Boys Only, Girls Only (Informational Text) Is Same Sex Schooling Good For Kids? (Video) Grade 4
Using Complex Texts to Develop Language
Lesson Plan
CLR Fellowship
2015
Designed by: Jamall Farr, Andrea Goring, and Sallie McIntyre 1 Close
Reading
Boys Only, Girls Only
Jamall Farr, Andrea Goring, and Sallie McIntrye
Title:
Boys Only, Girls Only
Lexile: 690
4th Grade
California State
Standards RI 4.2 Determine Main Idea RI 4.1 Refer to detail in a text when explaining what the text says explicitly and
when drawing inferences.
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases precisely
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) S&L 4.1-Engage effectively in a range of collaborative discussions with diverse
partners on grade 4 topics and texts, building on other's ideas and expressing their
own clarity. S&L 4.6-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussions) use formal English when appropriate to task and
situation. W 4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and in the text. MELD
OBJECTIVES
Language Objective: (what) based on standard
1. Students will choose and use words precisely to communicate opinions. 2. Students will use knowledge of language and conventions to determine the situationally appropriate use of home language and Academic English.
Lesson Objective (how)
1. Students will use AEMP personal thesaurus to generate academic vocabulary.
2. Students will engage in constructive conversations around the pros and cons
of same sex
schooling leading up to a debate.
3. Students will write an opinion piece on same sex schooling.
Depth of Knowledge Level DOK 1: • Students will identify meanings of unfamiliar words 2 DOK 2: • Students will compare and contrast the pros and cons of having same sex classrooms. • Students will summarize article arguments for and against single sex
classrooms. DOK 3: • Students will elaborate on the reasons why the chose their opinion with
evidence from the text. DOK 4: • Students will synthesize information from multiple sources to form and write
and opinion piece. • Students will apply information from multiple sources to support an
argument either for or against single sex classrooms. Essential Question
What are the pros and cons of single sex classroom vs. coed classrooms? Which
would you prefer and why?
Access Strategies
Making Cultural Connections
Cooperative and Communal Learning Use of Advanced Graphic Organizers Instructional Conversations Academic Language Development
Discussion and Participation Protocol Posters are in the Resource Packet Think Pair Share
Think Ink Pair Share Call and Response Whip Around
Pick a Stick Put Your Two Cents In Numbered Heads Together Roll 'em Protocols
Materials
Article, video, pens, pencils, highlighters, post its, poster board,
Key Vocabulary gender, single-sex, prefer, critics, impress, opposite, and coed (Other words as chosen by the classroom teacher based on need)
Resources Article (readworks.org), video, DOK Question Stems, Constructive Conversation
Posters, Discussion/Protocol Posters, California Common Core State Standards
(link), double bubble or Venn Diagram, and Access Strategies
3 Culminating Task
Video: Are Same Sex Classrooms Good For Kids? https://www.youtube.com/watch?v=a3MSJZu45iQ Students will write an opinion paragraph and participate in a Triangle Debate.
1st Read
The protocol Call and
Response used throughout
all reads.
PROS
CONS
RI 4.2 Determine Main Idea S&L 4.1-Engage effectively in a range of collaborative discussions with diverse
partners on grade 4 topics and texts, building on other's ideas and expressing their
own clarity. DOK 1 Can you identify the meanings of unfamiliar words? Opener: Boys vs. Girl Vocabulary Game Students will be lined up in three lines, line 1 all girls, line 2, all boys, line 3 mixed. They will work in turns to complete a word chart on the board, the completed chart
being posted in the classroom. The first team to have their chart completed, in line
and quiet wins! Visual Thinking Strategies: Ask Students the following Questions 1) What's going on in the pictures? 2) What do you see that makes you say that? 3) What are the differences and similarities in the pictures? Essential Question: What are the pros and cons of single sex classroom vs. coed
classrooms? Which would you prefer and why? Call and Response: When I say "Boys you say rock!" "Girls, you say rock!" Learning Objectives: 1) Students will become familiar with key vocabulary and simultaneously engage in
an activity that will influence their preference for a single gender or coed
environment. 2) Students will use MELD protocols to discuss/debate the merits of single gender
vs. co-ed education. MELD Protocol: Students will do a Think Ink Pair Share activity and chart their
initial responses to the essential question on post its which will then be placed on a
T-Chart 1st Read Students will be given 5 minutes to read through the article and identify unfamiliar
vocabulary. 4 Personal Thesaurus Lesson: Gender, single-sex, prefer Students will use the PT to find synonyms and an antonym for identified unfamiliar
vocabulary. (e.g. gender, single-sex, prefer) 2nd Read RI 4.1 Refer to detail in a text when explaining what the text says explicitly and
when drawing inferences. S&L 4.1-Engage effectively in a range of collaborative discussions with diverse
partners on grade 4 topics and texts, building on other's ideas and expressing their
own clarity. DOK: 2 How can you explain how a single gender classroom affects student
success? DOK:3 What facts would you select from the text to support your preference for
single gender or coed learning environment? Learning Objective Students will cite evidence from text to support their inferences. Call and Response: When I say "Boys/Girls", you say 'Rock!"…..
Pros Cons Close Read: Annotating
Reread in small groups and highlighting pros and cons. Students will read through
the article.
MELD Discussion Protocol:
Give One, Get One: What did you recognize as pros and cons for single sex
classrooms?:
DOK 2 Question; How did reading the article change your opinion about single sex
classrooms?111
In small groups, allow students to chart pros and cons using a T chart.
Students share out and teacher charts.
Personal Thesaurus: critics, impress, opposite
5 3rd Read
RI 4.1 Refer to detail in a (digital) text when explaining what the text says explicitly
and when drawing inferences. L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases precisely DOK 3: What facts from the video would you use to support the pros and cons of
same sex schooling? Use Attention getting signal: Call and Response When I say Girls you say rock, When I say boys you say rock! Review Learning Objectives: 1) Identify arguments for and against single sex from a 2nd source (video). 2) Compare and contrast those arguments to the ones in the article. 3) Engage in a constructive conversation stating your opinion based on evidence from the text and visual text. Introduce Video: Are Same Sex Classrooms Good for Kids?
(Go to YouTube and enter LAUSD user code and password or download video to
your computer by going to savefrom.net)
https://www.youtube.com/watch?v=a3MSJZu45Q
Add pros and cons from the video to the original T Chart in a different color Compare and Contrast: Double Bubble Map or Venn Diagram of information
from video and article Personal Thesaurus: Add Tier 2 words from the video from the video to the
personal thesaurus. Constructive Conversation : Use the prompt starters and response starters from the
conversation skills poster to engage students in Constructive Conversations. Model
whole group and then allow students to work in pairs or groups.
(Refer to Chart in Resource Packet or go to www.jeffzwiers.org/ 6 Explicitly explain each skill: Say: When we fortify, we make our ideas stronger by using evidence from the text. Fortify/Support 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? Say: When we negotiate, we challenge the ideas of others based on evidence. Negotiate Prompt Starter What is your opinion? I support same sex schooling because..... I do not support same sex schooling because.... Response Starter I disagree with you because..... I agree with you because.... Even though it seems that way…… Choose a side: Now, based on the information from the article and the video and
from your discussions, what is your opinion? 7 The strategy musical shares can be used to allow movement and give students the
opportunity to engage with diverse partners.
4th Read/Writing
W 4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and in the text. DOK 4: Apply information from one text to another text to develop a persuasive
argument. Call and Response: When I say pros, you say cons Review Learning Objectives: 1) Engage in a lesson on the use of the verb "be" 2) Write an opinion paragraph on single sex schooling MELD Mini Lesson: Habitual Be (Optional: a brief mini lesson can be given to point out the use of home language as
it presents itself in student's writing and oral output) Boys be.....vs. Boys are.... Girls be......vs. Girls are.... We be........vs. We are..... Discussion Protocol: Put your two cents in In groups of four, have students share there opinions before writing: I support single sex schools because... I do not support single sex schools because...... I agree with _____________ because...... I disagree with __________ because...... Paragraph Writing: Use of AEMP Paragraph Organizer or In My Opinion
Organizer Students will produce a paragraph stating their opinion on single sex schools. This is
a quick write using the details from the previous days charted information. Topic Sentence: I support single-sex schools because.... Detail 1 Single sex schools......... Detail 2 Detail 3 Conclusion Sentence: Provide sentence stems: 8 Use all resources used in day 1-3 (Review Article highlights, t charts, and evidence
collected)
After the students have written their paragraph, allow them to share with a partner.
(Think-Ink-Pair-Share)
Model the Conversation Skill Clarify so that they can ask their partners clarifying
questions to improve their paragraph.
Say: When we clarify we make our ideas clearer.
Prompt Starters
Why is that important?
What do you mean by?
Culminating Task Culminating Task may go into the following week based on your class.
Response Starters
It’s important because….
It means that…….
L 4.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases precisely 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) Learning Objective:
1. Students will use Standard Academic Language in an Informal Debate.
2. Students will participate in an informal debate.
3. Students will practice cognitively demanding speaking skills (choose words
and
phrases precisely).
Debate Topic: Same Sex Schooling For or Against
Call and Response: When I say pros, you say cons. When I say for you say against
Teacher will use Call and Response through out the activity to bring the class back
together.
Teacher will show a video modeling a debate titled 6th Grade Debate - School
Uniforms https://www.youtube.com/watch?v=A6zuLlii2jQ
Provide debate/discussion protocols
1. Teacher will add, for, against, rebuttal and argument to the personal thesaurus.
2. Teacher will introduce Whole-Class discussions called Triangle Debate where all
students are involved in an informal whole-class debate. It is a flexible tool that
allows students to debate in a comfortable setting.
9 3. Teacher will divide class into three groups using numbered heads.
4. Group 1 will argue for the issue, group 2 will argue against the issue, and group 3
will prepare comments and questions about the issue to groups 1 and 2. Detailed
procedures for Triangle Debate are included in resource packet.
5. Teacher will go over Debate Rubric with students before they work on their
debate viewpoints. Teacher will clarify any questions regarding the task and rubric.
6. Teacher will allow groups to get together to review information from the previous
lessons in order to cite reasons for the side they are arguing. They may use charts,
notes, opinion paragraph, information from video, and articles.
7. Group 1 and Group 2 will be provided with index cards to list their reasons using
the prompt and response starters listed. Group 3 will be provided with index cards
and as a group they have to prepare questions to ask of group 1 and one question to
ask group 2. Teacher will monitor groups for clarification or assistance that they
may need.
8. Teacher will use numbered heads to count off for each group. (Each group will
have the same numbers) Teacher will use Roll'em during the debate to allow
students the opportunities to speak (e.g. Group 1 -#3 will speak then Group 2-#3
will speak, then Group 3 #3 will ask a question on what Group 1 and Group 2 stated
and so on and so forth) Group 1 and 2 will be allowed no more than two minutes to
speak and Group 3 will be allowed no more than 1 minute to ask a question..
9.Teacher will model triangle debate using 3 students
PROMPT STARTERS AND RESPONSE STARTERS
Prompt Starters
Response Starters
I believe that....
I don't agree because...
I really feel that...
I disagree because...
I think...
No, I think that...
I agree with ___________because....
I think ______is ______because...
In my opinion....
In my opinion...
Teacher will model Prompt and Response Starters.
See Resource Packet for more Prompt and Response Starters
After the debate students will complete a reflections sheet on their experience with
the debate.
Debate rubric for teacher and student: See Resource Packet
Let the debate begin!
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