Yesterday, today and next week.
Rob and Tracey, I hope the day to day implementation of the new 4C is not wearing on you yet.
Below is what happened yesterday:
1. Read “Life with Purpose” article. Following the article have students predict what the subject’s
message would be by writing a short paragraph following the supported opinion paragraph.
Supported Opinion Paragraph
• Introductory statement introduces subject/topic
Provides your opinion/perspective without stating “in my opinion”
• Reasons/ Support sentences
3 reasons (distinct sentences) why the article supports your opinion.
• Concluding statement
Also distribute “What is Non fiction” handout and review its contents including how to use
Google Books to conduct research on books to pick for the next unit on Longer Non Fiction
Lastly have students create a Google Account. I have assigned each student a username to use
in creating this account (email@example.com)
i) Students will finish their rough draft of this supported opinion paragraph and then in pairs practice
yet again measuring each other’s work via the rubric I have provided for this assignment. Prior to using
the rubric in this way have students read to their partners what the other wrote… do this aloud…Let
them know they will produce 3 supported opinion paragraphs… assess all 3… submit all 3 and choose
which one will be evaluated (mark attached). This is of course to be done over the next two weeks.
ii) The second half of the class hand out the Rex Murphy article “Cellphones” and have them again
read aloud this article to their partner. Take turns and split the reading fairly.
iii) Next have each pair combine with another pair to complete the following
In groups of 4 have students read the Cell phone policy published in the Eastdale Agenda.
Have the group critique the policy’s language or content and point out any gaps in logic as far
as discipline and or implementation of the policy goes.
Following this assign each group one of the following group writing tasks:
Write a Cell phone policy statement for
i. Schools (secondary or post secondary)
iii. For parents to pass along to their children
iv. For people in public – etiquette in restaurants/movie theatres etc.
v. Safety in moving vehicles, airplanes, hospitals
As this is a “work in progress” document the groups should be collaborating on the
statement(s). Point form is fine but there must be an attempt to move what is in point form to
a formal setting suitable for inclusion in a document like the Eastdale Agenda, or the Lakeridge
Health Center etc.
Tomorrow we will reconvene the groups and finalize each one’s policy statement. One person from
the group will be assigned the role of communicating verbally their group’s position or statement.
This will be done in groups with one person staying at their group’s table while the rest stray to hear
what other group’s have produced. Let everyone know that we will do this often this year and
everyone must eventually take a turn speaking for their group.
Wednesday: Groups reconvene and what was described above is accomplished in the first half of
the class. I will be circulating to assess the oral communication of the “experts.”
Second half of class:
2. Create (with one of the social issues in mind) a short (1-2) minute talk on the presence of this
issue in the world today. For instance in the MTV article about Kanye West’s inappropriate
behaviour you might find other stories online, in a newspaper, in a magazine that are
connected by a similar theme or issue; lack of courtesy in society, ego centric behaviour etc.
(Note according to the I.C.E taxonomy one element of making Connections is that:
ideas are integrated into webs of information and knowledge that is
tied together so that learners are not experiencing isolated skills,
concepts, rules or symbols
This short “talk” will be conducted in groups of 3 or 4 and students will be responsible for
“scoring” the work of their peers according to a checklist supplied by the teacher or created by
the class. (Forthcoming) Students need to know that they will be gathering information (prior
knowledge) organizing it and scripting their “talk” today. Tomorrow they will sit in the groups
they were in for the previous day and deliver their talk.
Thursday: Give students 10 minutes after settling down to organize their thoughts. Following this
have students get in their groups from the previous class and deliver their talk on a social issue. Group
members listening are to complete the feedback sheet (checklist)
as they listen.
Second half of class:
3. Introduce an “issue” like “loneliness or isolation” Have students think for a minute of all that
those two terms may or do mean. On the “Thinking Quad” handout (provided) have students
write down as much as they can in the “What I know” quadrant on the subject of “loneliness
Next have them write down their answer in the “What I think” quadrant to this question,
“How significant is loneliness or isolation in the lives of average teenagers.” This question
requires some deeper thinking so allow students at least 2 minutes to reflect and then 2 more
to write their response in the appropriate section.
Now that the “stage has been set” have students in pairs read the article entitled “Connected
to No Where.” They may read quietly to each other or simply sit in pairs and read silently to
themselves. Once each individual has completed the reading they need to first record
information in the “What I discovered” quadrant. After exhausting what information should
be recorded here have each student reflect on this question “was there anything you
discovered that you already knew.” If there is information that could move from one quadrant
to the next draw an arrow or line to suggest what was discovered was actually prior
knowledge (again do this in pairs but only draw the lines or arrows if it applies to the individual
The “extension” activity might be to ask students in their “What I think” quadrant to create a
proposal or solution for dealing with the problem (social issue) outlined in the article in the
school environment ie. Create a support network, discuss with principal and or student
services counsellor. Part of this activity should include details that outline what these ideas
would look like in the real world. (Note according to the I.C.E taxonomy one element of
creating Extensions is that:
students are able to use their learning in novel ways apart from the initial
learning situation to predict how …; state the implications of …;
propose solutions for …; or validate his and others’ thinking
The culminating performance task in this unit is the short memo and so students need to work
on the thinking skills required to be a “problem solver” in the real world as well as an effective
communicator of their ideas.
Friday: Allow students some time to tidy up any work they may have not had time to complete over the
last 4 classes ie. “short talk”, supported opinion paragraph, cell phone policy statement etc.
Have students write the second of 3 supported opinion paragraphs on the article “Connected to
Nowhere.” The issue or opinion they might tackle would be the contention
“Worries about disconnected youths and their internet usage are overstated” Students may write this
paragraph from the opposite point of view “Worries about disconnected youths and their internet usage
are justified.” Students should be aware of whom they are writing for (audience); in this case their
audience is a group of concerned parents at a School Community Council.
Next week students will gather to once again assess this writing task in pairs using the rubric provided.
We will also instruct the class on what a memo is and how to spot and then write a “good one”
culminating in them producing their own short memo to a member of Parliament on a social issue.
Good luck and if you want to create your own feedback handouts for any exercise do it!
But share it on Google Docs.
All the best