conversation practices days 1 – 3 - schoolwires · 2015. 8. 15. · 6th grade 1!...

6th Grade

1 Academic English Mastery Program

Conversation Practices Days 1 – 3

Overview: This series of lessons are intended to be delivered for forty-‐five minutes to one hour over the course of three days. Please adjust the time and number of days according to the needs of your students.

AT-‐A-‐ GLANCE California State Standards

CSS 6EE.2c. Perform arithmetic operations, including those involving whole-‐number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). CCSS Mathematical Practice 3 Construct viable arguments and critique the arguments of others. CCSS Speaking and Listening 6.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

OBJECTIVE

Students will be able to use Standard English in Mathematics to produce complex oral output using all four conversation skills: (CREATE, CLARIFY, NEGOTIATE and FORTIFY) to interact and communicate their ideas with others.

Depth of Knowledge Levels

DOK1: Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. DOK 1: Recall, locate basic details DOK 2: Give examples DOK 3: Support ideas with details and examples DOK 3: Explain ideas using supporting evidence DOK 3: Justify or critique conclusions drawn DOK 4: Analyze discourse styles

Essential Question

What makes an answer reasonable?

Access Strategies

Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers

Protocols • Moment of Silence

• Silent Appointment • Fish Bowl • Raise a Righteous Hand

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• Turn and Talk • Think-‐Pair-‐Share • Give one, Get One • Musical Shares • Pick A Stick • Call and Response

Materials

• Please Excuse My Dear Aunt Sally Music Video http://www.teachertube.com/video/pemdas-‐rap-‐79967

• PEMDAS video: https://www.youtube.com/watch?v=4xsyXu9J8CA#t=108 • Advanced Graphic Organizer • Facebook Math Problem • Constructive Conversation Skills Mat • Math Constructive Conversation Skills Mat • Facebook Math Problem • Geometric Figures • Operational Symbols • Culminating Task Handout • Math Paired Conversation Protocol • Math Journal

Key Vocabulary

*Day 1 Day 2 Day 3 Order of Operations Parenthesis Exponent Multiplication Division Addition Subtraction Symbols Numerical Expressions

Reasonable Argument Critique

Review of Vocabulary from Days 1 & 2

Resources Academic English Mastery Program Resources and Publications (Available from AEMP Website-‐ http://achieve.lausd.net/Page/191) Teachers Guide to Supporting African American Standard English Learners Teachers Guide to Supporting Mexican American Standard English Learners Teachers Guide to Supporting Hawaiian American Standard English Learners Hollie, S. (2015). Strategies for Culturally and Linguistically Responsive Teaching and Learning . Huntington Beach, CA: Shell Education. Conversation Analysis Tool (CAT), Jeff Zwiers Resources and Tools: http://jeffzwiers.org/tools-‐-‐resources.html

*Teacher introduces vocabulary on Day one and revisits vocabulary on subsequent days for deeper understanding.

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Math Constructive Conversation Skills Poster Math Paired Conversation Protocol

Culminating Task

Students will create numerical expressions that models the order of operations. In cooperative groups students will practice constructive conversations to argue the reasonableness of their model and solution. Writing Task: In pairs using their Math Journal, students will create and model a numerical expression using geometric pattern blocks and describing the order of operations used to simplify their expression.

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DAY 1 California State Standards


CLR Objective Students will be able to use Standard English in Mathematics to produce complex oral output while employing the conversation skills CREATE and CLARIFY to interact and communicate their reasoning for their proposed solution.


DOK1: Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. DOK2: Give examples.

Essential Question


Access Strategies


Protocols § Moment of Silence

§ Raise a Righteous Hand § Give One, Get One

Materials • Facebook Word Problem • PEMDAS Advanced Graphic Organizer, • Constructive Conversation Skills Mat • Math Constructive Conversation Skills Mat

Key Vocabulary

§ Order of Operations § Parenthesis § Exponent § Multiplication § Division § Addition § Subtraction § Symbols

Opening Say: I need help! While browsing Facebook the other day, I noticed a numerical expression

posted. Several people commented on this post. Each person submitted a different solution

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and argued why their solution was correct. Some people began to critique the responses of others. Others even provided evidence to justify why their answer was reasonable. Can you assist in helping the social media community find a reasonable solution to this debate? The problem read:

Say: During the next 3 days we will learn skills that will help us continue to have constructive, meaningful, useful and academic conversations all year long. The four skills are CREATE, CLARIFY, FORTIFY and NEGOTIATE. We will use these skills to help us explore this question, “What makes an answer reasonable?” As we explore the topic, we will view more visual and written texts that will help us think about how to answer our essential question. Say: When we have conversations we will follow some conversation norms. Teacher reviews the conversation norms chart. Teacher will model each norm. Say: Today, we are going to be introduced to constructive conversation skills that will help us communicate ideas and solve Math problems. The conversation skills we will learn about today are CREATE & CLARIFY. When we CREATE, we say what we think or notice about something. We will work together in a variety of collaborative groups, creating our ideas and/or opinions, and sharing them while adapting our speech and using standard English as appropriate for the situation. When we CLARIFY we seek to clearly understand what our partners are saying. When CLARIFYING, we listen, paraphrase, and ask questions to make sure we fully understand what was said. Distribute and refer to Constructive Conversation Skills Mats.

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

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Remind students to use their think time. Prompt students when it is time to share with their ideas with their partners. Have students “Raise a Righteous Hand” to share their responses. Refer to posted lesson objectives/standards. Say: Today you will “use your think time,” while observing a “Moment of Silence,” as you think about the Facebook projected on the board. (The teacher should print and display the Facebook post handout)

Model/Guide

Say: The skill we are working on today is CREATE, which means we are sharing our ideas and initial solutions. Model the hand gesture and phrase for CREATE-‐ hands starting on each side of the head with fingers closed, make an exploding motion with hands and fingers, and finishing with them spread wide on each side in the air. Have class practice the hand gesture and saying together a few times. Say: To share our ideas, we will use the language of the skill CREATE. We will use phrases like: “One idea could be…”, “My idea is…”, “I think…” Display the chart of the Response Starters. Have one half of the room read the prompt starters and have the other half of the class read the corresponding response starter.

CREATE

Prompt Starters: What is your idea? How can we combine these ideas? What do we need to do? What are other points of view? What do you think about…? Why…How…I wonder…

Response Starters: One idea could be … My hypothesis is… That reminds me of… I noticed the pattern of… I think it depends on…

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The teacher introduces and models the hand gesture for CLARIFY. (The teacher places their hands over eyes and gestures as if focusing binoculars.) Say: We are also going to make sure we use vocabulary specific to Mathematics. I will chart those vocabulary words so we can also refer to them

during our conversations. Say: We are going to share our ideas with a partner. Let’s revisit our Conversation Norms. The second conversation norm is, “Use the language of the skill.” Demonstration The teacher will select a student volunteer for a fish bowl. MODEL Student A: How do I begin to solve this problem? (Create) Teacher: I think it depends on the order of operations. Student B: What do we need to know to carry out the order of operations? (Create) Teacher: In order to solve this equation correctly we need to learn where to begin solving this multi-‐step problem. (Clarify) Debrief Teacher: Converse with your partner. Answer the following prompt: How did my partners and I demonstrate use of the language for CREATE & CLARIFY? After 1 minute, bring the students back to share-‐out. Targeted Response: I heard you sharing ideas and using the language of the skill to start statements and ask questions.

Clarifying

Prompt Starters What does that mean? What do you mean by....? Say more about… Why... How…What…When… Can you be more specific? Does that make sense? Do you know what I mean? What do you think?

Response Starters I think it means… In other words, Let me see if I heard you right… In other words, you are saying that… What I understood was… It sounds like you think that… A different way to say it...

Vocabulary Parenthesis Solution Exponent Division Subtraction Multiplication Addition Reasonable Operations Justify Equation Critique Problem Argue Order of Operations

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Practice Say: We will use a graphic organizer to assist with solving my Facebook dilemma. Organize your work using the advanced graphic organizer. Distribute copies of the advanced graphic organizer. Students solve Facebook problem independently (5 mins). Next, students engage in the give one get one protocol to practice constructive conversation skills in order to clarify problem and create ideas for solving it.

Note: Observe students as they participate in conversations. The following formative assessments are located in the resource packet.

• “Student Observation Tool for Using Complex Output” • “Formative Assessment Tool for Academic Interactions”

Students will Raise A Righteous Hand to share their solutions. Be sure to provide verbal praise to students who follow the conversation norms and use the appropriate language of the discipline and language skill.

Wrap -‐Up Say: Today, we discussed important Conversation Skills. We learned how we might CREATE & CLARIFY ideas for problem solving. I modeled Conversation Norms that remind us to listen respectfully and to use the language of the skill when speaking. Most of all, you worked with partners to practice building constructive conversations about Order of Operations. Tomorrow, we will continue to learn conversation skills that will help us communicate effectively.

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CLR Objectives

Students will be able to use Standard English in Mathematics to produce complex oral output while employing the conversation skills: NEGOTIATE and FORTIFY to interact and communicate their ideas with others.


DOK 3: Explain ideas using supporting evidence DOK 3: Justify or critique conclusions draw

Essential Question


Access Strategies


Protocols • Silent Appointment

• Pick A Stick • Call and Response • Musical Shares

Materials • Constructive Conversation Skills Mat

• Math Journal Key Vocabulary

• Argument • Critique

Resources Same as Day 1

Opening Say: Thinking back to our Facebook dilemma, based on your work yesterday we have narrowed our responses to two answers! The two solution choices are 10 and 58! Two totally different solutions right? When reading the responses, I can see how one will derive at this solution and have correctly performed all of the mathematical operations. However, there is only one correct answer! So which solution is correct? Why? How might you argue your solution? Why is your solution reasonable? What mistake might the other person have made?

Model/Guide Say: Yesterday we practiced some of the Conversation Norms and Skills. Today, you will explain your ideas using targeted transitional phrases and evidence from your, notes, math

• Same as Day One • Reasonable

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book, and your personal experiences. This is called FORTIFYING and NEGOTIATING. This will also require that we take turns and build on each other’s ideas. In order to learn from each other, we have to share our best thinking and listen carefully so we can add supporting evidence to fortify ideas. Taking turns is everyone’s responsibility. Remember, the goal of constructive conversations is to learn from each other. Introduce the hand gesture for FORTIFY (teacher places his/her hands by her head as if showing off muscles). To help us remember the skill we are practicing, we are going to be using a corresponding phrase “make our ideas stronger”. Teacher will explain to students that we use this gesture to show when we have new supporting ideas. Say: When we FORTIFY ideas, we make our ideas stronger. Introduce the charts for transition starters and fortifying sentence starters.

Say: We will also gather evidence from a visual text that further discusses the order of operations. We will use the evidence presented in this evidence to negotiate or support opposing opinions. In order to fortify complex text, students identify and evaluate multiple examples of evidence. We will practice Negotiating ideas, which include challenging an idea by presenting counterexamples or other ideas that oppose or compete with it. Introduce hand gesture for NEGOTIATE. To help us remember we are going to be using a synonymous phrase and gesture. (Teacher extends arms with palms upturned and moves arms in balancing motion.) Teacher will explain to students that we use this gesture to show when we NEGOTIATE our ideas. When we negotiate ideas, we challenge someone’s idea by presenting counterexamples or other ideas that oppose or compete with it.

Fortifying Sentence Starters

Prompt Starters

Can you give an example from the text? What are examples from other texts? What is a real world example? Are there any cases of that in real life? Can you give an example from your life?

Response Starters For example, In the text it said that… Remember in the other story we read that… An example from my life is One case that illustrates this is… Strong supporting evidence is

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Demonstration Ask for a student volunteer. NON-‐MODEL (Non-‐models will be included in some lessons. Please use your discretion as to whether or not you want to present a non-‐model to your class. However, presenting a model is not optional because it makes expectations clear to students.

Model Student A: Can you give an example from the video that models the order of operations? (Fortify) Student B: For example, when the rapper says Oooo and puts his hands around his mouth, he is modeling the use of parenthesis first. (Fortify) Student A: Can you explain why the rapper referred to PEMDAS during the video? Student responds in a clear voice. (Negotiate) Student B: That makes me think of a visual and verbal cue to help me remember the order of operations (Negotiate) Debrief Teacher: How did the students demonstrate the use of Fortify and Negotiate prompt starters during their conversation? How might the use of prompt starters assist students in respectfully disagree? After 1 minute, bring the students back to share their responses. Targeted Response: The students began their response with phrases that showed evidence from the video. Students asked questions in order to respectfully explain and support reasoning. Project the Math video “Please Excuse My Dear Aunt Sally” by Mr. Que. http://www.teachertube.com/video/pemdas-‐rap-‐79967. We will take notes using the “Stop and Jot,” strategy in order to stop the video and write notes in their Math Journal. Students will have several opportunities while watching the video. Students will need notes later when sharing with classmates.

Negotiating Sentence Starters

Prompt Starters Can you explain why you…? Can you clarify where you…? How does the sample problem help us? How did you get this answer? How is that evidence stronger than this evidence?

Response Starters If we ____, then we need to____ because… In math, we always need to … We can’t do that because it… That is a valid point, but… Even though it seems that…

Practice Students will engage in the “Musical Shares,” protocol in order to converse with a partner while practicing the language of the skill in order to FORTIFY and NEGOTIATE. Using the Musical Shares protocol, students will circulate/dance around to the music until it stops. Once it stops, they will partner up with the person closest to them and respond to the prompt: What evidence can you provide from the video which supports your reasoning in terms of Order of

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Operations? (Repeat the musical shares rotation 3 times-‐ each time instructing the students to use their notes less and less. By the last share, students should NOT use their notes.) Say: You are going to make a “Silent Appointment” with a partner from a different group. Make eye contact. Cross your arms over your chest when you’ve identified your partner. Move quietly to your partner and form a “house”. (This is done by each student connecting their palms in the air). Once with your partner share your solution and justify your answer. Explain why your answer is reasonable. Teacher: Converse with your partner. Answer the following prompt: My solution is? Explain why. Be sure to use the Prompt Starters and Response Starters from NEGOTIATE during your discourse. After 2 minutes, bring the students back to share. Use a Culturally Responsive Call and Response to prompt students’ transition back to their seats. Teacher: When I move you move… Students: Just like that (Repeat 3-‐5 times) Use Pick A Stick to select students who will share their solutions and justify why their answer is reasonable. Teacher shares that the correct answer is 58 and explains how the answer was derived. Teacher also entertains any questions or comments students may have around this solution.

Wrap -‐Up Say: Today, we participated in constructive conversations using the skills FORTIFY and NEGOTIATE. We shared our responses and thoughts around the Facebook problem. We used our conversation norms to remind us to listen respectfully and use the language of the skill when speaking. Tomorrow we will engage in our culminating activity!

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CLR Objectives

Students will be able to use Standard English in Mathematics to produce complex oral output using all four conversation skills: CREATE, CALRIFY, FORTIFY and NEGOTIATE to interact and communicate their ideas with others.


DOK1: Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. DOK 1: Recall, locate basic details DOK 2: Give examples DOK 3: Support ideas with details and examples DOK 3: Explain ideas using supporting evidence DOK 3: Justify or critique conclusions drawn DOK 4: Analyze discourse styles

Essential Question


Access Strategies


Protocols • Ink-‐Think-‐Pair-‐Share

• Call and Response

Materials • Geometric Pattern Blocks • Math Paired Conversation Protocol • Math Journal • Conversation Analysis Tool (CAT) • Culminating Task Handout

Key Vocabulary

• Review Vocabulary from Days 1 and 2

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Resources • Same as Days 1 and 2 • https://www.youtube.com/watch?v=4xsyXu9J8CA#t=108

Opening Say: Yesterday we practiced more of the Conversation Norms and Skills. Today, you will use all four skills during our culminating activity. While working cooperatively remember to take turns and build on each other’s ideas. In order to learn from each other, we have to share our best thinking and listen carefully so we can add supporting evidence. Taking turns is everyone’s responsibility. Remember, the goal of constructive conversations is to learn from each other.

Model/Guide

Say: Today we will review the order of operations. Please watch the following video be prepared to Ink-‐Think-‐Pair-‐Share your thoughts around this video with your elbow partner. Project the following video https://www.youtube.com/watch?v=4xsyXu9J8CA#t=108 as a review. Demonstration The teacher will select three students to model the use of the four Conversation Skills. MODEL Student A: What do you think about the order of operations? (Create) Student B: I noticed there is a pattern using PEMDAS. (Create) Does that make sense? (Clarify) Student C: In other words, you are saying that the order of operations can be better explained by using P-‐ parenthesis, E-‐exponents, etc. in a specific order. (Clarify) Can you give an example from the video? (Fortify) Student A: In the video it said to solve the expression from left to right. (Fortify) What is your opinion? (Negotiate) Student B: Even though we must solve the expression from left to right, we must be sure to do so only when dividing and multiplying or adding and subtracting. (Negotiate) Student C: That is a valid point, but I have to remember to do that when solving numerical expression.

Practice

Introduce the culminating task. Prompt: Create a numerical expression for your classmates to solve while using geometric pattern blocks. Say: In pairs you will randomly select a handful of geometric figures. Please feel free to use as many figures you and your partner decide. While completing section 1 of the assignment, be sure to use the prompt and response starters from CREATE and CLARIFY during your conversation with your partner. I will be walking around the room observing your use of the conversation skills and norms and collecting data as a form of assessment. I will provide feedback during our student/teacher conference.

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Say: Assign a numerical value to each figure you will include in your expression. If the figure appears more than once in your expression, please be sure to assign the same value. For example, if the triangle represents the value 3. If you have three triangles in your expression, each triangle must represent the number 3. In addition, your numerical expression must include parenthesis, an exponent, and all operational symbols. Once you have arranged your numerical expression in model form, recreate your expression on your handout using the appropriate corresponding colors for each figure selected. Be sure to include a legend, which outlines the values for each geometric figure used. Lastly, on a separate sheet of paper justify the answer to your expression. Show all necessary steps. Use a call and response to transition students into groups of four. Say: I like to move it, move it! Students: Move it! (Repeat 5 times in order to give students enough time to transition.) (When every group is formed, proceed.) Say: Once your handout is completed you will now in teams of four exchange expressions for each other to solve. Once time has ended, engage in a conversation with your team around the solutions using prompt and response starters from FORTIFY and NEGOTIATE. Say: We will use our Math Paired Conversation Protocol to assist with the conversation around our expressions we created in pairs. Say: This Math Paired Conversation Protocol will allow you to paraphrase and clarify the problem for one another, estimate the answer, discuss the drawing of the expression, discuss (argue) which method you would recommend for problems like this, discuss connections between the two methods, collectively generate a final summary for how to solve problems like this and finally co-‐create a similar problem to share with others.

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Wrap Up Say: Think about the new learning you gained from today’s lesson. Pair with a Partner and Share, how the Conversation Skills and Norms have helped you communicate more effectively in class.

FORMATIVE ASSESSMENT

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

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

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

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

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

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

conversation practices days 1 – 3 - schoolwires · 2015. 8. 15. · 6th grade 1!...

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