Tag Archive for social issue

Flipgrid!

Standard: 

  • ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can use Flipgrid to publish a video explaining my social issue, in order to practice presenting for my Sophomore Capstone and to share information about my social issue with my classmates.

Opening Session: I’m going to hand back your Social Issue essays – these have been graded and your grade is on the top. I’ll give you a minute to read over your essay and any edits or feedback. You’re going to be presenting on your essay today via Flipgrid, so get ready!

Work Session: Take fifteen minutes to prepare yourself to film a flipgrid!

  • Highlight any parts of your essay you want to read (like quotes)
  • Make notes on notecards for anything you want to remember to say
  • PRACTICE what you are going to say!!

You will have 5 minutes  to film yourself for Flipgrid, and you should plan for your video to be at least four minutes long. That means you will need to PRACTICE and have NOTES do you don’t forget!

If you mess up while recording and forget your place, you can pause the video and then come back once you’ve collected your thoughts.

The Flipgrid class code is on the whiteboard. The password is Cardinal.

Your video should:

  • Informthe viewer about your social issue by answering the following:
    • What is the issue?
    • How does it affect your culture?
    • How does it affect another culture or the whole world?
    • Why is it a big deal?
  • Entertainthe viewer by being engaging and interesting (don’t speak in a monotone)
  • Inspirethe viewer to learn more about your issue or take action to fix it.

This video is a practice for your Sophomore Capstone presentation, so you need to really try or it won’t be very good practice!

Closing Session: For the last 20 minutes of class, flip through Flipgrid and watch some of your classmates’ videos. Choose one and record a short response. We will be having a watch party on Friday before the pep rally!

Assessment: Formative (Flipgrid as a formative check in for presentation readiness); Summative (this is a part of the Social Issue essay, a major summative assessment)

Differentiation: Process/product (video/spoken information instead of written)

Explanation, Annotation, Evaluation, Day 2!

Standards: 

  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Learning Target: I can gather relevant information from multiple sources and evaluate the authority of those sources by filling out a source evaluation sheet and annotated bibliography.

Opening Session: CLICKBAIT KAHOOT! Let’s play a Kahoot to determine how well you can tell what’s clickbait and what’s not!

Work Session:

You’ll have the rest of the class period to work on filling out the source evaluation sheets and writing down quotes in your Research Packet. You will have three days to do this, so your goal should be to complete one source evaluation sheet and one quote finding sheet each day.

Closing Session: 

Check in! I’ll have the smiley face scale on Classroomscreen.com up on the board. Tap the smiley for how you’re feeling about your research paper right now!

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Taking a Stand Against Exploitation

Central Focus: Read an argument and analyze how the author builds it

Rationale: This lesson will help the students to identify persuasive language and evidence that the author has used in order to make their case about unjust treatment or situations. This will encourage and assist the students in incorporating persuasive language and evidence into their Social Issue Research Paper

Theme: Injustice

Text: Editorial (from Springboard): Diners should pay attention to workers, not just the food. Written for the Boston Globe by Kathleen Kingsbury. Video: Fox News Now – Phoenix – WORST TIPPERS: Study Shows That Millennials HATE to Tip

Content Standards:

  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will read an argument and analyze how the author builds it.
  • Students will critically think about a social issue.
  • Students will identify the evidence in a persuasive text.
  • Students will write clearly and coherently to respond to prompts.

Instructional Strategies and Learning Tasks

Launch/Activating: ___5____ Minutes

Students will be asked to sit at their assigned seats and then to grab their copy of Springboard from the front of the room. The students will be asked to regain their seats as soon as possible and flip to page 210 in their Springboard.

Instruction: __20_____ Minutes

 We will spend 12 minutes reading the editorial on page 210 out loud. I will ask for a couple of volunteers to help with the reading and alternate between myself and the students whilst reading. Before we start reading, I will give the students a purpose for reading by instructing them to (these will also be written on the white board:

  • Underline any specific words or phrases that appeal to logic or emotion and are designed to persuade the reader.
  • Put a star next to the main claims the author makes.
  • Circle unknown words and phrases.

Then we will be watching a short video clip of a news clip from Fox News in Phoenix, titled WORST TIPPERS: Study Shows That Millennials HATE to Tip.

https://www.youtube.com/watch?v=9Qyr4rLynE8

Structured Practice and Application: ___35____ Minutes

The class will analyze the video clip together and draw parallels with the editorial text we read earlier. Some of the questions we will discuss are:

  • Is it fair to servers when they do not get paid a tip? Does anyone know someone who refuses to leave a tip or always finds an excuse to not leave a tip?
  • What about the idea of only going to restaurants where the workers are treated fairly and get benefits? Would you decide on which restaurant you want to eat at based on this?
  • Tipping in cash only? Who has cash on them? I know I don’t. I do tip always but typically on my card. What do you think? Is it fair that servers don’t receive all their tips?

Next students will get into groups of about 6 students by turning to face their classmates closest in proximity to them. They will do a second read as a group as the complete individually the four questions on page 212. As students reread the passage, they will consider how Kathleen Kingsbury uses:

  • evidence, such as facts or examples, to support claims
  • reasoning to develop ideas to connect claims and evidence
  • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed

The students will use their previously done circling, staring and underlining to help them identify key words or elements. I will walk around and discuss with the students as they work in their groups.

Closure: __10____ Minutes

Come back together as a whole class. Ask students to read out loud some of their findings. Let’s discuss what we all identified and also the things that only a few identified.

Topic Selection and Source Evaluation!

Central Focus: Topic choices, why my topic is important to me and evaluating websites that will support my writing.

  • Rationale: The ability to evaluate websites, blogs, online articles etc… is an important lifelong skill that students will use in school and out of school. The Internet can be used as a tool to learn the latest news, all around the world as well as getting any kind of information that serves different purposes such as learning and communicating. It is vitally important to encourage students to use this invaluable source to get any kind of information they need in their academic studies and also to be able to evaluate the credibility of the information.
  • Theme: Why is my social justice issue important?

Content Standards: 

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives:

  • Students will conduct short research on the internet and evaluate the credibility of the sites they look at.
  • Students will learn the difference between quoting and plagiarism.
  • Students will use technology to produce a clear and concise short self-video.

Instruction:

Opening (4 minutes):  Take a laptop. I need you to be seated at your designated stations from yesterday. If you missed yesterday’s class, please ask the teacher for a number 1 or 2 and a copy of the hand-outs for each station.

  •       Number 1s go to the “Topic” station.
  •       Number 2s go to the “Source Evaluation” station.

Instruction (60 minutes): You’ll spend 30 minutes at each station. At the Topic station, using your list of potential social justice issues, the teacher will help you create and record a Flip Grid where you can explain briefly which topic you want to research and write about and why it’s an important topic for you. At the Source Evaluation station the teacher will go over the list of vocabulary words again and discuss the definitions. Then you will have some time to identify and evaluate potential websites that you might use as information sources for your research papers. Please watch the timer on the smart board and move to the next station once the 30 minutes are up.

Closing (6 minutes): Let’s play Kahoot! The Kahoot questions are based on the vocab words from the “Source Evaluation” station.

Differentiation/Planned Support:  Process (small group sessions, hand-outs)

Preparing Students to Write Their Social Issue Research Paper

Central Focus: Students will pick a topic that interests them and understand why it is important to evaluate sources of information.

  • Rationale: During this lesson we intend for the students to understand the importance of evaluating a source of information with regards to the credibility and validity of the information. This ties into the unit goal of having the students write their Social Issue Research Paper. Students will also discuss and reflect on possible topics for their papers. The students will create an emotional connection to their topic.
  • Theme: What is fact or fiction? Is it important? How do I identify it?
  • Text: Article “How to Avoid Click-Bait Scams” by Kate Brauer-Bell

Content Standards: 

  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will gather relevant information from multiple sources and evaluate the credibility of those sources so they can use the highest quality sources for their research paper.
  • Students will use technology to do effective research to increase their knowledge and awareness beyond the classroom.
  • Students will analyze, discuss and reflect on the topic for their social issue.

Instructional Strategies and Learning Tasks:

Opening (5 minutes): Ticket in the door: Give each student a number 1 or 2! Say “I need you to be seated at your designated table.”

  •       Number 1s go to the “Topic” station on the left side of the classroom
  •       Number 2s go to the “Source Evaluation” station on the right side of the room.

Instruction (60 minutes): It’s time to start preparing to write your social issue research paper. You’ll spend 30 minutes at each station:

  • At the Topic station the teacher will hand you a list of potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station the teacher will give you a list of vocabulary words with definitions that you will discuss.

All the words will help you to identify and evaluate websites as information sources for your research papers. Please watch the timer on the smart board and move to the next station once the 30 minutes are up.

Closing (5 minutes): Thank you for participating and making this a smooth process. We will be doing the same thing tomorrow so please remember your number and start at the same station as you did today. Also bring back to class all the handouts from today.

Differentiation/Planned Support:  Process (small group sessions, hand-outs)