Tag Archive for class discussion

World Lit: Women Do Everything, Depressing Study Finds


Learning Target: I can analyze gender roles in today’s society by reading an article about who is expected to do housework so that I can deepen my understanding of the feminism movement.

Opening Session: Let’s make a T-Chart! I’m going to put “husband” on one side and “wife” on the other, then I want your help to fill it in. When it comes to “adulting,” what do you expect the husband to do and what to you expect the wife to do? Things like cleaning, paying bills, yardwork, etc.

Work Session:

We’re going to have a class discussion! I want to use a new strategy with you guys called Talking Chips. I’m going to give everyone three little plastic circles, which are your talking chips. Your job is to “spend” all three chips by the end of our discussion. You spend a chip by contributing to the discussion – making a comment, agreeing or disagreeing, asking a question, etc. Once your chips are gone, you need to yield the floor to other speakers! And if you still have chips, you should be finding a way to contribute!

Here’s the prompt for our discussion (it may sound familiar): What are the ideal “roles” for men and women in our society? In other words, what should women do/be like/look like/act like, and what should men do/be like/look like/act like? Who should take on what duties/roles inside the house? Who should take on what professions/roles outside the house? Are there any professions that either gender should NOT do/be allowed to do?

After our discussion, I want to read an article with you guys:

Women Are Literally Expected To Do All The Chores, Depressing Study Finds


Closing Session:

So, after our discussion and the article today, we can see that we still have some gender roles in 2019. What do you think about this? For your Ticket Out The Door, write down if you think these gender roles are more beneficial or more harmful to society.


Formative (TOTD, class discussion)


Scaffolding, Learning style



World Lit: Cirlce 7, Violence


  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia
  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia
  • ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Georgia

Learning Target
Students will learn about circle 7 of Dante’s Inferno (Violence), and participate in a fishbowl discussion to mimic the structure of the circle.

Dante’s Inferno In Under 2 Minutes

Work Session
Let’s talk circle 7: Violence! This circle is structured a little differently than the others, because there are three “types” of violence, and Dante punishes each one differently.

Let’s look at the Shmoop summary of these cantos, describing circle 7.

After we talk about what’s going on in this circle, I want everyone to do your collaborative poster activity for the day!!! Tape it up to the board, and while everyone is up and moving around anyway, gather your stuff because we’re having a FISHBOWL DISCUSSION!

You guys will be set up into three rings, just like circle 7 was in 3 rings. The innermost ring is going to be our speakers. These four people will be throwing their opinions out there and responding to questions from people in the middle circle, the questioners. The questioners will ask anything they want to the people in the middle circle. Finally, in the outermost circle we will have the recorders. The recorders will be taking notes over everything that’s going on between the questioners and the speakers.

You can move between circles if you so desire We will switch it up if people want to.

After we finish our debate, I want everyone to pair off with a note taker and discuss and copy the notes, so that everyone has a written copy of the notes. At the bottom of your notes, I want you to write a short paragraph summarizing the discussion we had today, and turn that in.

So what’s the topic of our discussion? Well, some of you might have seen a viral video last spring of a Jasper County, GA, boy. He’s a kindergartner in trouble and about to be paddled. If you’re not familiar, let’s check out the news stories:

So here’s the topic of your debate: Corporal punishment (aka spanking) in schools. Keeping with our theme of “the punishment fits the crime” and Dante’s law of Symbolic Retribution, do you think paddling in schools is acceptable? Do you think it fits the crime? Who should be allowed to paddle a student? Do you think it is an effective punishment? What about the mom going to jail for truency? Is that an appropriate punishment? If not, what would have been? What if the kid were a high schooler who was skipping?

Closing Session
Collaborative poster project activity! Only 2 more left after today!

Formative (Notes, Poster activity)

Students will be set in different rings of the debate based on interest and readiness. Learning styles (auditory, visual, kinesthetic).

World Lit: Taking a Stand Against Hunger, Day 2

Standard: 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. 

Learning Target: I can identify an author’s purpose and analyze an argument presented, and I can synthesize information from print and nonprint persuasive texts. 

Opening Session: Check out this animated video from No Kid Hungry about childhood hunger: 

Work Session: Let’s continue our discussion from yesterday about childhood hunger. Today you’re going to read an essay that is supposed to convince you to take action against childhood hunger in America. This is on page 199 in your Springboard – “School’s Out for Summer”. 

After we read, I want you to work on the Second Read questions, and then we will have a brief class discussion on whether or not the author convinced you to take action, and if so, what will you do? 

Closing Session: VOCAB QUIZ and BOOK CHECK! 

Assessment: Informal (class discussion); Formal (vocab quiz) 

Differentiation: Process (scaffolding) 


American Lit: Fallacies 101

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can identify fallacious logic, appeals, and rhetoric in sample texts.

Opening Session: Fallacies matching game! Match the name of the fallacies with the definitions using the cards I give each group!

Work Session: Fallacy Face Off! Following the directions in your book on page 259, we are going to have a mock debate. We will choose the issue as a class and your group will have ten minutes to prepare your argument. But here’s the catch… your group will use a specific fallacious appeal to argue your side! None of that silly “logic” stuff need apply in this debate, people! It’s all fallacy, all day long!

Closing Session: Reflect on our Fallacy Face Off. Which argument was most convincing? Would logic have been more convincing? Why or why not?

Assessment: Informal (class discussion)

Differentiation: Process (Scaffolding)

World Lit: Synthesis: Drafting Your Position

Standard: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I can collaborate with group members to reach a consensus in response to a synthesis prompt.

Opening Session:

Work Session: Today we’re going to get started on the second Embedded Assessment of this unit!! This is a synthesis paper that defends, challenges, or qualifies the following prompt:

To what extent does a person’s culture inform the way he or she views others and the world?

You are going to work with your group to collaborate through the activity 1.14 on page 104 in the text. Start with question 4, where you form 3 responses to the prompt. Write them in your book. Then move on to question 5, where your group comes to a consensus, and then write your group position down.

For the last question, we’re going to break out of the book a little bit. I would like your group to start going through the book together, pulling quotes that defend, challenge, or qualify your synthesis prompt. For example, if you decide to challenge the prompt, you might say “Culture rarely informs the way one views the world and others.” A quote that might support that is from “Everyday Use” on page 78: “[Dee] wrote me once that no matter where we ‘choose’ to live, she will manage to come see us.” This quote supports my challenge because it shows that Dee will always come back to her family, even though her culture is very different than theirs.

We will share the quotes we collect to create a quote bank. I’ll give everyone a copy of the quote bank to use when writing your synthesis paper, which you will begin tomorrow.

Closing Session: Vocab review!

  1. Sari
  2. Fluidity
  3. Caste
  4. Scapegoat (or scapegoating)
  5. Scrutiny
  6. Curtailing
  7. Referendum
  8. Faculties
  9. Tentative
  10. Appropriated

Assessment: Formative – class discussions

Differentiation: Flexible grouping, quote bank scaffolding.