll. In this poll, parents were asked which method of sex education they preferred. They chose from these three methods:!

15%

2.

36%

3.

! Abstinence Only: Students are taught that abstaining from pre-marital sex is the only safe, moral choice.! ! Abstinence Plus: Abstinence is presented as the safest, most moral option. However, Abstinence Plus programs distribute information about safer sex as well.! ! Comprehensive: The Comprehensive approach does not suggest that teen sex is immoral. It provides lots of information about safer sex in an effort to help students develop the capacity to make good choices. !

3%

46%

Abstinence Only Abstinence Plus Other Comprehensive

Option 1: What percent of parents prefer Abstinence Only? A) 36% B) 49% C) 15% D) 100% ! "

Option 2: Based only on the information in the graph, is the following statement true, false, or does the graph not tell you enough information to decide?

! !

“85% of parents prefer sex education programs that provide safer sex information.” Answer: Not enough information. 82% do prefer programs that give out safer sex information, but we don’t know about the 3% who prefer “other” - these “other” programs could either include such information or not.

Discussion Question: Only a small percentage of parents prefer the Abstinence-Only method. But both Abstinence-Only and Abstinence-Plus are based on the idea that abstinence is the most moral option. So both these statements are true: 1. Only 15% of Americans favor Abstinence-Only sex education. 2. Over 60% of Americans favor sex education that encourages abstinence. Without changing the distribution of opinion, we can make things look very different. This means pollsters and politicians have the capacity to manipulate how information will be interpreted. If you were in favor of Abstinence-Only programs, which statistic would you probably use? If you were in favor of programs that taught about contraception and safer sex, which statistic would you probably use? What does this suggest about statistics in general?

4. 5. 6. 7. 8.

Focus word recall activity. Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Mathematicians can use the method of cross products to verify their proportions are equivalent.) Language acquisition strategy (Word association - Beck/Snow # 12) - Ask students to associate the following comments (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and justify their answer. - The teachers asked her students to pass out the homework at the end of the day. (distribute) - A liter bottle has the ability to hold more water than an eyedropper. (capacity) - In the beginning of the year, it is important to not use a calculator and learn the process to solve a variety of mathematical problems. (abstain) Transition to the WG math problem of the week. Ask the class to work in groups to solve Option 1. Ask a group to share the method they used to solve option 1. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five if possible. If time, repeat steps 4-6 for Option 2. Summarize by asking students how they feel about the WG debate topic, “Health issues in education: What is appropriate for our schools? How might information from the WG math problem of the week be used to justify your opinion?”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

Science Lesson Teacher Directions: Unit 2.03!

Health issues in education: what is appropriate for our schools?!

1.

THINKING SCIENTIFICALLY ! Ms. Kahn’s class is preparing for a debate about what students should learn in health education classes. Students have to defend a position about who is responsible for teaching kids about sex, so they’re doing research looking for studies with scientific data on the topic. They talk while they search. ! “Sex education is a moral issue. It should be left up to parents to teach their kids about sex,” says Briana. ! “No way!” exclaims Valerie, “What if parents are scared to talk to their kids about sex? My dad freaks out every time my sister and I even mention dating. Schools need a method for teaching kids what they don’t learn at home.”! “I know, right?” says Erick, “I think kids and teens have the capacity to learn about the topic and still uphold their personal beliefs. But people at my church think that if a school distributes information about sex, it’s like saying sex before marriage is okay. They think teaching kids to abstain from sex is the best choice.”!

2. 3.

4.

Ms. Kahn checks in with the group. “Try searching for studies about abstinence-only education programs. You’ll need to compare them with comprehensive programs.”! “I found something! It’s a research study that compares the risk of teen pregnancy with the type of sex education teens received,” says Valerie. “I bet if kids get comprehensive information about sex, they’ll be better off.”! “Okay,Valerie, you sound like you have a position. Let’s find out if you can support it with evidence from a reliable source,” says Ms. Kahn. Data Source: "

“Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy” by P.K. Kohler, L.E. Manhart, and W.E. Lafferty in the April 2008 edition of the Journal of Adolescent Health, pages 344-351.

Type of sex education

Percentage who reported NO teen pregnancy

No formal sex education

9.4%

Abstinence-only sex education

23.8%

Comprehensive sex education

66.8%

Is Valerie’s position on sex education supported by the data table? Why or why not? Valerie’s position is supported by the data table because a those who had comprehensive sex education reported less teen pregnancy. Is there information about Erick’s church’s position on the data table? What about Briana’s position? The data shows that abstinence-only sex education is “better” than no formal sex education, but far less effective than comprehensive sex education. Explain what additional information you would want related to this data in order to better understand how Drs. Kohlers, Manhart, and Lafferty studied this question. Answers will vary.

5. 6. 7.

Focus word recall activity - (Puzzles - Beck/Snow #26) Provide a series of clues for a target word. Each clue should narrow the range. For example, for capacity: - When a movie is sold out, we can say the theatre is filled to _________. - You have the _______ to get good grades if you study. Repeat guessing game with 2 other focus words. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, scientists may abstain from conducting an experiment if they do not have the proper materials.) Language acquisition strategy (Generating contexts - Beck/Snow #21) - Ask students to visualize a science laboratory with a group of 4 scientists conducting an experiment to measure air pollution. Ask students the following questions: - How might two scientists use different methods to find the results of the experiment? - How might these four scientists distribute information to their peers? Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the data table and answer the three questions at the bottom of their page. Ask a group to share their answers to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Health issues in education: What is appropriate for our schools? Can the information from the data chart be used in your argument during the debate?” Have students explain why.

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.

Unit 2.03!

Health issues in education: ! what is appropriate for our schools?!

Note: You may need to change the wording of the topic to create a debate that has clear pro and con sides.

DEBATING THE ISSUE

Debate, Moderate, Evaluate..... Should health/sex education be taught in schools?"

"

Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.

Pro (Yes) 1. Schools have the capacity to make a difference in decreasing the number of teen pregnancies in our country."

"

Con (No) 1. Health and sex education should stay out of school. Parents are the only ones who can teach their children morality.!

"

2. Unless schools teach students to abstain from sex until marriage, they should not teach students about sex at all."

2. Many students do not have access to helpful information. Schools can distribute materials to help students." 3. Schools can teach 3. If schools distribute methods for safer sex information about sex, it to protect students. may be used by students in the wrong way."

"

Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS.)

To the left is a sample filled in pro/con chart. Encourage students to identify 3 arguments for the pro and 3 arguments for the con. Encourage students to use at least 1 focus word in each of their arguments.

"

Social Studies Debate Teacher Directions:

1.

Unit 2.03!

Health issues in education: ! what is appropriate for our schools?! DEBATING THE ISSUE

Debate, Moderate, Evaluate..... Word Generation Debate Organizer Who’s who? Pro ______________________

Con ________________________

Moderator ____________________

Evaluator __________________

Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?

Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words

Previous Weeks Words:

Pro

Con

Moderator

"

Focus word recall activity - Cold call on students to give you one of the focus words for the week. After all 5 words are stated, call on one student to say all of the words fluidly. 2. Language acquisition strategy (Word relationships [clap, snap, or raise hand] - Beck/Snow #20)- Give students the following directions: “Clap very fast, slow, or in between for how much you would like the statement I say. For example, if you like my statement a lot you must clap really fast. If you don’t like my statement then you clap really slowly.” Then say the following statements: - To have the capacity to dunk like Michael Jordan. - If the school distributed free candy at lunch. - If you had to abstain from eating candy. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Health issues in education: What is appropriate for our school?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples.) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (from this week and previous weeks). - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (from this week and previous weeks). - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con debaters each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 6. Hand out and explain debate organizer. Make sure students sit in groups of 4. 7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses you saw in the previous week’s lesson (e.g. use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 8. Make sure all students have an assigned role. 9. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 10. Ask all evaluators to raise their hands. Ask, “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”

" "

Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!), one pro cohort and one con cohort. Ask the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then, cohorts regroup to discuss the other side’s arguments. Based on this discussion, cohorts develop counter-arguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.

"

Writing Teacher Directions: Unit 2.03!

Health issues in education: ! what is appropriate for our schools? WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.

Focus Words capacity | distribute | method | morality | abstain!

!

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

1. Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, ‘Health issues: What is appropriate for our schools?’ Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word relationships [word lines] - Beck/Snow #19) - Students create a word line by placing a group of words across the line and explain their placement. (A modification can be students can hold up 1 finger if they are not surprised, two fingers if they are somewhat surprised, and three fingers if they are highly surprised.) How surprised would you be if: - a burglar had a very high sense of morality? - a chef uses an oven as a method for cooking? - a teacher refuses to distribute a test to a noisy class? 3. Introduce WG free response - Tell the class, “You will now write a response to the question, ‘Health issues: What is appropriate for our schools?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG SS debate or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses. !"#$%$&'()*+,$-./$)0,$-'')+-1,23$4+-/,5-66+76+*-1,$4,.,+-2$-'-/,8*'$-./$/78-*.506,'*9*'$:7+/0$-./$6;+-0,0)2-+3$?.7:2,/4,$:;,.$'7.0*/,+*.4$-$:7+/$7+$6;+-0,$*867+1-.1$17$'786+,;,.0*7.$7+$,@6+,00*7."$

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*This rubric can be supplemented with school-created writing process rubrics.

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Uses!appropriate!form! for!all!words!

Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!

Uses!appropriate! context!for!most! words!

Uses!appropriate!context! for!all!words!

Uses!no!words!of! the!week!in!task!

Uses!1=2!words!of! the!week!in!task!

Uses!3=4!words!of! the!week!in!task!

Uses!all!words!of!the! week!in!task!

Uses!no!words! from!previous! units!in!task!

Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!

!

!

How!many!of!the!words! taught!during'the'week!were! used?!

Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!

!

Uses!5!or!more!words! from!previous!units!in! task!

Unit 2.06!

Title IX: Preventing discrimination against girls and women in sports and education?
 FOCUS ! WORDS OF THE WEEK !!inequity : (noun) lack of equality; unfairness! FORMS: inequities, inequitable, equity, equitable! __________________________________________________________________________________________ EXAMPLES OF USE: Some people believe there is an inequity between how boys and girls are treated in America.! __________________________________________________________________________________________ TURN AND TALK: Where have you seen an inequity in your school or family?! _________________________________________________________________________________________

!resources : (noun) supplies of money or helpful items! FORMS: resource, resourceful ! __________________________________________________________________________________________ EXAMPLES OF USE: Textbooks are part of the resources our school uses in social studies class.! __________________________________________________________________________________________ TURN AND TALK: What do you associate with the word resource?! __________________________________________________________________________________________

!adequate : (adjective) as much as necessary ! FORMS: inadequate, adequately, adequacy! __________________________________________________________________________________________ EXAMPLES OF USE: Students need to learn an adequate amount of the math standards in order to pass and be ! promoted to the next grade.! _________________________________________________________________________________________ TURN AND TALK: Discuss a time you felt you had an adequate amount of knowledge to complete a task.! __________________________________________________________________________________________

!illustrate : (verb) demonstrate! FORMS: illustrates, illustrating, illustrated ! __________________________________________________________________________________________ EXAMPLES OF USE: We often use models in math to illustrate how to solve a problem.! __________________________________________________________________________________________ TURN AND TALK: What are some ways that scientists illustrate their theories?! __________________________________________________________________________________________

!disproportionate : (adjective) too large or too small in comparison to other things! FORMS: disproportionately, proportion! __________________________________________________________________________________________ EXAMPLES OF USE: The amount of money firefighters make is disproportionate to the hard work that they do.! __________________________________________________________________________________________ TURN AND TALK: If proportionate means the same, what do you think disproportionate means?! __________________________________________________________________________________________

ELA  Launch  (Focus  Word  Introduction)  Teacher  Directions:  

"

1. 2.




3.

Write  the  5  focus  words  on  the  board.  (Beck/Snow  #1)   Say  each  word  and  have  class  repeat  chorally.    Introduce  some  alternate  forms  of   the  word  (controversy,  controversies,  controversial  etc)  and  have  class  chorally   repeat.    Clap  out  the  syllables  and  have  class  repeat  and  count  syllables.    (Beck/ Snow  #2)   Language acquisition strategy - Model  a  different  language  acquisition  strategy   with  each  focus  word.  Encourage  students  to  use  the  focus  words  in  their   responses.    If  they  don’t,  provide  them  with  a  stem.    We  want  to  encourage  the  oral   use  of  the  focus  words,  so  ,  if  students  use  them  incorrectly,  spin  it  back  to  them   correctly,  but  do  not  tell  them  they  are  wrong.    Refer  students  to  their  vocabulary   page  to  see  deLinitions,  forms  of  words,  sample  sentence  and  turn  and  talk   questions  for  each  of  the  words:       a. inequity  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  When   Martin  Luther  King  made  his  famous  “I  Have  a  Dream”  speech,  he  was  Lighting   the  inequities  that  existed  in  our  society.  For  example,  African  Americans  were   not  allowed  to  go  to  the  same  colleges  or  even  use  the  same  restroom  as  Whites.   This  was  an  inequity  in  how  people  were  treated  in  America.  Turn  and  talk  with   your  partner  about  another  example  of  where  you  have  seen  inequity.   b. resources  -­‐  Word  association  (person/movie/thing)  (Beck/Snow  #13).  Often   when  I  hear  the  word  resources,  I  think  about  material  things:  the  social  studies   textbooks  are  part  of  the  resources,  or  materials,  the  school  has  for  social   studies.  Turn  and  tell  your  partner:  what  do  you  associate  with  the  word   resource?   c. adequate  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  When  I   think  of  the  word  adequate,  I  think  about  doing  enough  or  the  minimum   amount.  For  example,  students  need  to  learn  an  adequate  amount  of  the  math   standards  in  order  to  pass  and  be  promoted  to  the  next  grade.  Turn  to  your   partner  and  discuss  a  time  when  you  felt  you  had  an  adequate  amount  of   knowledge  to  complete  a  task  (in  school,  at  home,  or  anywhere  outside  of   school).   d. illustrate  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  How  many   of  you  read  comic  books  or  graphic  novels?  Well,  the  illustrator  is  the  person   who  draws  the  pictures.  Often  they  visualize  the  story  to  paint  a  picture  for  the   reader.  Another  meaning  of  the  word  illustrate  is  to  show  or  demonstrate.  We   often  use  models  in  in  math  to  illustrate,  or  show,  the  solving  of  a  problem.   What  are  some  ways  that  scientists  illustrate,  or  show,  their  theories?   e. disproportionate  -­‐  Etymology  or  word  origins  (Beck/Snow  #9).  Let’s  break  this   word  down:  what  are  parts  of  this  word  that  are  familiar  to  us?  Elicit  and  record   responses:  dis,  portion,  proportion.  When  something  is  proportionate  in  math  it   means  it  is  the  same,  equal,  or  balanced.  What  do  you  think  the  word   disproportionate  might  mean?

ELA Launch (Read Aloud) Teacher Directions: Introducing the focus words through the weekly passage: 1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left.

Join the national conversation!

! : X I E L GIRLS T S TIT N I A N AG

2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence.

INATIO M I ATION? R C C U S I D D E G D N N I REVENT EN IN SPORTS A Before reading, P M Word Generation - Unit 2.06 ask students to AND WO

3. Introduce the question of the week, “Should Title IX be able to decide how schools spend their athletic resources?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words.

create a list of male and female athletes. Which list has more inequity | resources | adequate | illustrate | disproportionate! ! athletes. Why do you think this is WEEKLY PASSAGE ! so?

Focus Words

Mia Hamm is considered the world’s best ! all-around women’s soccer player. She has scored more international goals in her career than any other player, male or female. Mia helped the U.S. national soccer team win the gold medal in the ! 1996 Olympic Games. Hamm was born in 1972, the same year the U.S. government passed a law called Title IX. The law forbids discrimination against girls or women in schools or colleges that receive money from the ! U.S. government.

In 1971, the year before Mia was born, fewer than 300,000 high school girls participated in school sports. But by 1997 that number had grown to over 2.4 million. Some people think that Title IX led to better, or more adequate, representation of women in colleges. For example, the year Mia Hamm was born, only 9% of medical degrees were earned by women. But by 1994, twenty-two years later, that percentage jumped to 38%. Many say that these examples illustrate how important it is to have

Why do you think people discriminate against female athletes?

laws that give both men and women the ! same opportunities in athletics as well as in ! college admissions. A recent case highlights the inequities of college funding for female sports. A judge ordered Indiana University of Pennsylvania to restore funding for women’s gymnastics and field hockey. The university wanted to focus its resources or funding on men’s football. But the judge said that money problems and a desire for football prestige were not excuses for violating Title IX. But is it appropriate for judges and lawyers to determine the sports programs at colleges? Some people feel that colleges know how to make the best decisions for their particular situations and that the law should be more flexible. What do you think? At your school is there a disproportionate representation of boys or girls on your sports teams? In other programs?

Do you think Title IX should be able to decide how schools spend their athletic resources?

!

TEACHER - Discussion Questions ! What kinds of inequities did female athletes face before the law was changed? ! Why do you think some colleges give more resources to sports like football or baseball? ! How did Mia Hamm illustrate that women can be athletically as great as male athletes? ! How did the US government provide adequate protection for women who wanted to go to medical school or law school? ! Why do you think there is a disproportionate number of women in sports? Is it because men are more athletic or is it because women don’t get the same opportunities?

Math Lesson Teacher Directions: Unit 2.06!

Title IX: Preventing discrimination against girls and women in sports and education?! !

PROBLEM OF THE WEEK Title IX was passed to end gender inequity in universities and other places that get public money. People disagree about what it means. What does it mean to give adequate support to both genders? What does proportionate representation mean? If more men than women play sports at a public university, is this disproportionate representation automatically a violation of Title IX? Or is it only a violation if female athletes are being denied a chance to play? At some colleges, some men’s teams were cut so that resources could be given to new women’s teams. Some people argue that men’s and women’s interest level should be considered. If fewer women than men want to play sports, they say, then it should be okay to have fewer women’s teams. !

!

The problems below illustrate two different ways to think about proportionate representation. In Option 1, a school thinks in terms of numbers. In Option 2, a school thinks in terms of interest level. !

! !

Option 1: At University X, the student body consists of 8,000 men and 8,500 women. Three hundred men play a varsity sport. This is 3.75% of male students. If University X wants the number of women playing varsity sports to be proportional to the number of men, how many women would have to play?

!

A) 300 B) 310 C) 319 D) 331

Option 2: To be in compliance with Title IX, schools have to show progress towards equity. At University Y, the student body consists of 10,000 men and 10,000 women. Five hundred men play varsity sports, and 150 women. A poll of the student body showed that twice as many men as women are interested in playing sports. Therefore, the athletic department wants to increase the number of female athletes by 20% each year until there are at least 250 female athletes. How many years will it take?

!

Answer: 3 years. With a 20% increase each year, there are 180 female athletes after 1 year, 216 after 2 years, and 259.2 after 3 years. Discussion Question: Does Title IX create new inequities in college sports? Some schools have cut men’s teams to fund women’s teams. Title IX opponents say that this helps only a few women, and inflicts disproportionate harm on male athletes in sports that don’t earn a lot of money, like wrestling or men’s gymnastics. Title IX supporters disagree. They point out that for years, far more resources have been given to men’s sports than women’s sports. If more men want to play sports, this just illustrates the consequences of past inequity. To give today’s women adequate opportunities to play sports, they must be given equal funding. What do you think? Is it okay to cut a men’s sport to fund a women’s sport? If not, where should the money come from?

1. Focus word recall activity (Puzzles - Beck/Snow #26) - For example, for resources: - I am thinking of a word that is related to supplies. - When writing an essay about a topic, you should use several ________ to gather information. - This word has 3 syllables. 2. Repeat game using 2-3 more focus words. 3. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, Onethird and 5/8 are disproportional fraction because they are not equal.) 4. Language acquisition strategy (Word relationships - Beck/Snow #15) Student will describe how two or more of the focus words might be connected or related. For example, inequity and disproportionate are related because both words describe a difference. 5. Transition to the WG math problem of the week. Ask the class to work in groups to solve option 1. 6. Ask a group to share and assess their work. 7. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. 8. If time, repeat steps 4-6 for option 2. 9. Summarize by asking students how they feel about the WG debate topic: “Should Title IX be able to decide how schools spend their athletic resources? How might information from the WG math problem of the week be used to formulate your opinion?” Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problemsolving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

Science Lesson Teacher Directions

Unit 2.06!

Does Title IX prevent discrimination against women and girls in sports and education?! THINKING SCIENTIFICALLY !

1.

Ms. Kahn’s class is discussing whether or not Title IX, a law enacted over forty years ago, has been effective in reducing disproportionate spending in boys’ and girls’ sports.! “My sister plays college basketball, and there wouldn’t even be a team, let alone adequate funding for uniforms and games, if it weren’t for Title IX,” says Marie.!

2.

“Yeah? Well, my brother is on the wrestling team at Central High,” says Alex, “and his team has to raise money for uniforms because they have to share half their resources and budget with girls! I mean, who ever heard of a girl wrestler?”!

3.

“That’s sexist! And totally old-school,” blurts Ally. “Women’s wrestling–and water polo, and boxing, and even race car driving–is a serious sport with professional athletes, both male and female. Your brother’s attitude just illustrates why Title IX is still so important.”! “But I’ve heard on the news that Title IX just takes money away from boys’ and men’s sports,” counters Alex. “So there might be more girls playing, but that’s because there are fewer boys. That’s unfair!”! “Alex, you are making a claim that Title IX laws, in effect, reduce the amount of boys participating in sports in favor of girls’ participation,” says Ms. Kahn, “but as a scientist you must remember that claims have to be supported with evidence.” !

4.

“I have some research data here that might help us decide if what Alex heard is true,” says Ms. Kahn. “We need to look at real evidence, not just opinions, to decide if there is inequity.”!

5. Male and Female Participation in High School Sports, 1972 - 2011 National Coalition for Women & Girls in Education http://www.ncwge.org/TitleIX40/Athletics.pdf

millions of students

5

6.

Focus word recall activity - Ask students “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all 5 focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists use an adequate amount of data before developing a conclusion.) Language acquisition strategy (Word relationships [clap, snap, or hand raise] - Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like: - unlimited resources to decorate your room. - five minutes of homework as an adequate amount for each night. - an inequity in equipment given to girls and boys during recess. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the line graph and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Should Title IX be able to decide how schools spend their athletic resources? What conclusions are illustrated from the graph? How can the conclusions be used during the debate?”

4 3

Female Athletes Male Athletes

2 1 0

1971-72

2010-11

Do these data provide evidence to support Alex’s claim that fewer boys play sports now than in the past? Why or why not? No, because in 1972, less than 4 million boys played sports, whereas more than 4 million boys played sports in 2011. What other evidence would you need to determine whether Title IX has been effective or not? Answers will vary.

Title IX became a law in 1972. After that, girls’ participation in sports increased by 980%. Many sports are played by both males and females; however, there are certain sports that are dominated by either males or females, not both. Do you think associating sports with a certain gender will ever disappear?

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables- Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question- Create a testable question that includes the independent and dependent variables. c. Form a hypothesis- Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure- Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing- Graph the data and label the independent and dependent variables on the axes. f. Analyze data- Explain experimental data using two or more of the focus words.

Unit 2.06!

Title IX: Preventing discrimination against girls and women in sports and education?! DEBATING THE ISSUE

Debate, Moderate, Evaluate..... Should Title IX be able to decide how schools spend their athletics resources?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.

Pro (Yes)

Con (No)

1. Title IX has led to a more adequate representation of women in colleges."

1. Colleges should be able to make their own decisions about their resources.!

2. Mia Hamm is a great illustration of why women and men should have the same opportunities in athletics and college admissions."

2. Since there is a disproportionate amount of boys to girls in professional sports, colleges need to be able to adequately divide their resources to match. (If there are more male sports teams they should have more resources)."

" "

3. The inequities of college funding for female sports is incredibly unfair because…"

"

4. College resources should be split fairly between female and male sports.

"

"

3. Because male sports are more popular than girl sports, inequities in funding are inevitable, or certain to happen.

" Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).

"

Note: In order to create a debate with clear pro and con sides the debate topic has been modified to: Should Title IX be able to decide how schools spend their athletics resources?

" To the left is a sample filled in pro/con chart. "

Encourage students to identify 3 arguments for the pro and 3 arguments for the con.

"

Encourage students to use at least 1 focus word in each of their arguments.

"

Social Studies Debate Teacher Directions: 1.

Unit 2.06!

Title IX: Preventing discrimination against girls and women in sports and education?! DEBATING THE ISSUE

Unit 3.01

Should school be Debate, Moderate, a place for debate?

Evaluate.....

DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________

Con ________________________

Moderator ____________________

Evaluator __________________

Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?

Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words

Previous Weeks Words:

Pro

Con

Moderator

Focus word recall activity - Tell students that we are going to wager on the words of the week. Have students close their eyes and notebooks so they can’t look at the words. Then ask a student to wager how many words they can list without pausing. If a student says they can list 2, ask for volunteers who think they can list 3. If there is a volunteer then continue the process. Give some sort of prize to the student who can list the most without pausing. 2. Language acquisition strategy (Word relationships [clap, snap, hand raise] - Beck/Snow #20) - I am going to say a couple of statements and I want you to snap your fingers really fast if you agree and snap your fingers really slowly if you disagree. Then I am going to ask you to explain your thinking so think really thoroughly about your answer. - Colleges need to illustrate that they feel female sports are important by giving them equal funding. - Since there are more professional male sports, it’s ok that resources are disproportionate. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on this week’s debate topic: “Should Title IX be able to decide how schools spend their athletics resources?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex. use of transition words use of accountable talk stems body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”

"

"

Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then, cohorts regroup to discuss the other sides arguments. Based on this discussion, cohorts develop counterarguments to refute the opposing sides position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.

"

Writing Teacher Directions: 1. Unit 2.06!

Title IX: Preventing discrimination against girls and women in sports ! and education?!

2.

WRITE ABOUT IT 3.

Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.

Focus Words inequity | resources | adequate | illustrate | disproportionate !

!

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

4.

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

!

Focus word recall activity - Ask the class, “How was the debate in Social Studies?” Then ask, “After debating/moderating/evaluating, what do you think about the topic of the week, ‘Should Title IX be able to decide how schools spend their athletic resources?’ Turn and talk. Try to use at least 3 focus words.” Share out. Language acquisition strategy (Word Relationships - Beck/Snow #15) Students choose two focus words and explain how they are connected. Teacher should be more interested in students’ thinking than in any single “correct” answer. Introduce WG free response - Tell the class, “You will now write a response to the question “Should Title IX be able to decide how schools spend their athletic resources?” You can use evidence from the WG article, the WG math problem, the WG science lesson,WG debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses. !"#$%$&'()*+,$-./$)0,$-'')+-1,23$4+-/,5-66+76+*-1,$4,.,+-2$-'-/,8*'$-./$/78-*.506,'*9*'$:7+/0$-./$6;+-0,0)2-+3$?.7:2,/4,$:;,.$'7.0*/,+*.4$-$:7+/$7+$6;+-0,$*867+1-.1$17$'786+,;,.0*7.$7+$,@6+,00*7."$

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Uses!appropriate! context!for!most! words!

Uses!appropriate!context! for!all!words!

Uses!no!words!of! the!week!in!task!

Uses!1=2!words!of! the!week!in!task!

Uses!3=4!words!of! the!week!in!task!

Uses!all!words!of!the! week!in!task!

Uses!no!words! from!previous! units!in!task!

Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!

!

!

How!many!of!the!words! taught!during'the'week!were! used?!

Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!

!

Uses!5!or!more!words! from!previous!units!in! task!

Unit 2.08!

Who is responsible for children’s health?
 ! WORDS OF THE WEEK FOCUS ! ! !obesity : (noun) state of being extremely overweight! FORMS/RELATED WORDS: obese! __________________________________________________________________________________________ EXAMPLES OF USE: Schools try to give students an opportunity to be active at least twice a week to prevent obesity.! __________________________________________________________________________________________ TURN AND TALK: What are some ways that you can try to prevent obesity in your own family?! __________________________________________________________________________________________

!primary : (adjective) most important; most influential! FORMS/RELATED WORDS: primary (n), prime! __________________________________________________________________________________________ EXAMPLES OF USE: By attending Saturday Academy, you are showing that your primary goal is to improve ! academically.! __________________________________________________________________________________________ TURN AND TALK: What other things can you do to prove that your primary goal is to improve your academics?! __________________________________________________________________________________________

!emphasize : (verb) show the importance of!

FORMS/RELATED WORDS: emphasizing, emphasized, emphasis, de-emphasize! __________________________________________________________________________________________ EXAMPLES OF USE: Teachers emphasize that to earn good grades, students should do homework daily.! __________________________________________________________________________________________ TURN AND TALK: Rewrite this sentence using the focus word: My mother made it clear to me how important it was to pick up my brother.! __________________________________________________________________________________________

!restrict : (verb) keep within limits!

FORMS/RELATED WORDS: restricts, restricting, restricted, restrictive, restriction! __________________________________________________________________________________________ EXAMPLES OF USE: Although the sign read “DANGER,” she entered the restricted area anyway.! __________________________________________________________________________________________ TURN AND TALK: Discuss a time when you were restricted from doing something.! __________________________________________________________________________________________

!multidimensional : (adjective) having many different sides or characteristics! FORMS/RELATED WORDS: dimension, dimensional, dimensionality! __________________________________________________________________________________________ EXAMPLES OF USE: Katniss, from the Hunger Games, is multidimensional because she has several traits such as intelligence, strength, and courage.! __________________________________________________________________________________________ TURN AND TALK: List three examples of things that are considered multidimensional.! __________________________________________________________________________________________




ELA  Launch  (Focus  Word  Introduction)  Teacher  Directions:  

"

1. Write  the  5  focus  words  on  the  board.  (Beck/Snow  #1)   2. Say  each  word  and  have  class  repeat  chorally.    Introduce  some  alternate  forms  of  the   word  (controversies,  controversial,  etc.)  and  have  class  chorally  repeat.    Clap  out  the   syllables  and  have  class  repeat  and  count  syllables.  (Beck/Snow  #2)   3. Language acquisition strategy - Model  a  different  language  acquisition  strategy  with   each  focus  word.  Encourage  students  to  use  the  focus  words  in  their  responses.    If   they  don’t,  provide  them  with  a  stem.    We  want  to  encourage  the  oral  use  of  the  focus   words,  so  ,  if  students  use  them  incorrectly,  spin  it  back  to  them  correctly,  but  do  not   tell  them  they  are  wrong.  Refer  students  to  their  vocabulary  page  to  see  deLinitions,   forms  of  words,  sample  sentence  and  turn  and  talk  questions  for  each  of  the  words:       a. obesity  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  When  I  think   about  obesity  I  think  about  health  problems.    What  about  you?  What  kinds  of   things  do  you  think  of  when  you  hear  the  word  obesity?  Elicit  and  record  student   responses.    People  who  eat  a  lot  of  fast  food  often  suffer  from  obesity  related  health   problems.    Schools  try  to  give  students  an  opportunity  to  be  active  or  exercise  at   least  twice  a  week  in  order  to  prevent  obesity.    Turn  and  talk:  What  are  some  ways   that  you  can  try  to  prevent  obesity  in  your  own  family?   b. primary  -­‐  Word  relationships  (Beck/Snow  #16).  There  are  many  reasons  why  I’ve   chosen  to  become  a  teacher.    Some  of  the  reasons  are:  I’ve  always  loved  school,  my   mother  is  a  teacher,  etc.  (List  any  examples  that  you  would  like).  The  primary   reason  is  my  love  for  children.  The  word  primary  means  the  biggest  or  the  most   important.  You  could  say  that  by  attending  Saturday  Academy,  you  are  showing  that   your  primary  goal  is  to  improve  academically.  Turn  and  talk:  What  are  some  other   things  you  could  do  to  prove  that  your  primary  goal  is  to  improve  academically?   c. emphasize  -­‐  Word  association—sentence  re-­‐write  (Beck/Snow  #14).  Teachers  like   to  stress  the  importance  of  homework.  Another  way  to  say  this  sentence  is  to  use   the  word  emphasize.  Teachers  often  emphasize  the  importance  of  doing   homework  everyday.  Using  a  form  of  emphasize,  rewrite  the  following  sentence   with  your  partner:    My  mother  made  it  very  clear  to  me  how  important  it  is  to  pick   up  my  brother  from  school.     d. restrict  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).    I  watched  a   scary  movie  recently,  and  someone  went  through  a  door  with  the  sign   “RESTRICTED  AREA.”  My  heart  started  racing  because  I  knew  there  was  something   dangerous  behind  that  door.    If  a  sign  states  this,  people  shouldn’t  go  in  there   because  someone  wants  to  limit  the  number  of  people  that  go  in  there.  Can  you   think  of  an  example  where  you  were  restricted  from  doing  something?   e. multidimensional  -­‐  Generating  examples  (Beck/Snow  #21).  You  may  not  realize  it   but  you  are  very  familiar  with  the  word  dimensional!  Ever  see  a  3D  movie?  Well,  3D   stands  for  3-­‐dimensional!  When  we  say  something  is  multidimensional  we  are   saying  it  has  many  sides  or  characteristics.  Material  things  can  be   multidimensional  like  a  box  or  a  water  bottle.  People  can  also  be   multidimensional!  Characters  in  books  are  typically  multidimensional  so  they   are  interesting  to  the  reader.  What  are  three  more  examples  of  things  that  are   multidimensional?

"Introducing the focus words through the OR weekly passage: F E L B I S "1. Read the passage aloud, stopping to ask N O P S E R S I ? H O debatable questions and elicit student T H L W A E H responses. Examples of possible debatable ’S

ELA Launch (Read Aloud) Teacher Directions:

Join the national conversation!

N E R D L I CH

What do you typically find in a vending machine? Do you feel these restrictions benefit kids? Explain.

How does LaTisha’s physical education compare and contrast to your own?

questions can be found to the left.

Word Generation - Unit 2.08

Focus Words obesity | primary | emphasize | restrict | multidimensional!

!

WEEKLY PASSAGE ! It’s lunch time and sixth-grader Oscar Villanova visits the vending machine. He pays for an orange juice and some cheese sticks, but he really wanted soda and chips. His school, Mildred Avenue, only sells school lunch and healthy snacks. Seventh-grader LaTisha Brown has diabetes. ! Her doctor says exercise will help her control ! the disease, but at school she only gets physical education once a week. Many children suffer from health conditions that ! are caused or made worse by their lifestyles. The number of U.S. children who are overweight or obese has doubled since the 1970s. Rates of childhood diabetes have also risen. These conditions can put children at risk for heart disease and other major killers later in life. These health issues are multidimensional problems with many different causes. Eating meals out, watching lots of TV, and not being active after school can cause too much weight gain. But there

are many things children can do to improve their health. Doctors say the primary focus for children ! should be eating healthy food and getting ! exercise every day. Schools are getting involved in solving the ! problem. Some, like Mildred Avenue, restrict ! the snacks students can buy. Others are offering more gym classes to emphasize the importance ! of exercise. But some people say it is parents who should take more responsibility for teaching ! children healthy behavior. Who is responsible for children’s health? Should schools be involved? What about teenagers? When do young people become responsible for their own health decisions?

In your opinion, is our school doing enough to fight obesity?

2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. 3. Introduce the question of the week, “Who is responsible for children’s health?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. TEACHER - Discussion Questions ! What are the two primary ways to control problems like obesity and diabetes? ! Obesity and diabetes are a multidimensional problems. In your opinion, what are some other causes? ! Are snack choices restricted at your school? ! Besides adding more fruits and vegetables, what healthy choices could the school lunch program emphasize?

Unit 2.08!

Who is responsible for ! children’s health?! !

PROBLEM OF THE WEEK ! In February 2010, Michelle Obama announced the Let’s Move campaign against childhood obesity. Fighting childhood obesity will be her primary mission as First Lady. Her approach is multidimensional: she wants to educate parents about nutrition, help families afford healthy food, and emphasize physical activity. She also wants to bring healthy foods to America’s schools. In the past, many school lunch menus were restricted to foods that were cheap and easy to prepare. !

Math Lesson Teacher Directions: 1.

2. 3.

! !

Option 1: To help schools afford to feed students, the USDA pays schools for each lunch served. It pays $2.68 for each free lunch. Some estimates say that low-fat, high-fiber meals with fresh fruits and vegetables would cost $5 each. How much would the per-meal payment need to increase to cover the cost of a healthier meal?

! ! !

A) about 28% B) about 50% C) about 100% D) about 87%

Option 2: The USDA pays schools for each lunch served. It pays $2.68 for each free lunch, $2.28 for each reduced-price lunch, and $.25 for each full-price lunch.

!

If f = the number of free lunches served, r = the number of reduced price lunches served, and p = the number of full-price lunches served, write an algebraic expression that shows the total amount each school receives in per-meal reimbursements. ! Answer: 2.68f + 2.28r + .25p

!

Discussion Question: Childhood obesity is a big problem. Doctors emphasize that fighting obesity requires a multidimensional approach. Kids need access to healthy food. They need to restrict their junk food intake. They need to exercise. The U.S. spends $150 million each year fighting obesityrelated illnesses, so fighting childhood obesity could save money in the long term. But in the short term, fighting obesity could be expensive. Schools today have tight budgets. Their primary concern is teaching kids. What are some inexpensive things schools could do to fight obesity? Ferran, L. (2010, February 9). Michelle Obama: ‘Let’s Move’ initiative battles childhood obesity. ABC News Online. Retrieved on July 17, 2010 from http://abcnews.go.com/GMA/Health/michelle-obama-childhood-obesity-initiative/story?id=9781473

!

NSLP Fact Sheet. (2009, August). National School Lunch Program. Retrieved on July 17, 2010 from http://www.fns.usda.gov/cnd/lunch/AboutLunch/NSLPFactSheet.pdf

4. 5. 6. 7. 8.

Focus word recall activity - Ask students, “Who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all 5 focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, sometimes teachers restrict students from using a calculator.) Language acquisition strategy (Word association - Beck/Snow #12) - Ask students to associate the statements below (posted or on Smart Board) with a focus word. Remind students while you have a specific focus word in mind, there could be multiple answers. The important thing is that they think, discuss, and formulate their answers. - One of the most important skills to learn in math is multiplication. (primary) - A rectangular prism has many sides. (multidimensional) - When I want to show the importance of a vocabulary word in my notes, I use my highlighter. (emphasize) Transition to the WG math problem of the week. Ask the class to work in groups to solve Option 1. Ask a group to share and assess their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for Option 2. Summarize by asking students how they feel about the WG debate topic: “Who is responsible of children’s health? Can the information in the WG math problem be used in your argument? Explain your answer.”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

Unit 2.08!

Who is responsible for children’s health?! THINKING SCIENTIFICALLY ! The students in Mr. Seemy’s class are getting ready for Wellness Week at Franklin Middle School. During Wellness Week, all students will participate in special activities that emphasize good health and well-being. Recently, the school decided to restrict the types of snack foods offered on the school lunch menu, and some students have complained that their favorite (unhealthy) snack foods are no longer available. Patrice, Erick, and Jacky are preparing a multidimensional presentation about how to make healthier food choices and prevent childhood diabetes and obesity.!

"

Science Lesson Teacher Directions 1.

“We’ll start with a ‘Snack Bar’ showing them a bunch of foods that are really bad for them. You know, Spicy Cheese Crunchies and Twinkle Cakes and all that stuff,” says Patrice. ! “Right! But remember we have to be careful to make our point clearly,” says Erick, “An unhealthy diet is the primary cause of obesity in children, but it’s not the only reason kids get too fat. Not being active plays a part too.”! “I found a calorie calculator online,” says Jacky, “let’s find out what kinds of physical activity are best for burning all the calories we consume when we eat Cheese Crunchies. Then we can show everyone during our presentation.”

2. 3.

Jacky found this topic very interesting and decided to investigate what kind of exercise burned the most calories.

Question: Which types of physical activity are most effective at burning calories consumed in common snack foods? Hypothesis:

4.

Jogging will be the most effective activity for burning

5.

calories for the average teenager. Procedure:

6.

1. Select a type of snack food. Record the amount of

""

calories in one serving size. 2. Go to http://www.healthstatus.com/calculate/cbc to calculate the number of calories burned by different types of physical activity. 3. Enter your weight, the type of physical activity, and the amount of time you have to exercise. 4. Record the number of calories burned for each Data:

type of exercise

Type of Physical Activity

Basketball - full court

Walking (4mph)

Number of Calories burned after 30 minutes of activity

256

121

Cycling Zumba Jogging (leisure) dance 93

Which types of exercise would burn off the calories in the Spicy Cheese Crunchies? How do you know? Full court basketball and zumba dance, because it burns more than 182 calories. If you ate one serving of Spicy Cheese Crunchies, about how long would you have to ride a bicycle to burn off the calories? Nearly 1 hour. 182 / 93 = 1.96 30-minutes of cycling.

165

185

The Center for Disease Control and prevention recommends that children and teens get at least 60 minutes a day of physical activity. What types of physical activity do you do daily? Weekly?

Focus word recall activity (Writing sentence stems - Beck/Snow #24) - Teacher will write all five focus words on the board and provide students with sentence stems. Students will complete sentence stems and share out responses. - The primary reason children suffer from obesity is… - It is important for parents to emphasize the importance of… - When planning a healthy diet, it is important to restrict… Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, scientists often debate because of the multidimensional perspectives surrounding a controversial topic.) Language acquisition strategy (Word relationships questions - Beck/Snow #16) Students will respond to questions that include two focus words and explain their answer. - What is the primary reason children suffer from obesity? - What is important for parents to emphasize and restrict when fighting childhood obesity? - What are some multidimensional aspects that affect childhood obesity? Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Jacky’s investigation and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “Who is responsible for children’s health? What information from the Thinking Scientifically exercise would be most useful to share in our school to help fight childhood obesity?”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.

Unit 2.08!

Who is responsible for children’s health?!

" Social Studies Debate Teacher Directions:

(SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).

"

DEBATING THE ISSUE

Debate, Moderate, Evaluate...

"

Should schools be more involved in improving children’s health?" Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.

Pro (Yes) 1. Schools have a responsibility to help obese students because children spend a great deal of their time in school."

"

2. Schools have the capacity to restrict the snack students buy whereas parents cannot control everything their children buy."

"

3. Gym classes can emphasize the importance of exercise much more than parents can.

Con (No) 1. Health issues are multidimensional problems with multiple causes and schools do not have all of the answers. Parents must take responsibility at home."

"

2. Schools must make academic education a primary focus, not obesity."

"

3. Parents and students have to take responsibility of the rise in obese children because schools cannot control what children are eating.

Note: This week’s debate has been reworded to make a more clear pro and con. - Pro will be that schools SHOULD be more involved in improving children’s health. - Con will be that schools SHOULD NOT be held responsible. Parents and students are more responsible for improving children’s health.

" To the left is a sample filled in pro/con chart. "

Encourage students to identify 3 arguments for the pro and 3 arguments for the con.

"

Encourage students to use at least 1 focus word in each of their arguments.

Unit 2.08!

Who is responsible for children’s health?! DEBATING THE ISSUE

Debate, Moderate, Evaluate…

Unit 3.01

Should school be a place for debate? DEBATING THE ISSUE Word Generation Debate Organizer Who’s who? Pro ______________________

Con ________________________

Moderator ____________________

Evaluator __________________

Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?

Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words

Previous Weeks Words:

Pro

Con

Moderator

"

"

Social Studies Debate Teacher Directions: 1. Focus word recall activity - Turn to your partner and try to list this week’s focus words without looking at the article or word wall. NOTE: you can decide to make this competitive by giving students only 30 seconds or a minute. Or tell students that the first group to raise their hand and say the correct focus words wins a reward. 2. Language acquisition strategy (Word relationships [word line] - Beck/Snow #19) - Give the students the prompts below and give 1 minute for them to answer the prompt with their partner. Then share out 1 or 2 responses. Repeat for each of the prompts. - How restrictive are your parents? My parents are very restrictive because… - How surprised were you at the obesity rates we discussed? - How surprised would you be if our school emphasized getting bad grades? 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should schools be more involved in improving children’s health?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (from both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (from both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex., use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10.Make sure all students have an assigned role. 11.Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12.Ask all evaluators to raise their hands. Ask, “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”

"

Alternate Debate Formats - After students get comfortable with the four-person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!) one pro cohort and one con cohort. Have the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner. They are just listening to their evidence carefully. Then cohorts regroup to discuss the other side’s arguments. Based on this discussion, cohorts develop counterarguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.

"

Writing Teacher Directions:

Unit 2.08!

Who is responsible for ! children’s health?! WRITE ABOUT IT

1. Focus word recall activity - Ask the class, “How was the debate in Social Studies yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, “Who is responsible for children’s health?” Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Example/non example Beck/Snow #22) - The teacher will describe situations and asks to students to respond to each as whether or not it illustrates the target word properly and explain their answer using the focus word. For example, What would show a restriction? - There are only 24 people allowed in the elevator at one time. - I am having an open house party. 3. Introduce WG short response - Tell the class “You will now write a response to the question, ‘Who is responsible for child’s health?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.

Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.

Focus Words obesity | primary | emphasize | restrict | multidimensional!

!

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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* This rubric can be supplemented with school-created writing process rubrics.

L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$ gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$

$

!

Accuracy$of$Use$I$ Is!the!word!used!correctly!in! form?$

Accuracy$of$Use$II$ Is!the!word!used!correctly!in! context?$

Frequency$of$Use$I$

$

$

$

Emerging$

Developing$$

Proficient$

Exemplary$

(1)$

(2)$

(3)$

(4)$

Rarely!uses! appropriate!form! for!words!

Uses!appropriate! form!for!some! words!

Uses!appropriate! form!for!most! words!

Uses!appropriate!form! for!all!words!

Rarely!uses! Uses!appropriate! appropriate! context!for!some! context!for!words! words!

Uses!appropriate! context!for!most! words!

Uses!appropriate!context! for!all!words!

Uses!no!words!of! the!week!in!task!

Uses!1=2!words!of! the!week!in!task!

Uses!3=4!words!of! the!week!in!task!

Uses!all!words!of!the! week!in!task!

Uses!no!words! from!previous! units!in!task!

Uses!1=2!words! Uses!3=4!words! from!previous!units! from!previous! in!task! units!in!task!

!

!

How!many!of!the!words! taught!during'the'week!were! used?!

Frequency$of$Use$II$ How!many!of!the!words! taught!from!previous'units! were!used?!

!

Uses!5!or!more!words! from!previous!units!in! task!

ELA  Launch  (Focus  Word  Introduction)  Teacher  Directions:  

Unit 2.12!

How should schools prevent bullying?
 ! WORDS OF THE WEEK FOCUS !amending : (verb) changing; adding to! FORMS/RELATED WORDS: amend, amends, amended, amendment! __________________________________________________________________________________________ EXAMPLES OF USE: Many people disagree with the idea of amending the Pledge of Allegiance.! __________________________________________________________________________________________ TURN AND TALK: Describe a task you completed in class where amending your work made it better.! __________________________________________________________________________________________

!equity : (noun) equality; equal status! FORMS/RELATED WORDS: inequity, equitable, equal! __________________________________________________________________________________________ EXAMPLES OF USE: Title IX attempted to create equity for men and women within college sports.! __________________________________________________________________________________________ TURN AND TALK: Discuss ways that we promote equity within our school.! __________________________________________________________________________________________

!constitutes : (verb) forms; creates! FORMS/RELATED WORDS: constitute, constituting, constituted, constitution, reconstitute! __________________________________________________________________________________________

!

EXAMPLES OF USE: Some believe qualities such as loyalty and honesty constitute a good friendship.! __________________________________________________________________________________________ TURN AND TALK: Explain what constitutes a good friendship to you.! __________________________________________________________________________________________

!resolve : (verb) solves a problem! FORMS/RELATED WORDS: resolves, resolving, resolved, unresolved, unresolved, resolution, resolvable! __________________________________________________________________________________________ EXAMPLES OF USE: Brian and Tasha were mad at each other, but they resolved their problem by discussing what was bothering them.! __________________________________________________________________________________________ TURN AND TALK: Describe a time when you had to resolve an issue in your life.! __________________________________________________________________________________________

!legislate : (verb) to create or control by making laws or rules! FORMS/RELATED WORDS: legislates, legislating, legislated, legislation, legislator! __________________________________________________________________________________________ EXAMPLES OF USE: Some schools believe they must create rules in order to legislate an end to bullying.! __________________________________________________________________________________________ TURN AND TALK: Do you think that the best way to stop bullying is by creating legislation? ! __________________________________________________________________________________________

"

1. Write  the  5  focus  words  on  the  board.  (Beck/Snow  #1)   2. Say  each  word  and  have  class  repeat  chorally.  Introduce  some  alternate  forms  of  the   word  (controversy,  controversies,  controversial,  etc.)  and  have  class  chorally  repeat.   
 Clap  out  the  syllables  and  have  class  repeat  and  count  syllables.    (Beck/Snow  #2)   3. Language acquisition strategy - Model  a  different  language  acquisition  strategy  with   each  focus  word.  Encourage  students  to  use  the  focus  words  in  their  responses.  If   they  don’t  provide  them  with  a  stem.  We  want  to  encourage  the  oral  use  of  the  focus   words,  so  ,  if  students  use  them  incorrectly,  spin  it  back  to  them  correctly,  but  do  not   tell  them  they  are  wrong.    Refer  students  to  their  vocabulary  page  to  see  deLinitions,   forms  of  words,  sample  sentence  and  turn  and  talk  questions  for  each  of  the  words:       a. amending  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  Editing  and   revising    are  strategies  we  use  to  amend  our  work.  Many  people  disagree  with  the   thought  of  amending  the  Pledge  of  Allegiance.  Turn  and  tell  your  partner  a  task   you  completed  in  class  when  you  amended  your  work  to  make  it  better.   b. equity  -­‐  Word  association  (sentence  re-­‐write)  (Beck/Snow  #14).  Recently  we   discussed  Title  IX  in  our  weekly  WG  passage  and  how  it  attempted  to  create  equal   status  for  men  and  women  within  college  sports.  Another  way  to  say  this  sentence   is  to  replace  “equal  status”  with  equity  because  these  terms  mean  the  same  thing.   So,  Title  IX  attempted  to  create  equity  for  men  and  women  within  college  sports.   Turn  and  talk  with  your  partner  about  some  ways  that  we  promote  equity  within   our  school?   c. constitutes  -­‐  Localize  the  term/Meaningful  example  (Beck/Snow  #3).  Punching,   teasing,  and  spreading  rumors  all  constitute  bullying.  To  some  people,  what   constitutes  a  good  friendship  are  qualities  like  loyalty  and  honesty.  For  me,  a   honesty  and  respect  are  two  qualities  that  constitute  a  good  friendship.  Turn  and   talk  with  your  partner  about  what  constitutes  a  good  friendship  to  you?   d. resolve  -­‐  Teach  etymology  (Beck/Snow  #9).  What  is  the  root  word  of  resolve?   That’s  right,  its  solve.  If  we  know  what  part  of  the  word  means,  it  is  much  easier  to   Ligure  out  what  the  whole  word  means.  What  is  the  other  part  of  the  word?  Elicit   student  responses  until  you  hear  “the  pre3ix  is  re.”  What  other  words  have  the  preLix   re?  Record  student  responses:  relive,  rewrite,  remember,  recycle,  etc.  I  think  we  are   getting  somewhere.  Let  students  give  possible  de3initions  and  then  state  that   resolve  means  to  solve  a  problem.  Turn  and  talk  with  your  partner  about  a  time   that  you  resolved  an  issue  in  your  life.   e. legislate  -­‐  Promote  interaction  between  the  text  topic  and  words  (Beck/Snow   #10).  Has  anyone  heard  of  of  the  word  legislate  before?  America  has  a  branch  of   government  called  the  legislative  branch.  This  branch  is  responsible  for  making   and  passing  laws.  Some  schools  believe  they  must  create  rules  in  order  to   legislate  an  end  to  bullying.  Do  you  think  we  should  amend  our  school  rules  to   stop  bullying?  Is  creating  legislation  really  the  best  way  to  resolve  the  issue  of   bullying?  Turn  and  talk  with  your  partner  to  discuss  the  best  way  to  end  bullying.   Note:  Make  sure  to  “restate”  student  responses  to  use  the  words.  For  example,   students  might  say,  “People  would  want  to  change  a  law  that  is  unfair.”  You  can  say,   “Right!  We  would  want  to  amend  a  law  if  it  does  not  promote  equity?”

"Introducing the focus words through the weekly passage: "1. Read the passage aloud, stopping to ask

ELA Launch (Read Aloud) Teacher Directions: Join the national conversation!

S L O O H C S D L U O H ? G N HOW S I Y L L U B T N E PREV Word Generation - Unit 2.12

After hearing Kendra’s story, what Focus Words advice amending | equity | constitutes | resolve | legislate! ! would you give to her? WEEKLY PASSAGE ! Do you people believe that schools should pass rules to Why might Kendra started at a new school in the seventh grade. think During her first week, a group of girls started teasing legislate an end to bullying. she be creating embarrassed her. They told her she was fat, ugly, and retarded. rules will Some people think schools should teach victims to Then more kids joined in. Now she gets called to tell her resolve the problem themselves. Victims of bullies prevent names every day. People push her in the hallways. should make sure they are always with a friend. parents or bullying in They steal her backpack and throw it in the trash. They should ignore the bullies and walk away. Or her teachers? Kendra wants help, but she is embarrassed to tell ! schools? they should learn to firmly tell the bullies to stop. Explain. Why or her parents or her teachers. She feels like everything why not? Some schools try to solve the problem by is her fault. Bullying is a big problem in schools today. Both boys and girls can be bullies or victims. Punching, teasing, and spreading rumors all constitute bullying. About half of all kids say they have been bullied at some point during their time in school. Many kids who are bullied have low self-esteem. Some try to avoid school. Some even think about killing themselves. It is important for schools to promote equity among all students. No one should be treated like they are less than anyone else. Therefore, many

focusing on the bullies. They send them to special classes to help them manage their anger. They teach them to solve conflicts with words. Other schools depend on teachers and administrators to solve the problem. They make sure adults carefully supervise the hallways and the cafeteria, where most bullying happens. Many schools have chosen to amend their rules to make it clear that bullying will not be tolerated. Is bullying a problem at your school? How do you think this problem should be solved?

What would be the most effective bullying policy in our school? What are the different components of your effective policy?

"2. "3.

!

debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. Introduce the question of the week, “How should schools prevent bullying?” and give students 3-5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. TEACHER - Discussion Questions ! Do you think your school promotes equity between students? ! What kind of behavior constitutes bullying? ! How could your school amend its rules to keep bullying from happening? ! How can parents and teachers help victims of bullying resolve the problem? ! Can a school legislate equity between students? Or do students themselves need to resolve the problem?

Unit 2.12!

How should schools prevent bullying?! !

"

Math Lesson Teacher Directions: 1.

PROBLEM OF THE WEEK ! Some bullying experts say that to stop bullies, we must amend the way we think about bullying. Bullying affects everyone. School communities should be based on equity and respect. How can this be true if some students torment others? Legislating anti-bullying rules is only a start. One expert named Dan Olweus says that to stop bullies, entire school communities must resolve to end bullying. He says that onlookers who watch victims get bullied constitute part of the problem. !

! !

2. 3. 4.

Option 1: Last week at Victory Middle School, there were 11 bullying incidents in 11 different classrooms. Say that for each incident, there are at least 5 onlookers. Which of the following is true?

! ! !

A) There were a minimum of 55 onlookers. B) There were at least 35 onlookers.

5.

C) There were a minimum of 20 onlookers.

6. 7.

D) There were a maximum of 50 onlookers.

Option 2: The National Center for Education Statistics reported that in 2007, 32% of students aged 12-18 reported being bullied in the past year. If this is still true today, and three students are chosen at random, what are the chances that at least one of them has been bullied in the past year?

!

!

Answer: about 69% (Teacher’s Note: The chances that none of the three students were bullied is .68 x .68 x .68 ! .314, so that chances that at least one was bullied is 1 - .314, or .686) Discussion Question: When bullying makes the news, people react angrily. Principals resolve to establish equity among students. Teachers amend classroom rules. Government bodies debate antibullying legislation. But bullying is not a problem that flares up occasionally. Statistics show that bullying is widespread. In 2007, 32% of students in the U.S. aged 12 – 18 reported being bullied at school in the past year. For 21%, the bullying consisted of teasing. For other students, the bullying involved tripping, shoving, being spat on, or other cruel behavior.

!

Do these statistics sound right to you? If 32% of students are bullied, then what percent of a school community is likely to be involved in bullying, either as bullies, victims, or onlookers? Fifty percent? Seventy percent? One hundred percent? Explain your estimate.

National Center for Education Statistics. (2009). Indicators of school crime and safety: 2009. Retrieved on July 21, 2010 from http://nces.ed.gov/programs/crimeindicators/crimeindicators2009/key.asp

8. 9.

""

Focus word recall activity (Puzzles - Beck/Snow # 26) - For example, for resolve: - This word has 2 syllables. - When having problems with a friend, you may find a mediator to help _____ the problem. Repeat guessing game with 2 other focus words or assign students a focus word to develop their own guessing game to share with the class. Ask students to think about how one of the five focus words can be used in a math classroom. Turn and talk. Then share out as a class. (For example, using a strategy may help you constitute an answer to a mathematical problem.) Language acquisition strategy (Generate examples - Beck/Snow #21) Teacher will divide class into groups and have each group develop a list that describes a focus word. For example: - Name two classroom rules you would like to amend. - Explain two occupations that shows equity in the salaries to male and female professionals. - Two techniques friends can use to resolve a problem. Transition to the WG Math problem of the week. Ask the class to work in groups to solve option 1. Ask a group to share and justify their work. Now ask another group to share and justify their answer using two of the focus words. Then ask another group to use four, then all five. If time, repeat steps 4-6 for option 2. Summarize by asking students how they feel about the WG debate topic: “How should schools prevent bullying?”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. All activities are relevant to the Common Core Standards for Mathematical Practice and problem-solving strategies which could be used at any point throughout the school year: a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask themselves” the following questions: 1) What relevant information do I have? 2) What am I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my answer is correct? b. Eliminating distractors - Ask students to justify their multiple choice answers AND explain why they eliminated the other three options. This will help students pinpoint possible errors that might lead them to an incorrect answer. c. Justifying an extended response - Ask students to develop a structured short response to the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it, Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses. d. Curriculum connection - Ask students to make a connection between the content of this week’s WG math problem and the current curriculum.

"

Science Lesson Teacher Directions: Unit

1.

2.12!

How should schools prevent bullying?! THINKING SCIENTIFICALLY ! In 2010, President Obama made a speech about bullying to support the “It Gets Better” project, which was founded to bring attention to bullying, and to young people who had committed suicide because they were gay or were thought to be gay. In his speech, the President said:!

2.

“We’ve got to dispel the myth that bullying is just a normal rite of passage – that it’s some inevitable part of growing up.! It’s not.! We have an obligation to ensure that our schools are safe for all!of our kids.”" Although parents, teachers, and especially young people agree with the President, bullying is still a difficult issue to resolve. Most teens know what constitutes bullying, but they still engage in it or feel powerless to stop it. Some people believe laws should be amended to make bullying a crime. Others are concerned that harsh legislation just creates more rules instead of teaching teens how to treat each other respectfully. They worry about equitable treatment for children who have been bullied as well as appropriate consequences for children who have bullied.

3.

The students in Mr. Seemy’s class wants to find out how common bullying is at Franklin Middle School. They have identified four types of bullying: verbal, physical, social, and cyberbullying. They are going to ask their classmates how often the types of bullying happen that their school.

4. Type of bullying

Description

Verbal

Insults, name calling, derogatory remarks, teasing.

Physical

Pushing, shoving, tripping, spitting, or hitting. May also include stealing or hiding belongings.

Social

Excluding or isolating from play, activities, or events.

Cyber

Hurtful texts, emails, posting embarrassing pictures or starting rumors on social networking sites. May also include fake websites or profiles.

Approximately how often do you see this type of bullying in your school? > Once/ Day

Once/ Week

Rarely/! Never

6.

""

> Once/ Day

Once/ Week

Rarely/! Never

> Once/ Day

Once/ Week

Rarely/! Never

Do a quick survey with your class to find out approximately how often the students in your class notice the different types of bullying in your school.

According to the data you collected, what type of bullying is most common at you school? Least common?

Teachers are to manage this activity in a way they feel is appropriate given their specific time constraints.

5.

What other types of questions could you ask to find out about bullying at your school? What else would you like to know?

Focus word recall activity - Ask students “who can remember one of the focus words without looking at their WG notebook or the word wall?” Continue until all five focus words are recalled. Record on the board. Ask students if anyone can remember all five focus words without looking. Make a game out of it. Ask students to think about how one of the five focus words can be used in a science classroom. Turn and talk. Then share out as a class. (For example, Scientists resolve problems by developing testable solutions.) Language Acquisition Strategy (Writing [Sentence Stems] -Beck/ Snow # 24) - Teacher provides students with sentence stems and asks them to complete. - The teacher is amending her lesson plan because… - The teacher shows equity when assigning classroom jobs by… - The rule constitutes a change because … - The fight was resolved by… - The principal legislates the schools rules because… Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze Mr. Seemy’s class research and answer the two questions at the bottom of their page. Ask a group to share their answer to each question and to use at least 2 focus words in their responses. Summarize by asking students how they feel about the WG debate topic: “How should schools prevent bullying?” How might the information from Mr. Seemy’s class research be used to justify your opinion?”

Possible Extensions: Below you will find a list of suggested extension or homework activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most meaningful for your students: a. Identifying variables - Identify the control(s) and variables in the experiment: independent, dependent, and constants. b. State the question - Create a testable question that includes the independent and dependent variables. c. Form a hypothesis - Create a new relevant hypothesis that states the relationship between variables and draws upon given background information. d. Design a procedure - Create a new procedure that reduces the previously identified limitations in the experimental design. e. Graphing - Graph the data and label the independent and dependent variables on the axes. f. Analyze data - Explain experimental data using two or more of the focus words.

Unit 2.12!

How should schools prevent bullying?! Debate, Moderate, Evaluate..... Schools should amend their rules to prevent bullying."

"

Write down pro and con arguments based on the article, the WG math lesson, the WG science lesson, as well as ideas that you generate yourself. Use as many focus words as you can.

Con

1. Schools must respond to bullying with new rules because bullying constitutes a huge problem for student learning. "

1. School communities should be based on equity and respect, not on only doing something because it is a rule."

2. School-wide rules to prevent bullying will promote equity among all students."

2. Legislating anti-bullying rules won’t stop bullying. Schools need to target the actual victims and bullies."

" "

3. The only way for schools to prevent bullying is to pass legislation that makes it “illegal” to bully in school."

"

4. We need to amend the rules around bullying in schools so there are harsh consequences that prevent bullies from attacking students.

" "

Social Studies Debate Teacher Directions: (SEE NEXT PAGE FOR STEPS FOR TEACHER DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).

"

DEBATING THE ISSUE

Pro

!

3. Bullying can be resolved by teaching victims and bullies in special classes or mediation. Rules do not have to be amended to make this change.

Note: This week’s debate wording has been changed to make clear Pro and Con statements. - Pro - Schools SHOULD amend their rules to prevent bullying. - Con - Schools SHOULD NOT amend their rules to prevent bullying.

" To the left is a sample filled in pro/con chart. "

Encourage students to identify 3 arguments for the pro and 3 arguments for the con.

"

Encourage students to use at least 1 focus word in each of their arguments.

How should schools prevent bullying?! Unit 3.01

Should school be ISSUE DEBATING THE a place for debate? Debate, Moderate, Evaluate..... DEBATING THE ISSUE

Word Generation Debate Organizer Who’s who? Pro ______________________

Con ________________________

Moderator ____________________

Evaluator __________________

Moderator Sentence Stems: What I heard you say is… I believe you said … Correct me if I am wrong, but I thought I heard you say… Based on what I heard, I think that you really believe… Do you agree with your opponent’s argument that… Can you provide some evidence to back that up?

Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses during the debate.) Focus Words

Previous Weeks Words:

" "

Social Studies Debate Teacher Directions:

Unit 2.12!

Pro

Con

Moderator

1.

Focus Word Recall Activity - Students can play “Popcorn” in order to say the 5 focus words. Let students call on the next student who has to list a word. If they don’t know they can say, “pass” and call on another student to help. Continue until all 5 words have been stated. 2. Language acquisition strategy - Word relationships [clap, snap, or and raise hand] - Beck/Snow #20) - Snap quickly to show how much you would like the statement or snap slowly if you do not like the statement. Ask students to explain why they either like the statement or dislike it. - An amendment to school rules that states tests are no longer a part of students grades. - Schools promoting equity by legislating a school uniform policy. 3. If necessary, ask students to briefly review the WG article of the week. 4. Pro or Con? - Ask students to turn and talk and share their own opinions on this week’s debate topic: “Should schools amend their rules to prevent bullying?” Remind students that they can use evidence from the article, the WG math problem, the WG science lesson, or their own experience. 5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a previous week. 6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for examples) 7. Explain 4-person debate structure: - Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this week and previous weeks) - Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each speak, moderator summarizes arguments and recalls focus words used. - Evaluator - Tallies the number of focus words used by pro, con and evaluator. 8. Hand out and explain debate organizer. Make sure students sit in groups of 4. 9. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a volunteer moderator. The teaching point that you model will change over time based on strengths/ weaknesses you saw in the previous week’s lesson (Ex. use of transition words, use of accountable talk stems, body language, analyzing evidence, etc.). 10. Make sure all students have an assigned role. 11. Say, “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use of focus words. 12. Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What focus words from previous weeks did you hear? What focus words did you hear least often?”

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Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate structures, such as: Classroom Court Room: Split up students into two EVEN cohorts (call them that!), one pro cohort and one con cohort. Ask the groups choose their 3-5 best pieces of evidence that support their claim. Then have the two groups line up facing each other in straight lines. Each student will partner up with the person standing directly across from them and state their pieces of evidence. BE SURE THAT students are not debating with their partner they are just listening to their evidence carefully. Then cohorts regroup to discuss the other side’s arguments. Based on this discussion cohorts develop counter-arguments to refute the opposing side’s position. Finally, have cohorts face each other again and have a show down where the groups debate freely giving their evidence and counter points. - Management suggestions for the debate: students can put up one finger if they want to respond to a comment and 2 fingers up when they want to state a new comment. - Make decisions when to move on from a piece of evidence. Have the groups take turns stating pieces of evidence and giving counter arguments.

Writing Teacher Directions:

Unit 2.12!

1. Focus word recall activity - Ask the class, “How was the debate in Social Studies? After debating/moderating/evaluating, what do you think about the topic of the week, “How should schools prevent bullying?” Turn and talk. Try to use at least 3 focus words.” Share out. 2. Language acquisition strategy (Word relationships [claps, snap, or hand raise] Beck/Snow #20) Clap to show how much (not at all, a little bit, a lot) you would like : - to resolve the problem of littering at the park. - to amend your curfew time. - to constitute a uniform policy/new uniform policy in our school. 3. Introduce WG free response - Tell the class “you will now write a response to the question ‘How should schools prevent bullying?’ You can use evidence from the WG article, the WG math problem, the WG science lesson, WG social studies debate, or your own experience. Use all 5 focus words from the week, plus words from previous weeks.” This assignment can change throughout the year depending on the needs of the students or units of study. For example, you can start with simple sentence writing, transition into paragraphs, and then write different types of responses such as: argumentative, informational, letters to an editor, narrative, etc. 4. Assess using the academic language rubric - Use the academic language rubric below and on the next page to assess student WG short responses.

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How should schools prevent bullying?! WRITE ABOUT IT Use the focus words from this week and previous weeks in your response. Support your position with clear reasons and specific examples.

Focus Words amending | equity | constitutes | resolve | legislate!

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