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**Bridging Conversation from Reading to Writing** Lesson 10 (Cluster 3.2)

Search texts, digital media, and student products to identify a problem caused by the use of technology and a possible solution.
 * //**Bridging Conversation from Reading to Writing**// |||| //Ability to transition from reading to writing by identifying a problem/solution, organizing ideas and textual evidence, and developing a claim that acknowledges an opposing view// ||  ||
 * //**Mini-task**// || //**Prompt:**//

Develop a claim statement that names a problem related to the use of digital technology and proposes a possible solution, while acknowledging an opposing viewpoint.

Identify strong support and use discourse to gather information and perspective from peers. |||| //**Product:**// Exit Slip

Claim statement

Give One, Get One ||
 * //**Mini-task scoring guide**// |||| Product meets expectations if the student is able to identify a problem and possible solution, defend it as such with strong supporting evidence, and state his/her claim in a clear, concise manner while acknowledging a competing view. ||  ||

<span style="font-family: Times New Roman,serif;">**Prior to the Lesson**
 * <span style="font-family: 'Times New Roman',serif;">Make copies of copies of Exit Slip **<span style="font-family: 'Times New Roman',serif;">(Handout 10A) [[file:Lesson 10 Handout 10A.doc]] **<span style="font-family: 'Times New Roman',serif;">, the Claim Statement Planning Sheet **<span style="font-family: 'Times New Roman',serif;">(Handout 10B) ** [[file:Lesson 9 Handout 10B.doc]]**<span style="font-family: 'Times New Roman',serif;">, **<span style="font-family: 'Times New Roman',serif;"> and the Give One, Get One organizer **<span style="font-family: 'Times New Roman',serif;">(Handout 10C) [[file:Lesson 10 Handout 10C.doc]] ** ||
 * <span style="font-family: Times New Roman,serif;">Collect sufficient quantity of markers so that each student has 2 colors ||
 * <span style="font-family: Times New Roman,serif;">Group students by problems identified on Exit Slips, categorize the problems and make poster for each category – Day 3 ||


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

<span style="font-family: Times New Roman,serif;">Students will be able to identify a topic for an argumentative editorial, write a clear and concise claim statement that includes a competing view, and gather strong support. ||
 * <span style="font-family: Times New Roman,serif;">**Lesson Objective:**

<span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Activating Background Knowledge**  |||| <span style="font-family: Times New Roman,serif;">//Today we are going to use all of the text, written and digital, that we have read, along with all of your notes to start moving into the writing process.// <span style="font-family: Times New Roman,serif;">Have students collect all of the previous text and student products from Lessons 1-9. Give each student two markers of different colors. || <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Setting Purpose**  |||| <span style="font-family: Times New Roman,serif;">//It is time for you to choose a problem associated with the use of your digital footprint or digital shadow. After you know the topic for your editorial, you will gather evidence that supports your position, while acknowledging a competing viewpoint at the same time.// || <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Intentional Whole Group** <span style="font-family: Times New Roman,serif;">**Instruction** <span style="font-family: Times New Roman,serif;">(shared reading/mini lesson) |||| * <span style="font-family: Times New Roman,serif;">Number students off by nines and then group students by their numbers. Each duo or trio takes the article with the corresponding number. <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Independent Practice**  |||| * <span style="font-family: Times New Roman,serif;">Pass out the Exit Slip **(Handout 10A)**. //Now you are going to start working independently. Look at the list that we have created, reflect upon all of the class discussions we have had and any notes you have taken. Decide on// //__**two**__// //problems in which you have an interest. Write the two problems on the top of your Exit Slip. Next, skim through all of the texts and notes to identify support for both of the problems.// //**Be sure to consider opposing views to your position on the problem.**// //Designate one color for each problem. (Tip: highlight over the problems written on the exit slip in the correct color to remind you////which problem each color stands for.// <span style="font-family: Times New Roman,serif;">Before the next day’s class begins, Teacher categorizes the problems (no more than 4-5 categories with at least 2 students assigned to each category). Categories might include things like: missed opportunities (not getting into a college, not getting a loan, not getting a job), identity theft, ruined reputation or social repercussions. Write the correct category on the top of each Exit Slip. || <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Setting Purpose**  |||| * <span style="font-family: Times New Roman,serif;">Return Exit Slips from yesterday. **Students need to keep the slips for the next two days.**  <span style="font-family: Times New Roman,serif;">minutes  || <span style="font-family: Times New Roman,serif;">**Independent Practice**  |||| * <span style="font-family: Times New Roman,serif;">Tell students they are now going to use the same planning sheet to develop the claim statement for their guest editorials. Start the discussion whole group with the first box, the topic. Help the students decide what the topic for the editorial is. Be sure they are referring to the Teaching Task. <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Purpose** <span style="font-family: Times New Roman,serif;">**Setting** |||| * <span style="font-family: Times New Roman,serif;">Give Students the Give One, Get One organizer **(Handout 10C).** //At the top of the handout, write your claim statement. The first thing you are going to do is go through all of the evidence that you highlighted on your articles and select the strongest reasons or support for your claim and the pieces that support a competing viewpoint. List your best pieces of evidence on the left, along with the source (author and date of article).// || <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Independent Practice**  |||| * <span style="font-family: Times New Roman,serif;">Students choose the evidence that will best help them argue for recognition of their problems and their proposed solutions. **Make sure they are collecting evidence to be able to recognize an opposing view.** || <span style="font-family: Times New Roman,serif;">Minutes || <span style="font-family: Times New Roman,serif;">**Purpose** <span style="font-family: Times New Roman,serif;">**Setting** |||| <span style="font-family: Times New Roman,serif;">//Today you////are going to////get some help from each other to defend your positions. I have placed posters around the room that state a category in which your problem belongs. I also wrote the category that matches your problem on the top of your Exit Slip. When I ask you to move, take your Give One, Get One sheet to the sign that matches your problem. You will have 20 minutes while there to mingle with the other students. Your purpose is to exchange ideas to support your claims. Don’t forget to get the source, especially if you record a direct quote or a statistic.// **Pick two students and model from their Give One, Get One sheets. Student A would pick one of his statements from the Give One side and read it to Student B while she records the detail on her Get One side. They then reverse the roles.** || <span style="font-family: Times New Roman,serif;">minutes || <span style="font-family: Times New Roman,serif;">**Small Group Instruction**  |||| <span style="font-family: Times New Roman,serif;">Students have 20 minutes to exchange ideas. || <span style="font-family: Times New Roman,serif;">Minutes || <span style="font-family: Times New Roman,serif;">**Assessment**  |||| <span style="font-family: Times New Roman,serif;">Check to see if all students have recorded sufficient evidence, including opposing views, and sources. ||
 * <span style="font-family: Times New Roman,serif;">**Time** || <span style="font-family: Times New Roman,serif;">**Lesson Component**  |||| <span style="font-family: Times New Roman,serif;">**Instructional Notes**  ||
 * <span style="font-family: Times New Roman,serif;">5
 * <span style="font-family: Times New Roman,serif;">2
 * <span style="font-family: Times New Roman,serif;">2
 * <span style="font-family: Times New Roman,serif;">15
 * <span style="font-family: Times New Roman,serif;">15
 * 1) <span style="font-family: Times New Roman,serif;">//Social Media Digital Footprint vs Paper Trails of the Past//
 * 2) <span style="font-family: Times New Roman,serif;">//Social Media: Navigating the Legal Perils//
 * 3) <span style="font-family: Times New Roman,serif;">//What Your Boss Knows Could Hurt You//
 * 4) <span style="font-family: Times New Roman,serif;">//School Backs Off on Laptop Spying Policy in Wake of Lawsuit//
 * 5) <span style="font-family: Times New Roman,serif;">//The Bubble Filter:TED//
 * 6) <span style="font-family: Times New Roman,serif;">Email by Dr. Christopher McGinley
 * 7) <span style="font-family: Times New Roman,serif;">//Electronic Communications Privacy Act//
 * 8) <span style="font-family: Times New Roman,serif;">//Facebook is Using You//
 * 9) <span style="font-family: Times New Roman,serif;">//Privacy Considerations are Left Behind as Invasive Digital Technology Advances//
 * <span style="font-family: Times New Roman,serif;">//Skim through the article you have been assigned to identify potential problems caused by someone else using your personal data that is obtained from all of the digital transactions in which we are involved. After you have some ideas, have a conversation with your partner or group and come to a consensus about 1-3 problems that would be good topics for your editorials.//
 * <span style="font-family: Times New Roman,serif;">Give students 5-8 minutes to skim the text and discuss with their groups.
 * <span style="font-family: Times New Roman,serif;">Ask for possible problems from each group as you record them on the white board or on chart paper. ||
 * <span style="font-family: Times New Roman,serif;">25
 * <span style="font-family: Times New Roman,serif;">25
 * <span style="font-family: Times New Roman,serif;">//When you have finished searching for evidence, reflect upon the Teaching Task (//copy should be posted in room). //Which problem offers you the greatest chance of writing a successful editorial for a national newspaper? Which problem does most of your highlighted evidence support? Do you have evidence of a competing viewpoint, either stated or implied? Which problem has examples to illustrate your point? Can you propose a logical solution to the problem you have chosen?//
 * <span style="font-family: Times New Roman,serif;">At the end of the class, students complete the Exit Slip with their final problem and a possible solution and turn in to the teacher.
 * <span style="font-family: Times New Roman,serif;">**Second Day of Lesson** ||   ||
 * <span style="font-family: Times New Roman,serif;">5
 * <span style="font-family: Times New Roman,serif;">//Yesterday you////chose a problem to write about in your editorial. The next step is to develop your claim statement.//
 * <span style="font-family: Times New Roman,serif;">Give students the Claim Statement Planning Sheet. **(Handout 10B).**
 * <span style="font-family: Times New Roman,serif;">//A claim statement is a thesis that contains the writer’s position or point of view on an issue. In our case, the issue is a problem that has arisen and calls for a solution. The statement may be one to three sentences long. It needs to consider competing views based on evidence in order to anticipate and address objections to the writer’s position. The claim statement needs to be clearly and forcefully supported by the rest of the editorial.// ||
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">Students work individually to complete the planning sheet and create their claim statements.
 * <span style="font-family: Times New Roman,serif;">Teacher will need to circulate and offer support to students to make sure they have developed claims that can be defended with evidence. ||
 * <span style="font-family: Times New Roman,serif;">5
 * <span style="font-family: Times New Roman,serif;">5
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">**Third Day of Lesson** ||   ||
 * <span style="font-family: Times New Roman,serif;">3
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">20
 * <span style="font-family: Times New Roman,serif;">3
 * <span style="font-family: Times New Roman,serif;">3