Taught in a Dialogic MannerTaught in a Dialogic Manner

Because…Because… (Tara)(Tara)

The The SCR SCR for the expository unit for the expository unit requires 7th grade students to read requires 7th grade students to read an author’s claim and provide three an author’s claim and provide three details and explanations that support details and explanations that support the author’s assertion.the author’s assertion.

and because…and because…(George)(George)

The The Culminating Task Culminating Task requires requires that 7th grade students analyze the that 7th grade students analyze the author’s use of primary source author’s use of primary source information, draw conclusions, information, draw conclusions, identify main ideas, and most identify main ideas, and most significant details.significant details.

and because…and because… (Tara)(Tara)

Both the SCR and Culminating task Both the SCR and Culminating task require students to be able to use a require students to be able to use a variety of citations, paraphrases, and variety of citations, paraphrases, and summary statements in the SCR and summary statements in the SCR and summary.summary.

Students will…Students will…(George)(George)

Master Standard Master Standard R 2.6R 2.6: Assess the : Assess the adequacy, accuracy, and adequacy, accuracy, and appropriateness of the author’s appropriateness of the author’s evidence to support claims and evidence to support claims and assertions, noting instances of bias assertions, noting instances of bias and stereotyping.and stereotyping.

and Students will…and Students will…(Tara)(Tara)

Appropriately cite references by Appropriately cite references by mastering mastering

Standard Standard W2.3W2.3: Document sources : Document sources by means of footnotes and a by means of footnotes and a bibliography.bibliography.

Success Indicators:Success Indicators:(George)(George)

Students will be able to complete the Students will be able to complete the graphic organizer indicating that graphic organizer indicating that they can assess the adequacy, they can assess the adequacy, accuracy, and appropriateness of the accuracy, and appropriateness of the author’s evidence to support author’s evidence to support assertions.assertions.

Success Indicators:Success Indicators:(Tara)(Tara)

Students will actively use citations, Students will actively use citations, paraphrase, etc. to support their paraphrase, etc. to support their assertions about the text during the assertions about the text during the dialogic discussion.dialogic discussion.

Clear ExpectationsClear Expectations(Tara)(Tara)

By the end of this activity one will By the end of this activity one will be able to identify an author’s be able to identify an author’s assertion, cite how the author assertion, cite how the author supports their assertion with supports their assertion with textual examples/explanations, and textual examples/explanations, and determine if the author’s assertion determine if the author’s assertion is valid.is valid.

Pre read ActivityPre read Activity(George)(George)

Thinking Maps Thinking Maps

• www.thinkingmaps.comwww.thinkingmaps.com• (800) 243-9169(800) 243-9169• Bubble Map ChartBubble Map Chart• ““Immigrant Kids” is center bubbleImmigrant Kids” is center bubble• What are some things that come to What are some things that come to

mind when…mind when…

Group ReadingGroup Reading(George)(George)

Participants will get into groups as indicated Participants will get into groups as indicated by the color of the sticker on their handout.by the color of the sticker on their handout.

Each member of the group will take a turn Each member of the group will take a turn reading one sentence out loud beginning with reading one sentence out loud beginning with #1 and proceeding clockwise. When finished, #1 and proceeding clockwise. When finished, please reread the passage beginning with #2. please reread the passage beginning with #2. When finished please reread the passage When finished please reread the passage beginning with #3, etc.beginning with #3, etc.

This scaffolding strategy will keep all students This scaffolding strategy will keep all students active while maintaining a low affective filter.active while maintaining a low affective filter.

Dialogic DiscussionDialogic Discussion(Tara)(Tara)

Participants get into a fishbowl with both Participants get into a fishbowl with both an inner and outer circle (determined by an inner and outer circle (determined by star color- this strategy allows everyone star color- this strategy allows everyone an opportunity to participate).an opportunity to participate).

Outside observers track a participant Outside observers track a participant inside the circle and give written inside the circle and give written feedback on what they hear/observe.feedback on what they hear/observe.

Guest chair is available to facilitate Guest chair is available to facilitate discussion. A one minute maximum time discussion. A one minute maximum time limit will be enforced.limit will be enforced.

Dialogic Discussion Dialogic Discussion QuestionsQuestions

What are some significant difficulties What are some significant difficulties faced by immigrants in this story? (Back faced by immigrants in this story? (Back up your assertion with citation)up your assertion with citation)

Does the author’s evidence support Does the author’s evidence support his/her claims and assertions?his/her claims and assertions?

What kinds of sources does the author use What kinds of sources does the author use to support his assertion?to support his assertion?

Compare the perspectives of the doctors Compare the perspectives of the doctors with those of the immigrants.with those of the immigrants.

How does the author’s choice of How does the author’s choice of descriptive words (emotionally charged) descriptive words (emotionally charged) affect the mood of this piece?affect the mood of this piece?

Short Constructed Response Short Constructed Response (George) (George)

Participants will be grouped in tables by Participants will be grouped in tables by number.number.

Numbered tables will be paired by color.Numbered tables will be paired by color. Pairs will work on graphic organizer Pairs will work on graphic organizer

(Author’s Assertion through Conclusion).(Author’s Assertion through Conclusion). Table groups will collaboratively construct Table groups will collaboratively construct

a complete SCR Post It Chart.a complete SCR Post It Chart. Completed SCR Charts will be Posted.Completed SCR Charts will be Posted.

Short Constructed Short Constructed ResponseResponse

What is the Author’s Assertion?What is the Author’s Assertion? Cite details the author uses to support Cite details the author uses to support

the assertion.the assertion. Explain how the details support the Explain how the details support the

author’s assertion.author’s assertion. ConclusionConclusion

Do the facts and inferences adequately Do the facts and inferences adequately support the claim made by the author?support the claim made by the author?

Is it a valid assertion?Is it a valid assertion? Why?Why?

Extension ActivitiesExtension Activities(George)(George)

(Time Permitting)(Time Permitting) Individual groups present their SCR Charts Individual groups present their SCR Charts

to large group.to large group. Small group debate. Selected colors within Small group debate. Selected colors within

the group will take alternate viewpoints the group will take alternate viewpoints and defend their positions and defend their positions (doctors/immigrants).(doctors/immigrants).

Large group debate. Volunteer Large group debate. Volunteer representatives from small groups will representatives from small groups will defend their viewpoints and provide defend their viewpoints and provide evidence in front of the large group. These evidence in front of the large group. These representatives will then switch viewpoints.representatives will then switch viewpoints.

Return to Original Seats (Tara Return to Original Seats (Tara & George)& George)

Return all tables to their original positionReturn all tables to their original position Return all chairs to their original positionReturn all chairs to their original position Return all people to their original positionReturn all people to their original position

As Barney says… As Barney says…

““Clean Up, Clean Up, Everybody Clean Up, Clean Up, Everybody Everywhere, Clean Up, Clean Up, Everywhere, Clean Up, Clean Up, Everybody- Do Their Share” (Repeat)Everybody- Do Their Share” (Repeat)

DebriefDebrief (Tara & (Tara & George)George)

Do you think this would help students to meet the Do you think this would help students to meet the Standards?Standards?

Do you think this would be a good professional Do you think this would be a good professional development for the teachers at your school site?development for the teachers at your school site?

What would you add to or subtract from the What would you add to or subtract from the lesson to make it better?lesson to make it better?

Was the lesson academically rigorous?Was the lesson academically rigorous? Was the lesson culturally relevant and Was the lesson culturally relevant and

responsive?responsive? What might be some other comments, questions, What might be some other comments, questions,

or concerns that you might like to share?or concerns that you might like to share?