Conversation+Questions


 * Student Name:** Whitney Dobson and Mandy Pentler
 * Date:** 8/20/11
 * Subject:** American Studies
 * Grade:** 10
 * Lesson:** Articles and Discussion: "Fat Question Starters"
 * Unit:** Civil War Writing
 * Wisconsin Common Core Standards:**
 * RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 * SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


 * Objectives:**
 * Students will apply "Fat Question Starters" to text in order to make their engagement with it more meaningful.
 * Students will create complex questions to drive discussion.
 * Students will synthesize information from two articles and class observations in order to make connections to the present day.


 * Assessment of Student Learning:** The teacher will circulate while students are reading to formatively assess whether they're applying "Fat Question Starters" to observations they make in the text. Then, during small group and all-class discussions, the teacher will probe students for their questions, and monitor whether or not students respond to those open-ended questions with new observations and connections.


 * Materials Needed for Lesson:**
 * New York Times "Draft Riot" article set, including one report and one piece of commentary
 * Handouts that list "Fat Question Starters"


 * Introduction/Initiation/Hook:** "Usually when you're reading an article, you just go to read it. Afterwards, you might remember things that were interesting, but if you really want to have engaging discussions, approaching materials with 'Fat Question Starters' will give you purpose while reading, and somewhere to go afterwards. This applies to anything-- not just reading. For example, if my favorite team lost a game, I might feel bummed, but if I apply the 'Fat Question Starter,' 'What do I think of this?' then suddenly I'll have a mouthful to say-- things that are specific and provoke further thoughts and comments from others. We're going to apply this strategy while reading this article to show the high level of discussion we can create just by approaching the reading with 'Fat Question Starters.'"

5 Minutes - Discuss "Fat Question Starters" activity. Hand out article for students to read. Hand out "Fat Question Starters" sheet for students to refer to. 5 Minutes - Students read article while forming "Fat Question Starters" and underlining important passages. 5 Minutes - Pair sharing passages and questions. 2-3 Minutes - reflect and choose one question that created the best conversation. 7-8 Minutes - Sharing results with the class
 * Teaching/Learning Activities**


 * Closure Activities**: The closing activity for this lesson is the large group sharing of the the small group discussions. The students will share their questions and group discussions with the entire class. Students are to share the passage they picked along with stating the question they came up with and the discussion they had.


 * Accommodations for Diverse Learners:** During the lesson the teacher will read through the options for the "Fat Question Starters" for those students that are audio learners. There will also be hand outs of the "Fat Question Starters" for the students that are visual learners. The teacher will be available during the reading and group discussions for any student that doesn't fully understand the lesson, readings, or needs assistance with the "Fat Question Starters." The teacher will also be available to help guide the students who need more of a challenge, to come up with more challenging "Fat Question Starters." If a student needs the article read allow to them the teacher or assistant will be available to do so.


 * Assignments/Homework/Reminders:** The students are supposed to work on and complete worksheet that is handed out during the lesson. Students are supposed to work in pairs and on their own to complete the worksheet. The worksheet is to be turned in at the beginning of the next class.


 * Reflections/Revisions Needed for Next Time:** Any reflections/revisions that need to be made will be noted before, during, and after the activity has taken place. Items to note will be the type of "Fat Question Starters" used and not used. Are the students understanding what the teacher is looking for? Should more time be allotted for the reading portion of the activity? Does there need to be more explanation of the activity(possibly with examples)?

- How could that... - What is your opinion on... - How did you react when... - Why do you think... - Why is this... - How do you feel about... - What reasons would you give for... - How does _ relate to your own experiences? - Explain... - Give me some examples of... - Why do you think did that? - What does make you think about?
 * Fat Question Starters**