EDT 889-Spring 2013

Online Discussion Lesson Plan

Emily Goranson

Social Issues Book Clubs

1. Descriptive Data a. Who are the learners? i. This lesson is intended for a group of approximately 25-30 sixth grade students. ii. There are both male and female students in the class. iii. This is a mostly Caucasian mix of students with the same general cultural background. There are no students with special needs in the classroom and no identified gifted and talented students in the subject area. iv. Students in this class have an average socioeconomic status, with less than 10% of students eligible for free and reduced lunch. v. The learning environment is a classroom library area in the classroom that is carpeted, and surrounded by books and anchor charts. b. What is the context? i. This is a readers workshop class during a unit on social issues. In this lesson students will be participating in a large group mini lesson, having independent work time, and then participating in an online book club discussion with peers outside of class. 2. Prior Requirements a. Students are accustomed to a workshop environment in which they meet for a mini lesson, have independent work time, and individuals and small groups are pulled for conferences with the teacher. b. Students have an Edmodo account and access to their small book club groups in an online discussion format. Students have been guided through norms of an online discussion, and have frequent online discussions similar in format to the discussion in this lesson. c. Students have established books and book clubs. d. Students know and have worked with the SOAR Method of responding to text (This method is attached to this document). 3. Learning Objectives a. CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

b. CCSS.ELA-Literacy.SL.6.1a 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 CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

c.

4. Assessment of Student Learning a. In partnerships and a large group discussion, the teacher will listen to and evaluate student responses.

EDT 889-Spring 2013

Online Discussion Lesson Plan

Emily Goranson

b. Students will have an online discussion on Edmodo, the teacher will provide feedback and assess students based on their discussions with peers. 5. Rationale a. This lesson is part of the Columbia curriculum that our district follows for Readers Workshop. Pieces of the mini lesson are taken from the text on social issues. This lesson also correlates with the Common Core Literacy and Speaking and Listening standards for sixth graders. An online book club discussion enhances a discussion we would have in class because students that might not participate actively with their classmates might be more vocal online, it allows students a chance to think about discussions theyve had in class and add to their thoughts, and it engages students outside of the classroom. 6. Materials and Equipment a. Students will need: i. Readers notebooks ii. Their own social issues book club book iii. Access to computers with internet access outside of the school day (currently all of my students have internet access outside of the school day at home, if they didnt accommodations to this lesson would need to be made) b. Teacher will need: i. Social issues read aloud book, Wonder by R.J. Palacio ii. Anchor chart with the SOAR Method of response on it iii. Anchor chart with peer feedback examples on it 7. Procedure a. Students will enter the classroom and sit on the carpet in the classroom library. They will bring their materials for the lesson (notebooks and book club books). While they wait for the class to gather they will independent read. b. When all students have gathered on the carpet the teacher will begin the lesson by reviewing the importance of doing work as a reader each time we read. i. When we read we dont just flip through the pages and let the words wash over us, we read ourselves awake, paying attention to the details of the section we are reading, keeping in mind that we can have discussions about our thoughts in our book clubs if we keep track of our thinking. c. The teacher will go over the SOAR Method of response and refer to the anchor chart. d. The teacher will ask students to take out their notebooks and practice this SOAR Method while she reads a section of the class read aloud, Wonder. i. Students will take a few moments to set up the SOAR Method in their notebook, and document the section they are reading from. e. The teacher will read aloud one chapter (about three pages) stopping when needed for students to jot down their responses.

EDT 889-Spring 2013 f.

Online Discussion Lesson Plan

Emily Goranson

After the chapter is finished the teacher will give one minute for students to finish up their responses. g. Next the teacher will ask students to turn to a partner and share their responses (one minute), and then share as a large group, practicing responding to peers using the anchor chart for peer feedback developed by teachers and students in a previous lesson. h. Before the teacher sends students off to do their own independent reading and work in conferences and small groups, she will explain the assignment. i. Today Id like you to read from your book club book during independent reading time, and use the SOAR Method to respond to your reading. This evening, youll need to share your response in book clubs on Edmodo. Youll be responsible for sharing your method and responding to at least one of your book club members responses. Remember, your responses to peers should be thoughtful and build upon what they shared. You can ask questions, agree, disagree, or add on to each others responses. Take a look at our anchor chart if you need to refresh your memory on how to respond to your peers. i. Students will disperse to do their independent reading, conferring and small groups with the teacher. j. The next class period students and teacher will debrief on conversations and feedback on Edmodo from the previous evening, building the anchor chart for peer feedback.

EDT 889-Spring 2013

Online Discussion Lesson Plan SOAR METHOD

Emily Goranson

S-Section Choose a section of the text you are reading, this can be a paragraph, a sentence, or a chapter. Document this section by citing the specific page numbers and/or paragraphs youre referencing.

O-Observations What specifically did you observe in this section? This should be an unbiased account of what happened in the section, a summary or detailed account.

A-Analyze What do you think about your observations? This is where you can take what you observed and develop an opinion, a stance, or a theory about the section.

R-Response What is your response to all of this? Develop an inference and give specific evidence of why you feel this way.