Lesson+3



**Essential/Academic Vocabulary** Lesson 3 (Cluster 2.1)

//Ability to apply strategies to develop an understanding of academic vocabulary used in opinionated writing.// ||  || Develop an understanding of the terms and phrases: digital footprint (students do from article using Word Questioning graphic organizer), digital shadow (students do from article using Word Questioning graphic organizer), privacy (your example on Word Questioning graphic organizer), editorial, refute, opposition (these get added to Portable Word Wall handout-see image below).
 * //**Essential/Academic Vocabulary**// |||| //Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and/or information.//
 * //**Mini-task**// || //**Prompt:**//

What are the connections between the vocabulary you’ve learned and the Teaching Task? |||| //**Product:**// Word Questioning Map, Portable Word Wall, Exit Slip ||
 * //**Mini-task scoring guide**// |||| **Meets Expectation:** Student is able to define academic and essential vocabulary and complete graphic organizers ||  ||

**Prior to the Lesson Students need 3 copies of "Word Questioning" graphic organizer 1) to copy teacher example (privacy) 2) to complete their own (digital shadow or digital footprint" 3) to copy from partner (digital footprint or digital shadow) **

1) Everyone reads the article
 * Make copies of the Portable Word Wall, a Three-Column Note graphic organizer **(Handout 3A)** [[file:Lesson 3 Handout 3A.doc]] and Question Map **(Handout 3B). [[file:Lesson 3 Handout 3B.doc]] Teacher Help-copy of page 1 filled in...[[image:word_wall_page_1.jpg]]** ||
 * Make copies of the article //Social Media Digital Footprint vs Paper Trails of the Past. [[file:Lesson 3 Social Media Digital Footprint vs Paper Trails.doc]]// ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Divide students into two groups for Word Questioning Activity (easier if students already have table partners--

2) Table partner A (nearest window) defines “digital footprint” on the Word Questioning chart  I used the blank form to create a key.. . 3) Table Partner B (nearest door) defines “digital shadow” on the WQ chart I used the blank form to create a key... 4) Partners share charts ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of Exit Slip if desired. Students may write on their own paper. ||


 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Essential Question** || <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">What happens when your privacy is someone else’s business? ||


 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Lesson Objectives:**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">The students will be able to create a portable word wall for use with vocabulary throughout the unit.
 * <span style="font-family: Times New Roman,serif;">The students will be able to analyze words related to digital communication by completing a Word Questioning map. ||

<span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Instruction** <span style="display: block; font-family: Times New Roman,serif; text-align: center;">(shared reading/mini lesson) |||| * <span style="font-family: Times New Roman,serif;">Teacher will discuss academic vocabulary necessary to complete the task. There are 3 types of editorial writing: staff editorial, guest editorial, and a letter to the editor. It is not necessary to spend extended time on the difference among these three pieces. However, students should __not__ write a Letter to the Editor, which is mostly opinion. Staff editorials are the collective opinion of the editorial staff and are not signed; whereas, a guest editorial is written by someone not employed by the publication and contains the author’s byline. They are both opinionated writing, but heavily based on reasons and evidence. A strong editorial will acknowledge the **opposition’s** viewpoint. Ask students who is their school’s biggest opposition in a certain sport? Who would be the Democratic Party’s opposition? Even though they will acknowledge a competing viewpoint, they will offer evidence to **refute** the opposition’s opinion and explain why their opinions are more credible. <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**and** <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Independent Practice** |||| <span style="font-family: Times New Roman,serif;">//Now you’re going to read an article, Social Media Digital Footprint vs Paper Trails of the Past, and use Word Questioning to understand two concepts,// //__digital footprint__// //and// //__digital shadow__////.// <span style="font-family: Times New Roman,serif;">**Exit Slip:** What connections are there between the vocabulary you’ve learned and the Teaching Task? ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Time** || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Lesson Component** |||| <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Instructional Notes** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">2 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Building Background knowledge** |||| <span style="font-family: Times New Roman,serif;">Teacher posts the Teaching Task **(Teacher Support)** and asks students to read it. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">3 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">//In order to understand the text we will be reading and the task that you will be completing, you need to have a thorough understanding of certain words that we will be reading, discussing, and applying throughout the module. Today we’re going to use two different strategies to gain a knowledge of what certain words mean.// ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">35 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">35 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">35 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group**
 * <span style="font-family: Times New Roman,serif;">Teacher guides students to complete **Handout 3A** for the words __editorial__, __opposition__, and __refute__. They should also add the words __argument__, __claim__, __evidence__ from Lesson 1.
 * <span style="font-family: Times New Roman,serif;">//We’re going to use another vocabulary strategy now to gain a deeper meaning of critical phrases we will use repeatedly in this module. Remember our essential question is// What happens when your privacy is someone else’s business? //The strategy we’re going to use to gain a deeper understanding of the word privacy is called Word Questioning.//
 * <span style="font-family: Times New Roman,serif;">Teacher will model Word Questioning activity with the word __privacy__ **(Handout 3B - Teacher Support)**. [[file:Lesson 3 Teacher support Handout 3B.doc]] ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Day 2 of lesson** ||  ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">2 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">Remind students of the Word Questioning strategy from yesterday. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">25 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Small Group/ Individual Instruction**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">25 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Small Group/ Individual Instruction**
 * <span style="font-family: Times New Roman,serif;">Ask students to read the article //Social Media Digital Footprint vs Paper Trails of the Past// independently or in pairs.
 * <span style="font-family: Times New Roman,serif;">Group students into pairs. Each pair will be assigned to use Word Questioning graphic organizer **(Handout 3B)** for either __digital footprint__ or __digital shadow__. Pairs will partner and teach each other the two phrases. Students add the two words to their Three Column Portable Word Wall **(Student Handout 3A)**. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Assessment** |||| <span style="font-family: Times New Roman,serif;">Check Three-Column graphic organizer for additions (Student Handout 3A) and Word Questioning Map (Student Handout 3B)
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Assessment** |||| <span style="font-family: Times New Roman,serif;">Check Three-Column graphic organizer for additions (Student Handout 3A) and Word Questioning Map (Student Handout 3B)