6SL-Comprehension+&+Collaboration

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== SL.6.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.6.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking Evaluating**=== ||
 * SL.6.1 a || * Prepare for discussion by reading or studying required material.
 * Draw key ideas and evidence from required materials to incorporate into group discussion about the topic, text, or issue
 * Reflect on ideas presented in collaborative group discussion.
 * Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ||
 * SL.6.1 b || * Establish rules for collegial discussions.
 * Set goals and deadlines for collegial discussions.
 * Define responsibilities of individual roles (leader, facilitator, recorder, timekeeper, etc).
 * Assign specific roles for each group member.
 * Follow rules for collegial discussion, set specific goals and deadlines, and define individual roles as needed. ||
 * SL.6.1.c || * Generate questions about the topic, text, or issue under discussion.
 * Reflect and elaborate on questions with details that contribute to the topic, text, or issue under discussion.
 * Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ||
 * SL.6.1 d || * Reflect on collegial discussion.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ||
 * SL.6.2 || * <span style="font-family: 'Arial','sans-serif';">Review previously discussed topics, texts, or issues (debates, video, audio, text, graphs, etc).
 * <span style="font-family: 'Arial','sans-serif';">Use a graphic organizer to see how the information relates to the topic, text, or issue under study.
 * <span style="font-family: 'Arial','sans-serif';">Distinguish the most important information that is necessary to justify or support your discussion.
 * <span style="font-family: 'Arial','sans-serif';">Evaluate how information from various media and formats impacts the audience’s perception and understanding of the topic, text, or issue under study.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Interpret information presented in diverse media and formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study. ||
 * SL.6.3 || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Identify the speaker’s argument and specific claims.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Appraise whether details presented link directly to the topic.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Determine which claims in the speaker’s argument are supported by clear evidence and solid reasons.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * SL.6.1 a || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can prepare for discussion by reading or studying required material.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can draw key ideas and evidence from required materials to incorporate into group discussion about the topic, text, or issue
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can reflect on ideas presented in collaborative group discussion.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">I can come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ||
 * SL.6.1 b || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can establish rules for collegial discussions.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can set goals and deadlines for collegial discussions.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can define responsibilities of individual roles (leader, facilitator, recorder, timekeeper, etc).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can assign specific roles for each group member.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can follow rules for collegial discussion, set specific goals and deadlines, and define individual roles as needed. ||
 * SL.6.1 c || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can generate questions about the topic, text, or issue under discussion.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can reflect and elaborate on questions with details that contribute to the topic, text, or issue under discussion.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">I can pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ||
 * SL.6.1 d || * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">I can reflect on collegial discussion.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">I can review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ||
 * SL.6.2 || * <span style="font-family: 'Arial','sans-serif';">I can review previously discussed topics, texts, or issues (debates, video, audio, text, graphs, etc).
 * <span style="font-family: 'Arial','sans-serif';">I can use a graphic organizer to see how the information relates to the topic, text, or issue under study.
 * <span style="font-family: 'Arial','sans-serif';">I can distinguish the most important information that is necessary to justify or support your discussion.
 * <span style="font-family: 'Arial','sans-serif';">I can evaluate how information from various media and formats impacts the audience’s perception and understanding of the topic, text, or issue under study.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">I can interpret information presented in diverse media and formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study. ||
 * SL.6.3 || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can identify the speaker’s argument and specific claims.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can appraise whether details presented link directly to the topic.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can determine which claims in the speaker’s argument are supported by clear evidence and solid reasons.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I can delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**

 * SL.6.1 a-d || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">elaboration
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">incorporate
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">reflection
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">paraphrasing
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">contribute
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">collegial
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">discussion
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">evidence ||
 * SL.6.2 || * <span style="font-family: 'Arial','sans-serif';">inference
 * <span style="font-family: 'Arial','sans-serif';">summarize
 * <span style="font-family: 'Arial','sans-serif';">logical
 * <span style="font-family: 'Arial','sans-serif';">evidence
 * <span style="font-family: 'Arial','sans-serif';">relevance
 * <span style="font-family: 'Arial','sans-serif';">graphic organizer
 * <span style="font-family: 'Arial','sans-serif';">distinguish
 * <span style="font-family: 'Arial','sans-serif';">evaluate
 * <span style="font-family: 'Arial','sans-serif';">media
 * <span style="font-family: 'Arial','sans-serif';">format ||
 * SL.6.3 || * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">evidence
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">reasons
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">claims
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">delineate
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">argument
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">claims ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
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 * Questioning Graphic Organizer**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
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===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===

[[file:mcs6-8ela/lesson plan.pdf|Lesson Plan]]
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===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== [|http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs]
 * model jigsaw lesson**

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