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Objective

Students will be able to break down a piece of text using text marking and group discussion to identify information useful in preparing a written argument. Objective. Philosophical Chairs - Jury Style Quick Write Video Vocabulary Read each article Text marking Reflection question

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Objective

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  1. Students will be able to break down a piece of text using text marking and group discussion to identify information useful in preparing a written argument. Objective

  2. Philosophical Chairs - Jury Style • Quick Write • Video • Vocabulary • Read each article • Text marking • Reflection question • Directed note-taking • Philosphical Chairs – Jury Style • Rules of Engagement • Divided into small groups • Each group will elect a jury foreperson to represent the group. • Individually, and then collaboratively, the group must decide on the most compelling evidence taken from articles. BE CAREFUL about making assumptions that are not in the article, and drawing conclusions based on evidence that is not present in the article. • After discussion, the foreperson from the group reports out on what the most compelling evidence was that got the jury to its conclusion. The decision must be reached as a group: agree, disagree, or hung jury. • Class discussion • Written reflection.

  3. Before you read the text, explain at what age you become responsible and why you think that is the appropriate age. Write your thoughts in the box labeled #1. QuickWrite

  4. Explain at what age you become responsible and why you think that is the appropriate age. Write your thoughts in the box labeled #1. Advanced by 2 Minutes or More Advanced by 3 Minutes or More Advanced by 4 Minutes or More Advanced by 5 Minutes or More Advanced by 1 Minute or More

  5. Time’sUp! Now watch and listen to this brief clip. Does it change or support your answer?

  6. What you should know before you read… Vocabulary

  7. Avert  • Turn away (one's eyes or thoughts): "she averted her eyes during the more violent scenes". • Prevent or ward off (an undesirable occurrence): "talks failed to avert a rail strike". Vocabulary

  8. Momentum  • The quantity of motion of a moving body, measured as a product of its mass and velocity. • The impetus gained by a moving object. Vocabulary

  9. Impulsive  • Acting or done without forethought: "young impulsive teenagers”. Vocabulary

  10. Mounting  • to increase in amount or intensity (often followed by up  ): The cost of all those small purchases mounts up. • to rise or go to a higher position, level, degree, etc.; ascend. Vocabulary

  11. Ban  • Officially or legally prohibit: "he was banned from driving for a year". Vocabulary

  12. Graduated  • taking place by degrees Vocabulary

  13. Reading the Articles Text Marking • Number paragraphs • Circle key terms • Cited authors • Other essential words and numbers • Underline the author’s claims and other information relevant to the reading purposes.

  14. Time to Read As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later.

  15. Time to Read As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later. Advanced by 2 Minutes or More Advanced by 3 Minutes or More Advanced by 4 Minutes or More Advanced by 5 Minutes or More Advanced by 1 Minute or More

  16. Time to Read As you read, pay close attention to what the authors are presenting as fact or opinion. Use these labels to mark your text according to what you find in the text. This information will be used later. Advanced by 9 Minutes or More Advanced by 7 Minutes or More Advanced by 8 Minutes or More Advanced by 10 Minutes or More Advanced by 6 Minute or More

  17. #2 According to what you read, explain the dilemma of raising the legal driving age

  18. DirectedNote-Taking Move into your small groups On the Note page provided, work together to find and label the notes with the appropriate paragraph (in the left column) In the right columns, decide as a group into what category the note most closely fits. Money (economic), Maturity/Behavior, Education, or Experience

  19. Jury Style Philosophical Chairs

  20. Working in your small groups Each group will elect a jury foreperson to represent the group. Individually, and then collaboratively, the group must decide on the most compelling evidence taken from articles. BE CAREFUL about making assumptions that are not in the article, and drawing conclusions based on evidence that is not present in the article. After discussion, the foreperson from the group reports out on what the most compelling evidence was that got the jury to its conclusion. The decision must be reached as a group: agree, disagree, or hung jury. Jury Style

  21. The Wingman (or WingWoman) is an important part of the discussion. He or she will be in charge of recording the progress of the group. For example, the Wingman, depending on the recording form decided on by the teacher, may be recording important portions of the text to be used in the discussion, she may take notes during the discussion, or he may be used to record the input of select members of the jury. Whatever is on the recording sheet is what the Wingman will note. Wingman

  22. Readthe material for the debate and the opening statement carefully; be sure you understand it Listento the person who is speaking Understandthe person’s point of view Contributeyour own thoughts, offering your reasons as succinctly as possible Respondto statements only, not to the personality of the person giving it Changeyour mind about the statement as new information or reasoning is presented Supportthe Mediator in maintaining order and helping the discussion to progress Reflecton the experience via the closing activity or assignment Rules of Engagement

  23. The legal driving age should be changed. Opening Statement

  24. Rules of Engagement Advanced by 2 Minutes or More Advanced by 3 Minutes or More Advanced by 4 Minutes or More Advanced by 5 Minutes or More Advanced by 1 Minute or More Readthe material for the debate and the opening statement carefully; be sure you understand it Listento the person who is speaking Understandthe person’s point of view Contributeyour own thoughts, offering your reasons as succinctly as possible Respondto statements only, not to the personality of the person giving it Changeyour mind about the statement as new information or reasoning is presented Supportthe Mediator in maintaining order and helping the discussion to progress Reflecton the experience via the closing activity or assignment The Legal Driving Age Should Be Changed: Agree, Disagree, Hung Jury

  25. Ladies and Gentlemen of the Jury… The foreperson from the group reports out on what the most compelling evidence was that got the jury to its conclusion (your Wingman may be able to help you here).

  26. #3 – Reflection / Final Essay Citing information from the texts to support your argument, what is the appropriate age to get a driver’s license?

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