4th Grade MELD Start Smart-­‐Conversation Practices Day 1 – 5 Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students. Title: Fast Foods Versus Home-­‐Cooked Meals California State Standards CCSS.ELA-Literacy.L.4.3.a
Choose words and phrases to convey ideas precisely.*
CCSS.ELA-Literacy.L.4.3.c
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where
informal discourse is appropriate (e.g., small-group discussion).
CCSS.ELA-Literacy.L.4.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.4.5.c
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar
but not identical meanings (synonyms).
CCSS.ELA-­‐Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas
are grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.4.1.b
Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1.c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCSS.Math.Content.4.NBT.A.2 Read and write multi-­‐digit whole numbers using base-­‐ten numerals, number names, and expanded form. Compare two multi-­‐digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
MELD OBJECTIVE Depth of Knowledge Students will engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐ led) with diverse partners in order to produce complex oral output using all four-conversation
skills: CREATE, CLARIFY, FORTIFY, and NEGOTIATE) through sharing ideas and taking turns. DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident Level Essential Question Access Strategies Protocols Materials 4th Grade DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -­‐ Synthesize information across multiple sources or texts DOK 4 -­‐ Articulate a new voice, alternate theme, new knowledge or perspective How might you support your opinion about the benefits of eating fast foods versus home-­‐cooked meals? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development. Think-­‐Pair –Share, Whip-­‐Around, Give-­‐one, Get-­‐one, Roll’em, Put Your Two Cents in Visual Text: Fast Food and Home Cooked Meals Advanced Graphic Organizer Text: Healthy Foods from A to Z Video: abcnews.go.com
“Real Money: Fast Food Challenge Tests Time Savings, Impact on Wallet”
Text: Fast Food Versus Home-Cooked Meals
Nutrition Facts Video: “What’s in Your Fast Food” https://youtu.be/KPZUQGXGO8Q Post-­‐its Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers for Fast Food and Home Cooked Meals Thesaurus/Dictionary/Divided Circle Map MELD Writing Journal Conversation Analysis Tool Key Vocabulary Nutrition, calories, fat, sugar, sodium, and carbohydrates Resources Culminating Task Conversation Analysis Tool (CAT), Jeff Zwiers Marzano’s Six Step Process for Vocabulary Development • Students will create a Daily Food Journal to describe the types of food they eat over one week. • Students will write and categorize foods using the “Food Pyramid,” or “My Plate.” • Students will participate in Constructive Conversations that are presented in the form of a Food Network Panel. Students will discuss their opinions and provide evidence in order to support the benefits of eating fast foods versus home-­‐Cooked meals 4th Grade DAY 1 Create and Clarify Ideas about Fast Foods and Home-­‐Cooked Meals California State Standards MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols Materials CCSS.ELA-Literacy.L.4.3.a
Choose words and phrases to convey ideas precisely.*
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Students will be able to produce complex oral output using all two-­‐conversation skills: CREATE and CLARIFY) through sharing ideas and taking turns. DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases Which words might you choose to CREATE and Clarify ideas about fast foods and home-­‐cooked meals? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development. Think-­‐Pair-­‐Share, Moment of Silence, and Silent Appointment Pictures – Visual Text, Advanced Graphic Organizer, Conversation Norms Poster, Conversation Skills Poster, Cut-­‐Outs of Fast Foods and Home-­‐Cooked Meals Key Vocabulary Food Labels, Calories, Fat, Sodium, Protein Resources Opening Conversation Analysis Tool (CAT), Jeff Zwiers Say: Which foods do you think you and your family will most likely eat for dinner? Fast foods or home cooked meals? Let’s take a poll. Using the visual text, students will write their name on a post it and place it on the graphic organizer to predict the type of food their family will have for dinner. 4th Grade Visual Text Fast Food Home-­‐Cooked Meals Say: Today, we are going to be introduced to constructive conversation skills that will help us communicate ideas. Those conversation skills are called CREATE and CLARIFY. Say: When we CREATE, we say what we think or notice about something. When we CLARIFY, we listen, paraphrase, and/or ask questions to make sure we fully understand what was said. We will work together in a variety of collaborative groups, creating our ideas and/or opinions, and sharing them while adapting our speech and using formal/standard English as appropriate for the situation. (refer to posted lesson objectives/standards). We will also establish conversation norms to ensure good listening and speaking skills. Watch me as I model different norms. I’m going to say what you need to do. I will demonstrate the norm. Then you will debrief with your conversation partner by addressing the prompt: How did my partner and I demonstrate the conversation norms? Conversation Norms 1. Use your think time 2. Use the language of the skill 3. Use your conversation voice 4. Listen Respectfully 5. Take turns and build on each other’s ideas 1. Use your think time (Conversation Norms) Say: First, we focus and read the entire text. For a visual text this means that we look closely at all areas of the visual text. Then we take time to think about what we have read or seen and how it makes sense to us. In our minds, we decide on words that will communicate our ideas and we might ask ourselves questions. In our minds, we practice and say our ideas. § Demonstration: Teacher will model looking at the visual text, examine it closely, nod head, and place index finger on the temple of his/her head to demonstrate think time. § Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did I demonstrate think time? After 1 minute, bring the students back to share-­‐out. o Targeted Response: I saw your eyes on the text; you put your finger on your temple to show you were thinking. Moment of Silence (Protocol) § Say: Today you will “Use your think time,” while observing a “Moment of Silence,” as you think about the visual text on the board. (The teacher should print and post the visual text-­‐ pictures of the fast foods and home cooked meals from the resources to create a Class Advanced Graphic Organizer that will be used throughout the 5 Day lesson) The teacher will ask students to quietly think about how the mobile devices might be used in the classroom. § Say: When we CREATE, we are sharing our ideas. § Teacher models the hand gesture and phrase for CREATE-­‐ hands starting on each side of the head with fingers closed, make an exploding motion with hands and fingers, and finishing with them spread wide on each side in the air § Have class practice the hand gesture and saying together a few times. § Say: We are going to share our ideas with a partner. § Demonstration: The teacher will select a student with whom to read the following script: Student A: What do you think about eating fast foods compared to home cooked meals? Student B: I think fast foods aren’t healthy. It’s just something about home cooked meals that stick to your stomach. What’s your idea about fast foods or home cooked meals? Student A: My idea is that it’s easier to go and buy something than to make it at home. • Debrief o Teacher: Converse with your partner. Answer the following prompt: How did I demonstrate Use of the language? After 1 minute, bring the students back to share-­‐out. o Targeted Response: I heard the students sharing ideas and using the language of the skill to start statements and ask questions. CLARIFY • Say: Today we will also CLARIFY to clearly understand what our partners §
Model/Guide 4th Grade 4th Grade are saying. Clarifying involves the use of various methods for helping students understand complex language of texts and oral communication. Hand gesture and phrase for the skill of Clarifying – “Making our ideas clearer” • The teacher introduces and models the hand gesture for CLARIFY (teacher places her/his hands over eyes and gestures as if “focusing binoculars”.) • Say: To help us remember CLARIFY, we use the phrase-­‐ Making our ideas clearer. The conversation skill CLARIFY allows us to create and honor our own ideas while engaging in a conversation 4. Listen respectfully (Conversation Norms) – Give one, Get one (Protocol) § Say: One way to let your partner know you are listening is to focus on your partner. Another way to let your partner know that you understood them is to restate what your partner said. This shows respectful listening and helps you understand your partner. § Demonstration: The teacher lets the student begin the conversation. The teacher nods and acknowledges. After the student shares, the teacher restates what the student said with the following phrase: I heard you say… § The teacher establishes a Call and Response protocol called, “What did you say?” The class responds, “I heard you say…” Clarifying Sentence Starters Prompt Starters Response Starters What did you say? I heard you say…. What does that mean by? I think it means…. Why is that important? It is important because … Demonstration: The teacher will select three students to read the following conversation script: Student A: Fast foods are yummy! My favorite fast food restaurant is McDonalds because you can get a toy in the Cheeseburger Happy Meal. Teacher: Why is it important to get a toy when the burger is so small? Student B: It is important because I like to play with the toy after I eat. I can eat the cheeseburger really fast because it’s small. Student C: Yes, I like the chicken nugget Happy Meal because I like to play with the toy too. § Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate respectful listening and restating? After 1 minute, bring the students back to share-­‐out. o Targeted Response: After the first speaker stopped talking, the teacher (other partner) restated what they said to show respectful listening. •
4th Grade Practice §
Students will Think -­‐Pair -­‐Share their ideas about fast foods and home cooked meals with their partner. The teacher will write some of the students’ responses on post-­‐its and post them on a large class Advanced Graphic Organizer (use the visual text pictures to create a class Advanced Graphic Organizer to model throughout the lesson) §
Students will work in pairs to CREATE and CLARIFY ideas about one picture from the fast food category and one from the home cooked meals category. Students will write at least one supporting benefit of each category to create and clarify their ideas about the benefits of fast food versus home cooked meals on their copy of the Advanced Graphic Organizer. §
The teacher will provide small cutouts of each picture in a small envelope. Students will hold their pictures in the air, and make a Silent Appointment to match their picture with the fast food or home-­‐cooked mate. Wrap -­‐Up Example: Chow Mein versus Top Ramen McDonalds Double Cheeseburger versus home cooked cheeseburger Taco Bell Tacos versus home cooked Tacos Pizza Hut, Pizza versus Spaghetti Subway sandwich versus home-­‐made sandwich KFC versus home-­‐cooked fried chicken Today, we began CREATING and CLARIFYING our ideas about eating fast food versus home-­‐cooked meals. Over the next four days you will keep a journal of the foods you eat for dinner in order to build on our conversations about the benefits of fast food versus home cooked meals. Tonight please bring a label that shows the nutrition facts from one of the foods you and your family ate. Tomorrow, we will begin learning about the ingredients found in foods that might help you to decide which foods are more nutritious. 4th Grade California State Standards MELD Objectives Depth of Knowledge Levels Essential Questions DAY 2 Categorizing Fast Foods and Home-­‐Cooked Meals CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas
are grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.4.1.b
Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1.c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Students will engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐ led) with diverse partners in order to produce complex oral output using two conversation skills: CLARIFY and FORTIFY) through sharing ideas and taking turns. DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems Which foods did my family eat for dinner last night? How might I categorize the food choices my family ate for dinner? How will I write a journal describing and categorizing the foods my family eats using a Food Pyramid? How might I support my opinion with evidence from the text to support the reasons of eating fast foods or home-­‐cooked meals? Advanced Graphic Organizers, instructional conversations, Academic vocabulary Access development, Making Cultural Connections Strategies Give one -­‐ Get one, Righteous Hand, and Pick-­‐a-­‐Stick Protocols Text: Healthy Foods from A to Z, Food Pyramid, Blank food pyramid Materials Choose My Plate Advanced Graphic Organizer Key Vocabulary Food Pyramid Resources Opening Conversation Analysis Tool (CAT), Jeff Zwiers Healthy Foods – A – Z Categorize the foods on a Food Pyramid using the foods from the text. Discuss a food you never heard of heard of before. Say: What did you have for dinner last night? Fast foods or Home cooked meals? If you had fast foods, raise a righteous hand. (Teacher counts out loud and writes the number of students). If you and your family had a home-­‐cooked meal raise a righteous hand. (Teacher takes final count and records the number on the board). What was the difference between the numbers of students who ate fast foods versus home cooked meals? (Teacher uses the “Pick –a-­‐Stick” protocol model non-­‐volunteerism in order to hear some of the student responses). Today, you will learn about foods from many cultures and categorize these foods using a Food Pyramid. Say: Yesterday we practiced some of the Conversation Norms and Skills. Today, you will 4th Grade explain your understandings using targeted transition words or phrases and evidence from the text. This is called FORTIFYING. Hand gesture and phrase for the skill of Fortifying – “Making our ideas stronger” Introduce hand gesture for FORTIFY (teacher places his/her hands by her head as if showing off muscles). To help us remember the skill we are practicing, we are going to be using a corresponding phrase “make our ideas stronger”. Teacher will explain to students that we use this gesture to show when we have new idea. Teacher will think aloud for this section. Say: When we FORTIFY ideas, we make our ideas stronger. I am going to read and show you some images and then we will take some time to look at them, listen carefully and think about the prompt. What do you notice about this text? Provide evidence from the text to support your claim. Teacher refers to charts for transitions and fortifying sentence starters. Transition Starters to Fortify However … On the other hand … For example … An example from the text is … Fortifying Sentence Starters Prompt Starters Response Starters Can you give an example of? For example…. Where does it say that? In the text it said that … Can you give an example An example from my life is…? from your life? Teacher and students will participate in an Interactive Read Aloud of a Complex Text Foods A-­‐Z. The teacher will model the use of “Stop an Jot” and “Think-­‐Pair-­‐Share,” while annotating notes on an Advanced Graphic Organizer. During the interactive Read Aloud the teacher and students chorally read together. During the “Stop and Jot,” – the teacher models taking notes and generating evidence from students to support the benefits of eating fast foods versus home-­‐cooked meals. Model/Guide 4th Grade During Think-Pair-Shares, students should:
Think about the possible responses and how best to say them in connected sentences (They can write them down, too, but shouldn’t read them when talking) Interact face to face (face each other) Take turns talking Listen to remember, connect, and compare to what the partner says. Give evidence from the book, discussions, or own life. Ask clarifying questions to know more (Do you mean that…? Why do you think that? Where does it say that? Did you get that from a random web site? Tell me more about…) 5. Take turns and build on each other’s ideas (Conversation Norm) § Say: In order to learn from each other, we have to share our best thinking and listen carefully so we can add supporting evidence to fortify our partner’s ideas. Taking turns is everyone’s responsibility. Remember the goal of constructive conversations is to learn from each other. Demonstration Give one, Get one (protocol) Students will practice taking turns and building on each other’s ideas. One student will share an idea. Then another student will build on the partners’ idea and suggest more ideas. Students should use Transition and Fortifying starters in their conversations. Say: Today we will practice using transition words/phrases to share evidence from the text that supports our ideas about using mobile devices in the classroom. The teacher selects one student with whom she models fortifying ideas by using transition words/phrases and evidence from the text as they read the script. Student A: Where does it say that we should drink eight cups of water? Teacher: On the Food Pyramid it said that, “5-­‐8 glasses of water should be drank each day.” Student A: Are there any cases of this in real life? Student B: Many athletes drink 8 glasses of water or more to keep their muscles hydrated. Teacher: Even though the text says to drink eight glasses of water each day, students usually drink lots of water at the water fountain during recess and lunch. Debrief: How did the teacher and students use the Conversation Norm; Take turns and build on each other’s ideas? How did the teacher model the Conversation Skill: Fortify? Targeted Response: The students and teacher took turns speaking and listening carefully in order to build Practice 4th Grade on their ideas. The students’ ideas became stronger as he/she drew upon examples from the text and real life experiences. Say: Today we will read, Healthy Foods from A to Z. This is a bilingual book, which means it is in two languages. One language is English, and the other language is Spanish. In Spanish the title is Comida Sana de la A a la Z. In this book we FORTIFY our ideas about different types of healthy foods from many cultures. While we are reading, I will model how these foods might be categorized on the Food Pyramid or My Plate. Say: Now it’s your turn! Remember yesterday I asked you to write what you had for dinner last night. As you recall what you ate, think about how you might categorize the foods from your meal on the food pyramid or on the “Choose My Plate” Advanced Graphic Organizer. Pair with a partner, and share how you categorized the foods you ate on the Food Pyramid. (Repeat this procedure using Give-­‐One, Get-­‐One, to practice conversation norms with two or three different partners. o Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate using transitions/phrases and evidence from the text to build up their conversations? After 1 minute, bring the students back to share-­‐out. o Targeted Response: After the first speaker stopped talking, the teacher (other partner) restated what they said to show respectful listening. • Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate taking turns and building on each other’s ideas? • Targeted Response: Each student took a turn. Student B added to Student A’s idea and provided a new vocabulary word. 3. Use your conversation voice § Say: Project your voice and speak clearly. § Demonstration: Teacher selects a student volunteer. Both are facing each other. The teacher gives an example of a non-­‐model where quiet and mumbled voices are used. The teacher selects another student where the teacher uses a clear voice. The teacher and the student take turns and build on each other’s 4th Grade ideas. Practice Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did my partner and I use our conversation voice? After 1 minute, bring the students back to share-­‐out. o Targeted Response: The teacher used a clear voice; one person spoke at a time as they took turns. Wrap -­‐Up Students will practice writing and categorizing the foods they had for dinner last night using the blank Food Pyramid. Students will have four copies of the blank Food Pyramid or Choose My Plate to use as a journal to collect and write evidence of their diet for four days. Students will use the information collected to Fortify their ideas in order to support the benefits of eating fast foods versus home cooked meals. Say: Today, we learned another important Conversation Skill. We learned to FORTIFY ideas to make our ideas stronger. We also practiced two Conversation Norms: Take Turns and Build on Each Other’s Ideas, and Using your Conversation Voice. You used different strategies like, “Give one – Get one,” to engage in conversations, and Think-­‐Pair-­‐Share build up your ideas using an online article that discussed the advantages and disadvantages of using mobile devices in the classroom. Think about the new learning you gained from today’s lesson. Pair with a Partner and Share, how have the Conversation Skills and Norms helped you communicate more effectively in class. 4th Grade California State Standards MELD Objectives Depth of Knowledge Levels Essential Questions Access Strategies Protocols Materials DAY 3 Fortify and Negotiate with Multiple Resources CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas
are grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.4.1.b
Provide reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.4.1.c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Students will engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐ led) with diverse partners in order to produce complex oral output using two conversation skills: Fortify and Negotiate through sharing ideas and taking turns. DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -­‐ Synthesize information across multiple sources or texts DOK 4 -­‐ Articulate a new voice, alternate theme, new knowledge or perspective • How might you support or defend your opinion about the benefits of eating fast foods versus home-­‐cooked meals? • How might you provide reasons from multiple sources to support facts and details? • How might you link opinions and reasons using words and phrases? Advanced Graphic Organizers, instructional conversations, Academic vocabulary development, Making Cultural Connections Think-­‐Pair-­‐Share My Turn, Your Turn Video: abcnews.go.com
“Real Money: Fast Food Challenge Tests Time Savings, Impact on Wallet”
Text: Fast Food Versus Home-Cooked Meals
Key Vocabulary Nutrition Facts, calories, sodium, carbohydrates, fat, Resources Opening Conversation Analysis Tool (CAT), Jeff Zwiers Say: Which do you think is faster to prepare and serve: Fast foods or Home-­‐Cooked Meals? Today we will watch a video from ABC News that compares the time it takes to serve a fast food versus cooking a home cooked meal. The information we gain from 4th Grade watching the video will allow us to build on evidence from a multimedia resource. In addition, we will compare the nutrition facts from similar fast foods and home-­‐cooked products to help us FORTIFY and NEGOTIATE our ideas, which include challenging an idea by presenting counterexamples or other ideas that oppose or compete with it. Hand gesture and phrase for the skill of Negotiating – “Evaluating and Comparing Ideas” Introduce the hand gesture for NEGOTIATE. To help us remember we are going to be using a synonymous phrase and gesture. (Teacher extends arms with palms upturned and moves arms in balancing motion.) Teacher will explain to students that we use this gesture to show when we NEGOTIATE our ideas. When we negotiate ideas, we challenge someone’s idea by presenting counterexamples or other ideas that oppose or compete with it. Introduce the Listening Task Poster Teacher refers to Listening Task Poster: Listening Task Poster 1. Did partners state their idea? and reads each step 2. Did they take turns sharing their ideas? aloud. While you are 3. Did they stay on topic? listening to my 4. Did they use evidence from the text/video? partner and me, listen 5. Did they build on each other’s ideas? for the following: Negotiating Sentence Starters Response starters: I think we should use the criteria of … because… ___ is very strong evidence because… A point of disagreement that I have is… Even though it seems that …, That is a valid point, but… I think the negatives of… outweigh the positives of … Demonstration: Model/Guide Prompt starters: How can we decide which is the more ___ idea? How does evidence for your argument compare to mine? What criteria do we use to evaluate the weight of the evidence? How do we compare “apples” of … to the “oranges” of …? Which has the heaviest/ strongest evidence? What is your opinion? Why? How might we take the best from both ideas? How is that evidence stronger than this evidence? Select one student to read the script with the teacher. Teacher: What is your opinion about the time it takes to prepare fast foods versus a home-­‐cooked meal? Student: In my opinion, it might take longer to cook a home-­‐cooked meal unless you use the microwave. Teacher: I disagree, the ABC news video will share that many home-­‐cooked meals can Practice 4th Grade be prepared faster than driving to buy fast food. How might your evidence compare with mine? Student: Even though it seems that the fast food takes longer to prepare, when my family orders from Pizza Hut, the order is free if it takes longer than the time they suggested. Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did the teacher and student take turns and build on each other’s ideas? After 1 minute, bring the students back to share-­‐out. o Targeted Response: The student and teacher used evidence from the video, transitions and negotiating sentence starters as they took turns comparing opinions and providing evidence to support their ideas PROMPT: What evidence from the video helps support your opinion about the benefits of preparing fast foods versus home-­‐cooked meals? The teacher and students watch the video using the abcnews.go link, “Real Money: Fast Food Challenge Tests Time Savings, Impact on Wallet.” The teacher models “Stop and Jot” after the first 30 seconds. The teacher guides students to form opinions in order to provide facts and details, as they “Think-­‐Pair –Share” after watching 1 minute of the video. The teacher models, “Think-­‐Ink-­‐Share,” while recording some of the students’ facts and details on the chart. The teacher writes notes throughout the video as students Think-­‐Pair-­‐Share. The teacher uses “Pick-­‐a-­‐Stick” to listen and chart as students share some of the facts and details discussed by their partner.
Say: Remember in order to FORTIFY our ideas we will need to NEGOTIATE multiple sources of evidence. When we do this we can use negotiating sentence starters as we talk with our partners. Today, we will practice an interactive reading to find further evidence in the text provided by abc News. You will use evidence that supports the benefits of preparing home-­‐cooked meals. You will fortify your ideas by writing the 3 Top Tips for preparing quick food at home using the text! Then you will fortify and negotiate your Top 3 Reasons for eating fast foods from real life experiences. • Students should use their MELD Journals to create an advanced graphic organizer to record their Top Tips and Top Reasons. A suggested Advanced Graphic organizer is found in the resources to model how students might write their tips and reasons to Fortify and Negotiate their opinions about fast foods and home cooked meals. 4th Grade Wrap –Up The teacher should walk around scripting interchanges in order to give specific feedback on students’ ability to use multiple sources, negotiate, build on one another’s ideas, clarify, etc. Say: Today was very rewarding. The video we observed allowed us to Fortify and gain stronger and clearer evidence to support our ideas about the benefits of eating fast foods versus home-­‐cooked meals. It was interesting to find how strongly some of you feel about your ideas by the Negotiating skills I observed with the Think-­‐ Pair-­‐ Share activity. Tomorrow, we will begin preparing all of our evidence to participate in a FOOD Network Constructive Conversation discussion. Think about how you have used the Conversation Skills over the past few days. Now, pair with a partner in order to share how you might use the evidence you’ve collected in order to challenge someone’s ideas. 4th Grade DAY 4 Reason Abstractly and Quantitatively with Nutrition Facts California State CCSS.ELA-­‐Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with Standards diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.Math.Content.4.NBT.A.2 Read and write multi-­‐digit whole numbers using base-­‐ten numerals, number names, and expanded form. Compare two multi-­‐digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Materials Students will engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐ led) with diverse partners in order to produce complex oral output using two conversation skills: Fortify and Negotiate) through sharing ideas and taking turns. DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -­‐ Synthesize information across multiple sources or texts DOK 4 -­‐ Articulate a new voice, alternate theme, new knowledge or perspective How do I analyze nutrition fact labels? How might learning the nutrition facts of fast foods and home-­‐cooked foods support my opinion about making healthy choices? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development. Divided Circle Map Nutrition Facts Video: “What’s in Your Fast Food” https://youtu.be/KPZUQGXGO8Q Think-­‐Pair-­‐Share Protocols Jigsaw Key Vocabulary Calories, Sugar, Fat, Sodium, Carbohydrates, and Grams Resources Marzano’s Six Step Process for Vocabulary Development Opening Say: Have you ever wondered what ingredients are in fast foods? We love the delicious tastes of some of our favorite fast food restaurants, but if we new the nutritional value in some of the food options, we might make healthier choices. Today, we will fortify and negotiate with our classmates by learning how read the nutrition facts of fast food and home cooked meals. We will also model with mathematics in order to reason abstractly and quantitatively. Say: Today we will watch a video where we will gain Tier 3 Vocabulary that will help us FORTIFY our reasons to support fast foods or home cooked meals. But first, we will work together to build academic vocabulary using a Divided Circle Map. I will model and guide you to analyze Nutrition Facts from fast food and home-­‐cooked meal labels. Later, you will practice reasoning abstractly and quantitatively as you create mathematical Model/Guide 4th Grade expressions that compare the nutrition facts of similar fast food and home cooked food choices. Say: Building academic vocabulary is so important in becoming college and career ready. When we speak and write, we will need to use Tier 3 vocabulary that might be specific to Science, Health and Mathematics. Today, our Academic Vocabulary Words are: Calories, Sugar, Sodium, Fat, Carbohydrates and Grams. These words are related to nutrition facts. In order to negotiate healthy food choices we must understand how these ingredients are measured in foods. Here are Marzano’s simple steps to model and guide students in using the Divided Circle Map. Divided Circle Map – Vocabulary Development 1. Students rate their initial knowledge of the vocabulary word (4 – 1). 2. The vocabulary word is written in the center circle. 3. In the upper right quadrant a graphic is written to practice word structure (prefix, base word, and suffix) or demonstrate multisyllabic words. 4. In the lower right quadrant synonyms are written to describe words with similar meanings. 5. In the lower left quadrant, an explanation, description or example are bulleted or written in a complete sentence. 6. In the upper right quadrant, an illustration or symbol are drawn. 7. The students rate how their knowledge of the vocabulary word has increased (4-­‐1)! The teacher models completing a poster sized Divided Graphic Organizer with one of the vocabulary words. The teacher models and guides students in using a dictionary, thesaurus, and cell phone/iPad to assist in making meaning. Students are divided into groups of 5. Each student is assigned a number and vocabulary word. Students who are given the #1, will complete the Divided Circle Map for SUGAR, #2’s will complete the Divided Circle Map for FAT, #3’s -­‐ SODIUM, and #4’s -­‐ CARBOHYDRATES and #5’s -­‐ GRAMS. Students participate in the Jigsaw Protocol. Students across the class focusing on the same vocabulary word will complete the Divided Circle Map and discuss what is important to teach. After practicing in their “expert” groups, students return to their original group to teach each other. Say: Now that we have gained a better understanding and have applied the vocabulary words using the Divided Circle Maps, let’s watch a video that helps us further Fortify our ideas about nutrition facts found in fast foods. Prior to beginning the lesson, the teacher prepares the YOU Tube video: “What’s in Your Fast Food?” The teacher models and guides students to “Think-­‐Pair-­‐Share and 4th Grade Think-­‐Ink-­‐Share,” in order to write feedback from the students on a chart. The teacher uses Pick-­‐A-­‐ Stick to select students to share and charts responses. Say: The video showed many examples of how the nutrition facts in some fast foods are greater than the Daily Recommended intake. Now you and a partner will review some of the Nutrition Facts of some similar fast foods and home-­‐cooked meals to further fortify and negotiate ideas. Let’s look at a sample together to compare some of the ingredients. The teacher displays the Nutrition Facts for Tyson Nuggets and McDonalds Chicken McNuggets. TYSON Nuggets McDonald’s Chicken McNuggets The teacher asks students to identify the measurements found in the Calories of the Tyson Nuggets and McDonald’s Chicken McNuggets. The teacher prepares an Advanced Graphic Organizer to chart the Nutrition Facts. The students use the Nutrition Facts’ tables to identify the measurements. The teacher uses the “Raise a Righteous Hand,” protocol to allow students to share. The teacher charts the responses and asks students to “Think-­‐Pair-­‐Share to discuss, “What did you notice about the Calories’ measurements?” Students reason abstractly and quantitatively to provide feedback with their partners. Say: I liked the way you and your partners are integrating your Math Vocabulary in order to evaluate the nutrition facts found in similar fast foods and home-­‐cooked foods. Now you will have an opportunity to write mathematics expressions that compare the measurements. The teacher models writing a sentence to describe the measurement of Calories. “Tyson’s nuggets have more calories than McDonald’s nuggets. 270 Calories > 178 Calories, Two hundred seventy Calories are greater than 178 Calories Demonstration: Negotiate Sentence Starters 4th Grade Response starters: Prompt starters: I think we should use the criteria How can we decide which is the of … because… more ___ idea? ___ is very strong evidence How does evidence for your because… argument compare to mine? A point of disagreement that I What criteria do we use to have is… evaluate the weight of the Even though it evidence? seems that …, How do we compare “apples” of That i
s a
valid … to the “oranges” of …? point, b
ut… Which has the heaviest/ I t
hink t
he strongest evidence? negatives of… What is your opinion? Why? outweigh t
he How might we take the best positives of … from both ideas? How is that evidence stronger than this evidence? Select two students to demonstrate how we might use the Negotiating Conversation Practice Skill to compare and evaluate the nutrition facts in foods. Student A: How do we use nutrition facts to evaluate which foods are healthy? Teacher: I think we should use the Food and Drug Associations daily-­‐recommended values to choose healthy foods. Student B: Even though the FDA gives daily-­‐recommended values of how much sugar, and sodium we should eat, my mom is a great cook and she never measures the seasoning salt she adds to food. My mom is the best cook! What is your opinion about looking at Nutrition Facts to check for ingredients? Student A: You have a valid point about your Mom being a great cook because I’ve been to your house for dinner, however, I’ve noticed that some fast food restaurants have the nutrition facts on their menus because people are learning to avoid foods with a lot of sodium and sugar for health reasons. Debrief: o Teacher: Converse with your partner. Answer the following prompt: How did the teacher and student take turns and build on each other’s ideas? After 1 minute, bring the students back to share-­‐out. o Targeted Response: The students and teacher used academic vocabulary with evidence from the nutrition facts, transitions and negotiating sentence starters as they took turns comparing opinions and providing evidence to support their ideas Say: Now you and a partner will practice evaluating and comparing the measurements of similar fast foods and home cooked foods using the Comparing Nutrition Facts Wrap –Up 4th Grade Advanced Graphic Organizer. You and a partner will write the measurements of some of the ingredients learned in our Vocabulary Development lesson and in the video. You and a partner will write sentences in to describe the comparisons in the measurements and create mathematics expressions that will assist you in negotiating during our constructive conversations. Students might use their MELD Journals to practice writing clear sentences. Here are some suggested sentence frames to compare measurements of two similar types of fast foods and home-­‐cooked meals: • The measurement of sodium in __________is greater than ___________. • The measurement of carbohydrates in ________is less than ______________. • The calories in _________ are equal to the calories in __________. Say: Now that you have worked with a partner to complete the Comparing Nutrition Facts. Converse with your partner to fortify and negotiate ideas about some of your measurements findings. Remember to use all of the prompt and response starters to Negotiate your ideas. Today, we learned many important vocabulary words that will help us read nutrition facts in order to make healthy choices in our diets. We continued to Fortify and Negotiate to support and challenge others’ opinions about fast foods and home cooked meals. I know many of you enjoyed using mathematical practices to support your reasoning. Tonight is the last evening you will have to record what your family eats in your Food Journal. Tomorrow we will participate in small group conversations to discuss the benefits of eating fast foods versus home-­‐cooked meals. 4th Grade California State Standards MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols DAY 5 CCSS.ELA-­‐Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Students will engage effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐ led) with diverse partners in order to produce complex oral output using two conversation skills: Fortify and Negotiate) through sharing ideas and taking turns. DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 -­‐ Synthesize information across multiple sources or texts DOK 4 -­‐ Articulate a new voice, alternate theme, new knowledge or perspective How might you support the advantages and disadvantages of fast foods? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development. Think-­‐Pair-­‐Share Put Your Two Cents In 12 Advantages and Disadvantages Materials https://youtu.be/blPX05fK7Yo Key Vocabulary Bias and comment Resources Conversation Analysis Tool (CAT), Jeff Zwiers Opening The Food Journal and Food Network – Talk Show reveals the Food Journals of peers and discusses the benefits of eating fast food versus home cooked meals. Say: Over the past week we have created and clarified our ideas about eating Fast Foods versus Home-­‐Cooked Meals. We have also read texts and watched videos that helped us fortify and make our ideas stronger. Yesterday we watched a video about the Nutrition Facts found in Fast Foods that helped us develop Tier 2 vocabulary. We practiced reasoning abstractly and quantitatively to compare the measurements of the ingredients found in Fast Foods and Home Cooked Meals. Today, we will participate in a discussion panel where students will work in small groups to discuss their Food Journals in order to negotiate their opinions about the advantages and disadvantages of eating Fast Foods. The teacher will model and guide students in preparing their Food Network Panel questions and statement by referencing some of the prompt and response sentence starters for CREATE, CLARIFY, FORTIFY and NEGOTIATE. Remember to have your charts posted to allow students to use them throughout their discussions. Model/Guide 4th Grade Teams will be selected to share their Food Journals in small groups. Students will highlight whether they ate Fast Foods or Home-­‐Cooked meals. Students should discuss how they used the Food Pyramid or My Plate to include the categories that promote healthy choices. Students will also fortify with supporting evidence using examples of the texts and videos. Students will participate in the protocol: “Put Your Two Cents In,” in order to allow students to share their ideas and questions about each student Food Journal during the Food Network Panel. Students will write their opinions and supporting evidence using the MELD Journal template in order to assist them in their constructive conversations. Practice Wrap -­‐Up Say: Today was an awesome day! Thumbs up if you agree? What great things did you practice and/or learn today? (Possible answers: “We practiced Conversation Skills and Norms. We completed Advanced Graphic Organizers to help us write clear sentences to support the advantages and disadvantages of eating Fast Foods versus Home-­‐Cooked Meals, we worked collaboratively in teams to provide evidence from multiple sources in order to FORTIFY and NEGOTIATE your ideas.) Tomorrow we will continue this process so that all teams have been heard. The skills you are learning will help you gain Speaking, Listening, Reading and Writing standards that will prepare you for the College and Career of your choice. 4th Grade FORMATIVE ASSESSMENT Conversation Analysis Tool (CAT) The teacher provides a score of 4 – 3 – 2 – 1 to rate the progress of student conversations for each dimension using the Conversation Analysis Tool. The teacher and students engage in scoring the progress of the Food Network Panels using the Conversations Analysis Tool. Dimension 1: Turns build on previous turns to build up an idea. Dimension 2: Turns focus on the knowledge or skills based on the lesson’s objectives. Assessment I. Students are scored by their participation and progress in Constructive Conversations that provide examples of the four Conversation Skills (Create, Clarify, Fortify, and Negotiate). II. Students model proficient use of the five Conversation Norms. • Use your think time • Use the language of the skill • Use your conversation voice • Listen Respectfully • Take turns and build on each other’s ideas III. Completion of the Food Journal writing and categorizing foods using the Food Pyramid or My Plate.