Short Story Discussion for Poison, Day 2
Teacher will have the students present their Telegami's to their small groups as openers/refresher points from yesterday's lesson.
Share your Telegami presentaiton with your small groups on the iPad. Determine the "strongest" one to show to other groups.
2 Direct Instruction
Teacher will use a Haiku Deck with class on the SMART Board from her iPad to refresh the class on the key points of the short story read yesterday. (Classroom Discussion)
Students will help the teacher formulate/complete the Haiku Deck on the story elements from yesterday to create a "story board" for reference.
Haiku Decks have been previously used earlier in another short story lesson; this helps students refresh their memory with the app. They will not need their iPads as the teacher will be using hers to project to the SMART Board in real time.
3 Group Activity
The teacher will circulate throughout the small groups as students finish up their Popplet assignments.
The teacher will continue to monitor throughout the groups in order to ensure ease of use of the app and to troubleshoot any questions or concerns.
Students will continue and complete their Popplet assignments from yesterday. They will use their notes from the "Individual Activity" from yesterday's lesson to enhance their group's Popplet. Note: The same rule as yesterday applies. Students will have 2 iPads to use in their small groups.
4 Exit Ticket
Teacher will post the "Exit Ticket" Question to the VoiceThread board and students will be asked to reflect on the character in this story and post a quick, two-sentence response (video or audio, no text) as to who Dr. Timber most represents from previous short stories you have read.
Remind students that our VoiceThread link and "Top Tips for VT" are on the classroom website.
If not completed in class, answer the exit ticket on your BYOT device: "Compare Dr. Timber to a character from another short story. Explain your reasoning in 2 sentences." (Exit ticket represents the assessment).
Students will be able to complete this using the in-class iPads OR they are permitted to complete the assignment as home on their iPhone, iPad, or laptop/desktop.
The students have used VoiceThread in class as an opener activity in class; they may use the "Top Tips for VT" as a refresher, if needed.
(This represents a small assessment that will be graded for completion according to the directions followed.)
Teacher will show students where to save their Popplet link (to the school's collaborative storage).
Students will send their link, using the teacher's directions, to the collaborative storage file. Presentations will be conducted on Monday. (Whole lesson assessment comes from this assignment's grade).
Key Standards Supported
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
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.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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.
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.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.