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    Lesson Plan: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

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    This lesson plan outlines a speaking and listening activity where students will participate in a debate on whether it is too late to fix climate change. Students will be placed into groups and assigned to the "yes" or "no" side, where they will use sticky notes to write arguments and place them on a classroom board under the corresponding side. The following day, students will combine their arguments at the board to engage in a full classroom debate. The teacher reflects that initially the groups struggled and more time was spent establishing group work norms, but conducting the debate at the front with the class engaged students and made the activity more successful.

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    Lesson Plan: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

    Uploaded by

    api-546993307
    96 views3 pages
    This lesson plan outlines a speaking and listening activity where students will participate in a debate on whether it is too late to fix climate change. Students will be placed into groups and assigned to the "yes" or "no" side, where they will use sticky notes to write arguments and place them on a classroom board under the corresponding side. The following day, students will combine their arguments at the board to engage in a full classroom debate. The teacher reflects that initially the groups struggled and more time was spent establishing group work norms, but conducting the debate at the front with the class engaged students and made the activity more successful.

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    lesson plan 3

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    This lesson plan outlines a speaking and listening activity where students will participate in a debate on whether it is too late to fix climate change. Students will be placed into groups and assigned to the "yes" or "no" side, where they will use sticky notes to write arguments and place them on a classroom board under the corresponding side. The following day, students will combine their arguments at the board to engage in a full classroom debate. The teacher reflects that initially the groups struggled and more time was spent establishing group work norms, but conducting the debate at the front with the class engaged students and made the activity more successful.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    96 views3 pages

    Lesson Plan: Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in Student Friendly Language)

    Uploaded by

    api-546993307
    This lesson plan outlines a speaking and listening activity where students will participate in a debate on whether it is too late to fix climate change. Students will be placed into groups and assigned to the "yes" or "no" side, where they will use sticky notes to write arguments and place them on a classroom board under the corresponding side. The following day, students will combine their arguments at the board to engage in a full classroom debate. The teacher reflects that initially the groups struggled and more time was spent establishing group work norms, but conducting the debate at the front with the class engaged students and made the activity more successful.

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    LESSON PLAN

    TEACHER Austin Allen


    Subject/Class/Course ELA
    Topic Speaking and Listening
    Grade Level Grade 6 Duration: 45 minutes Date: September 14th 2021

    Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
    GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their
    thoughts, ideas, feelings, and experiences
    SCO: contribute thoughts, ideas, and questions to discussion and compare their own ideas with those of peers
    and others
    SCO: ask and respond to questions to seek clarification or explanation of ideas and concepts
    SCO: defend and/or support their opinions with evidence

    * Science Cross-Curricular *
    SCO 2.1: Students will consider factors that support responsible application of scientific and technological
    knowledge and demonstrate an understanding of sustainable practices.

    Introduction – 10 minutes
    *Ring Bell* - Attn Gettr
    Begin by asking students to recap what we talked about the previous day while watching the
    video on Climate Change.

    Randomly select students – particularly those you haven’t been hearing as much from
    IF students are unable to answer, do not focus attention on them and simply move on to
    avoid embarrassment.

    Ask students if anybody can explain what a debate is. Go over rules of how debates work
    (i.e., turn taking, building upon one another’s points, etc)

    Call helper to the board (in this case, one of the adults in the room) to help you demonstrate
    today’s activity. Draw a line on the board with “YES” on one side and “NO” on the other
    side. Stand on opposing sides as your partner and tell students that we are playing “tug of
    war” over X topic (choose an example topic for the demonstration). Both you and your
    partner will have sticky notes that you are to write your point on and stick to the board.
    Connecting lines can be drawn between opposing points if they are directly related.

    Assessment
    Formative Assessment – Taking the time to note the points being made in the small groups
    and by whom. This is a speaking and listening exercise, as well as a general classroom rules
    when discussing with your groups exercise. I will be taking note of key points made
    throughout this and by whom when we share at the end – not for marking but for formative
    data entry.

    Develop the Instruction


    *Ring Bell*
    Now that you have seen a demonstration, I am going to be placing you all in groups and you
    will be given a large sheet of paper with a line on it where you will place your post-it notes.
    The groups will be 4 people each and two of you will be assigned to the “YES” side and two
    will be assigned to the “NO” side – it is OKAY if this does not align with your personal view
    on the topic, but you do have to try and come up with reasons to defend your assigned
    position.

    Place students in their groups and handout sheets and post-it notes. Allow for one minute to
    transition into their groups and to find somewhere to work.
    *Ring Bell*
    Now that you are in your groups, this is going to be your topic for today.
    “It is too late to fix climate change”
    My “YES” people will be arguing, “Yes, I think it is too late and we are doomed!” and my
    “NO” people will be arguing “No, we can still fix this, and here is why!” I should not hear
    people yelling over each other – but a little volume is okay as long as we are controlled. All
    of my “YES” people are going to be getting BLUE sticky notes, and my “NO” people are going
    to be getting GREEN sticky notes.

    Allow for the bulk of the period to work on this.

    **FOLLOWING-DAY**

    The following day begin by recapping the activity and allowing for a few more minutes in
    their groups IF THEY NEED IT
    Once finished, the idea is to have all of the students come to the front of the class where the
    YES and NO teams will combine all of their points from their groups to have one large
    debate using the board to paste their sticky notes.

    Closure
    In tomorrow’s class, we are going to all come to the board and have a classroom debate
    where all of my “NO” people are on one side and my “YES” people on the other side. You
    will each be expected to have AT LEAST one point to make for your side tomorrow – but
    more is encouraged for each of you. Ensure that each members’ name is on your group’s
    sheet and place them with the leftover sticky notes on the table at the front please.

    Materials, Technologies, Safety or Special Considerations


     Post-It Notes (Green and Blue – or whichever two colours your want)
     Large sheets of paper with tug-of-war line drawn on
     Pre-arranged groupings to avoid conflicts/distractions
     Decision to either pair our PLP students with stronger students, or place the three of
    them in one group with an EA support to help them work together

    Reflection
    I wrote this lesson plan a few days leading up to actually teaching it. Upon doing so, it
    became apparent (as expected) that our students were not ready to work in groups –
    especially with the post-it notes. As it was still very fresh into the semester, I took this
    opportunity to put a pin in the lesson plan for the day, and move onto independently
    working on other work for the remainder of the period. The following day during ELA, we
    spent the first half of the class going over a GROUPS acronym on a piece of chart paper that
    will then be posted on the wall as a point of reference for the rest of the semester, outlining
    our classroom rules for working in groups. This time was super important and effective
    because I was able to use the previous day as an example of things not to do, and then
    proceed to cover the ground rules. The students seemed very engaged and aware of where
    they went wrong.

    After we covered these rules, I restarted the activity for 5 more minutes in their groups,
    allowing them to refresh themselves on the points that they wanted to make, and the noise
    level and focus was 100% better than the previous day. I then called all of my “NO” students
    to one side of the board, and all of my “YES” students to the other side, and then they
    proceeded to take turns putting their sticky notes on the line I drew on the board as a class,
    allowing for some really engaging and fun discussions. As a class, with the students having
    the chance to physically stand at the front, they seemed to have a much easier time
    focussing than they did when they worked in groups the first time around.

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