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Module 4A: Unit 2: Lesson 17

Module 4A: Unit 2: Lesson 17 . Choosing a Position: Screen Time and Adolescents . Agenda. Opening Entry Task: Independent Reading Check-in (15 minutes) Reviewing Learning Targets (1 minute) Work Time Choose a Position (10 minutes)

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Module 4A: Unit 2: Lesson 17

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  1. Module 4A: Unit 2: Lesson 17 Choosing a Position: Screen Time and Adolescents

  2. Agenda • Opening • Entry Task: Independent Reading Check-in (15 minutes) • Reviewing Learning Targets (1 minute) • Work Time • Choose a Position (10 minutes) • Decision Statement Graphic Organizer (14 minutes) • Closing and Assessment • Thinking Log and Share Out (5 minutes) • Homework • Finish your Decision Statement graphic organizer in preparation for your presentation. Review your sources

  3. Materials • Comparing Risks and Benefits chart for teens on screens (from Lesson 14; one per student) • Position Paper Prompt anchor chart (from Lesson 1) • Brain Development anchor chart (from Unit 1, Lesson 2) • Fishbowl Statement (from Lesson 16; returned here with feedback) • Probing questions (one to display) • Document camera • Decision Statement graphic organizer (one per student) • Thinking Logs (from Unit 1, Lesson 2; one per student)

  4. Opening: Entry Task: Independent Reading Check-in (15minutes) • Use this time for an independent reading check-in • I will take a chance to confer with you about your reading (you will confer with a few each time, working your way through a class over several weeks). • You need to check in to see if you met your last goal and then set a new goal

  5. Opening: Reviewing Learning Targets (1 minute) • Read aloud today’s learning targets: • “I can select text-based evidence from my research to support my position on the AAP recommended screen time.” • “I can read independently and proficiently.”

  6. Work Time: Choose a Position (10 minutes) • Return the Fishbowl Statement from Lesson 16 • Get out all of your notes and graphic organizers, and specifically the Comparing Risks and Benefits chart for teens on screens • Direct attention to the two anchor charts posted, which can also provider information: the Position Paper prompt anchor chart and the Brain Development anchor chart. • Now that you know a great deal about the issue and have carefully considered both sides, you are ready to make a personal, informed decision about which side you believe to be the strongest • You will also get to be more creative with how you express your opinions, including a visual representation of your thinking

  7. Work Time Continued… • You will have one more chance to consider the evidence before you make your final decision • Take 2 minutes to thoughtfully consider the evidence in your notes and charts. • Review the Probing Questions with the document camera and read one question at a time aloud • After each question, have a class discussion • Refer to your sources of information: • “If ________________as McGonigal states is true, then_________________.” • “According to __________, the effect of screen time is __________ and therefore__________.” • “As we read in “Teens and Decision Making,” if_________________ and if _______________, then__________________.”

  8. Work Time: Decision Statement Graphic Organizer (14 minutes) • Distribute the Decision Statement graphic organizer and start filling in some of your ideas • This is done individually and quietly. • Remember that you are looking for text-based evidence and reread texts and review your notes, Thinking Logs, and the class anchor chart as you are working.

  9. Closing and Assessment: Thinking Log and Share Out (5 minutes) • Fill out the final entry in your Thinking Logs for Lesson 17: • “How did the Fishbowls clarify your thinking about entertainment screen time and adolescent development?” • Take 2 minutes to write. • For the remaining 3 minutes, share your entries aloud for the whole class • Collect the Thinking Logs

  10. Homework • Fill out your Decision Statement graphic organizer in preparation for your presentation. Review your sources of information

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