Lesson+6

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Supplemental material: Transcript of "Bubble Filter" video and a brief biography of speaker/writer/activist Eli Pariser:

**Active Reading and Note Taking 1 ** Lesson 6 (Cluster 2.4)

//Respond to the relevancy of the activity to the teaching task. // || **//Product: //** //Three-Column graphic organizer // //Exit Slip // ||
 * **//Active reading Note-taking 1 //** |||| //Ability to read purposefully, select, and record textual evidence and cite reference source // ||
 * **//Mini-task //** || **//Prompt: //** //Read or view text, record evidence of author’s message, and reference the source.//
 * **//Mini-task scoring guide //** |||| //Product meets expectations if the student is able record textual evidence of author’s implied message. // ||

**Prior to the Lesson **
 * Make copies of email document [[file:Lesson 6 email.doc]], 3 column note graphic organizer **(Handout 6A) [[file:Lesson 6 Handout 6A.doc]],** Charting the Text with a Video Clip organizer **(Handout 6B) [[file:Lesson 6 Handout 6B.doc]]** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Preview the email and practice charting the text using the graphic organizer and document camera. **Teacher Support [[file:Lesson 6 Teacher Modeling Handout 6A.doc]]** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Have a few extra copies of Charting Verbs List from the previous day. Students will use as reference again. This will help if some students were absent or if they misplaced it. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Preview the video clip //The Bubble Filter: TED// Eli Pariser video and verify it will play on equipment in classroom. Make sure speakers are working. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Prepare preview activity by writing on board/ chart paper the quotation, “A squirrel dying in front of your house may be more relevant to your interest than the people dying in Africa.” ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Make copies of Exit Slip if desired. Students may write on own paper. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">Review **Teacher Support [[file:Lesson 6 Teacher support Handout 6B.doc]]** for use of “Charting the Text” with a video clip. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">On end of Day 2 lesson, review Exit Slips and set aside a few thorough responses to correctly explain the problem referenced on the video. ||


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Essential Question ** || <span style="color: #000000; display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: justify;">What happens when your privacy is someone else’s business? ||

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objective Day 2: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objective Day 3: **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Objective Day 1: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to determine what the author is saying, analyze what the author is doing, and draw conclusions from that to determine the author’s message by using the strategy Charting the Text and recording their findings on the 3 column note-taking tool
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to view and develop a basic understanding of the author’s message and identify the problem discussed throughout the video.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to analyze and identify the video speaker’s message, using the strategy Charting the Text with the video clip.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will be able to complete the 3-column graphic organizer regarding author’s message and construct their own Agree or Disagree statements about the information presented. ||

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">(shared reading/mini lesson) || * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pull-out your Portable Word Wall //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Handout 3A). **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //We are going to add the word **bias**//. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">and ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Independent Practice ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Allow students independent practice to complete charting the text using the graphic organizer <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minute || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Purpose ** || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As you watch the video, you are going to determine the main problem Pariser is discussing and how his message relates to the essential question of the module, //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What happens when your //privacy is someone else’s business?// || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">Minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">(shared reading/mini lesson) || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Begin video, then stop it at two minutes and thirty-two seconds (2:32) after Pariser says, “Think about it for a second.” and remind students of the essential question of the module: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> //What happens when your privacy is someone else’s business?// Students should be thinking about what the author’s message is in regard to the essential question and the problem presented in the video. Have them jot down their thinking on a sticky note. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Independent Practice ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Update their Problem/Solution graphic organizer **(Handout 1F)** with problems, solutions, and the source. Direct students to think about the solution Pariser advocates. (The source is provided on Handout 6B.) || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exit Slip: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> What was the main problem regarding digital privacy that Eli Pariser discusses and what are the effects of it? || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Building Background knowledge ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review Exit Slips from previous day and present a few student responses that correctly explain the main problem presented by Pariser. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">(shared reading/mini lesson) || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Stop the video at the indicated times on **Teacher Support** and model Charting the Text/Video with the note-taking graphic organizer **(Handout 6B)**. Use the Chart Verbs List as a reference for the “doing” column. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">and ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Independent Practice ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are to evaluate the author’s message and what he does to present the information at the 2 remaining stopping points (time stamps 6:00 and 7:03). (Optional- add an entry after the video has concluded (time stamp 9:05)
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Component ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Notes ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5-7 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Building Background knowledge ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Review the content from the article //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">School Backs Off on Laptop Spying Policy in Wake of Lawsuit //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(Lesson 5).**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss who might be in charge of the security systems, school rules, and district policies. Point out the name of the superintendent of schools and his job responsibilities.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Define author’s message: the ideas the author is trying to convey, the line of argument, and the structure of the argument. Efficient readers are sensitive to the ideas and tone of the author, which raises their ability for anticipation (of the author's direction), for active reading and thinking, and for improved comprehension of the subject matter. Sometimes the author’s message is directly stated and other times the author implies his/her message. The reader needs to use higher order thinking skills; such as analyzing, evaluating, and synthesizing, in order to infer what the author is getting at or to draw conclusions. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1 minute || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Purpose ** || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Today we’re going to look at a type of text with which you are all familiar: an email. We are going to analyze it to get a deep understanding and to determine the implied message. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">15
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide students with the definition of the word **bias: a preference or prejudice for or against someone or something in a way considered to be unfair** and allow them 2 minutes to put it on **Handout 3A**.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We will discuss the bias in the email at the end of the lesson. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tip: Teacher and students number the paragraphs
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Previously we were charting the text by writing margin notes that explained what the author was saying and what the author was doing to convey his message. Now we are going to add to our note-taking to determine the author’s message. We are going to have to think what the author is saying and doing and then draw conclusions to determine the author’s message. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain to students that this will be accomplished by analyzing an email written by the superintendent of Merion County Schools to the parents of students attending his district. **(Teacher Support) [[file:Lesson 6 Teacher Support Handout 6A.doc]]**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Model Charting the Text with the note-taking graphic organizer with paragraph 1 and 2 of the email **(Handout 6A)**. Use the Chart Verbs list as a reference for the “doing” column.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use guided practice to chart paragraph 3. Elicit responses from students to complete the 3 columns. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group/ Individual Instruction **
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group/ Individual Instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students form groups of 4 for discussion. Direct them to discuss the author’s message and see if their conclusions about the message varied.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Whole group discussion: //Did Mr. McGinley do a good job of explaining why this incident occurred? What is his bias?// ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5 minutes or homework || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Check note-taking tool for understanding of implied author’s message
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exit slip: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [[file:lesson 6 day 1 exit slips.doc]] How will this activity help you with your final product? ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 of Lesson ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">10 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Building Background Knowledge ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain to students that they will be watching a 10 minute video of speaker Eli Pariser discussing digital privacy and advocating for a solution to a particular problem. //The verb **advocate** means to speak or write in favor of; support or urge by argument. Pull-out your Portable Word Wall// **(Handout 3A)** and add the //word **advocate**//.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct students to the vocabulary words at the top of **Handout 6B**. Review these words with the students prior to watching video: **algorithm**, **liberal**, and **conservative**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write the quotation on the board or chart paper, “A squirrel dying in front of your house may be more relevant to your interest than people dying in Africa.” by Facebook founder Mark Zuckerberg. Ask students to read the quote and infer what Zuckerberg is responding to in the statement. Allow a 3 to 5 minute discussion. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">10-15
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Play the rest of the video. There are approximately 7 minutes remaining.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have students do a quick Think-Pair-Share to clarify their thinking. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">3
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 of lesson ** ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">5
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain to students that they will view the TED video again and use the Charting the Text strategy to develop a deeper understanding of the author’s message, but with a video clip rather than piece of text. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">1 minute || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Purpose ** || //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Today we will use the Charting the Text strategy to analyze the video in order to thoroughly understand the author’s message and gain additional support to use when you write your editorial. // ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">20-30 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intentional Whole Group **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher should model the first 2 time stamps of information (1:11 and 2:30) and use guided instruction to present the 2 following pieces of information to the students (time stamps 3:36 and 4:03).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Direct students that you will stop the video 2 more times in which they are to individually complete the Charting the Text/Video activity. Their handout should include a total of 6 entries analyzing the author’s message.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After students have completed the Saying and Doing columns of the graphic organizer, model the last column, “Agree or Disagree”. Guide the students through only one or two of these entries because their answers should be their own opinions. Explain how this will help them complete and provide support when writing their editorial. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">10 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group/ Individual Instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After you have provided guided instruction on how to complete the “Agree or Disagree” column, students should review the information in the “Saying” and “Doing” column and form their own agree or disagree statements in the last column. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; text-align: center;">3-5 minutes || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Check note-taking tool. A grade can be given based on the following factors: Did students recognize the author’s message and how it was conveyed? Did students complete the Agree/Disagree column with thoroughly completed statements about their opinion? ||