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Taught in a Dialogic Manner

Expository Unit. Taught in a Dialogic Manner. Because… (Tara). The SCR for the expository unit requires 7th grade students to read an author’s claim and provide three details and explanations that support the author’s assertion. and because… (George).

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Taught in a Dialogic Manner

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  1. Expository Unit Taught in a Dialogic Manner

  2. Because… (Tara) • The SCR for the expository unit requires 7th grade students to read an author’s claim and provide three details and explanations that support the author’s assertion.

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

  4. and because… (Tara) • Both the SCR and Culminating task require students to be able to use a variety of citations, paraphrases, and summary statements in the SCR and summary.

  5. Students will… (George) • Master Standard R 2.6: Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

  6. and Students will… (Tara) • Appropriately cite references by mastering Standard W2.3: Document sources by means of footnotes and a bibliography.

  7. Success Indicators: (George) • Students will be able to complete the graphic organizer indicating that they can assess the adequacy, accuracy, and appropriateness of the author’s evidence to support assertions.

  8. Success Indicators: (Tara) • Students will actively use citations, paraphrase, etc. to support their assertions about the text during the dialogic discussion.

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

  10. Pre read Activity (George) Thinking Maps • www.thinkingmaps.com • (800) 243-9169 • Bubble Map Chart • “Immigrant Kids” is center bubble • What are some things that come to mind when…

  11. Group Reading (George) • Participants will get into groups as indicated by the color of the sticker on their handout. • Each member of the group will take a turn reading one sentence out loud beginning with #1 and proceeding clockwise. When finished, please reread the passage beginning with #2. When finished please reread the passage beginning with #3, etc. • This scaffolding strategy will keep all students active while maintaining a low affective filter.

  12. Dialogic Discussion (Tara) • Participants get into a fishbowl with both an inner and outer circle (determined by star color- this strategy allows everyone an opportunity to participate). • Outside observers track a participant inside the circle and give written feedback on what they hear/observe. • Guest chair is available to facilitate discussion. A one minute maximum time limit will be enforced.

  13. Dialogic Discussion Questions • What are some significant difficulties faced by immigrants in this story? (Back up your assertion with citation) • Does the author’s evidence support his/her claims and assertions? • What kinds of sources does the author use to support his assertion? • Compare the perspectives of the doctors with those of the immigrants. • How does the author’s choice of descriptive words (emotionally charged) affect the mood of this piece?

  14. Short Constructed Response (George) • Participants will be grouped in tables by number. • Numbered tables will be paired by color. • Pairs will work on graphic organizer (Author’s Assertion through Conclusion). • Table groups will collaboratively construct a complete SCR Post It Chart. • Completed SCR Charts will be Posted.

  15. Short Constructed Response • What is the Author’s Assertion? • Cite details the author uses to support the assertion. • Explain how the details support the author’s assertion. • Conclusion • Do the facts and inferences adequately support the claim made by the author? • Is it a valid assertion? • Why?

  16. Extension Activities (George) • (Time Permitting) • Individual groups present their SCR Charts to large group. • Small group debate. Selected colors within the group will take alternate viewpoints and defend their positions (doctors/immigrants). • Large group debate. Volunteer representatives from small groups will defend their viewpoints and provide evidence in front of the large group. These representatives will then switch viewpoints.

  17. Return to Original Seats (Tara & George) • Return all tables to their original position • Return all chairs to their original position • Return all people to their original position • As Barney says… “Clean Up, Clean Up, Everybody Everywhere, Clean Up, Clean Up, Everybody- Do Their Share” (Repeat)

  18. Debrief (Tara & George) Do you think this would help students to meet the Standards? Do you think this would be a good professional development for the teachers at your school site? What would you add to or subtract from the lesson to make it better? Was the lesson academically rigorous? Was the lesson culturally relevant and responsive? What might be some other comments, questions, or concerns that you might like to share?

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