Title: Showing Respect. Common Core State Standard(s): California State Standards. RL1.1 Ask and answer questions about key details in a text.

Transcription

1 MELD Start Smart- Conversation Practices Day 1 5 Overview: This series of MELD Lessons are intended for 45 minutes 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students. Title: Showing Respect California State Standards Common Core State Standard(s): RL1.1 Ask and answer questions about key details in a text. RI1.1 Ask and answer questions about key details in a text. SL.1.1.A Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1A Follow agreed- upon rules for discussions (e.g. listening to others with care, speaking one at a time about topics and texts under discussion. SL.1.1.B Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. W1.7 - Participate in shared research and writing projects (e.g., explore a number of "how- to" books on a given topic and use them to write a sequence of instructions). Physical Education Standard(s): Standard 5: Demonstrate responsible personal and social behavior in physical activity settings Demonstrates a willingness to work with other students toward a common goal Follow rules and directions for all activities Accept constructive criticism from teacher and classmates. Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings Demonstrate a willingness to help follow classmates (student) who has difficulty completing a skill. Standard 7: Understand that physical activity provides the opportunity for enjoyment, challenge, self- expression, and social interaction Identify personal feelings when participating in physical activities. History/Social Science Standard(s):

2 MELD OBJECTIVE H- SS Understand the elements of fair play and good sportsmanship, respect for the rights and opinion of others, and respect for rules by which we live, including the meaning of the Golden Rule Students will be able to engage in a constructive conversation using the constructive conversation skills, CREATE, CLARIFY, FORTIFY and NEGOTIATE by sharing ideas and taking turns based on a visual text. "How do you show respect?" Essential Question Access Instructional Conversations, Advanced Graphic Organizer, Making Cultural Strategies Connections, Cooperative and Communal Learning, Academic Language Development. Protocols Think- Pair- Share, Raise a Righteous Hand, Call and Response, Roll em, Pick a Stick, Put Your Two Cents In, Silent Appointment Materials Visual Text: Text: Phyllis Hunter Library (Elephant and Piggie) by Mo Willems A Big Guy Took My Ball (Theme: Standing up to a bully for a friend) Can I Play Too? (Theme: Exclusion from a game) History/Social Studies, Unit 1, Lesson 2 Second Step - Unit 1, Lesson 1 - "Introduction to Empathy Training" Chart of Conversation Norms Chart of Conversation Skills Listening Task Poster Advanced Graphic Organizers Circle Map Personal Thesaurus/Thesaurus/Dictionary MELD Writing Journal Conversation Analysis Tool Key Vocabulary create, fair play, exclusion, misunderstanding, include, respect, right, opinion Culminating Task Students will create a comic strip using elements of a narrative (dialogue, description, narration) to represent respect between characters. Topic: How I Solved a Problem with Respect Dialogue - Narration - Description - Teacher will evaluate the comic strip for solving a problem in sequential order.

3 California State Standards MELD Objectives Depth of Knowledge Levels DAY 1 SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1A Follow agreed- upon rules for discussions (e.g. listening to others with care, speaking one at a time about topics and texts under discussion. RL1.1 Ask and answer questions about key details in a text. Students will use the conversation skill; CREATE, to participate in collaborative conversations with peers about key details in a text. DOK 2 Can you explain how Snake felt when he thought Piggie and Gerold did not want to play with him? DOK 2 Can you relate to Snake? Have you ever felt like someone did not want to play with you? DOK 3 - What conclusion can be drawn from the illustration in the story? Essential Question Access Strategies Protocols DOK 2 How was the problem resolved? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development Think- Pair- Share, Pick- A- Stick, Moment of Silence, Silent Appointment Materials Second Step Lesson Unit 1, Lesson 1: Introduction to Empathy Training Phyllis Hunter Library: Can I Play Too? (Elephant and Piggie) Theme: exclusion from game Chart paper for the Circle Map throughout the lesson to record solutions of respectful behavior Key Vocabulary exclusion, misunderstanding, include Resources Opening Conversation Norm Poster, Language of the Skill Posters, and Illustration from Can I Play Too? Discuss favorite sports and games with students. Ask: Which sport (or game) is best? Why? What happens when a new player wants to join the game? Model/Guide Think- Pair- Share: Provide students an opportunity to turn and talk to their partner about their feelings. After a minute, use the call and response protocol to refocus students. Say: In the next five days, we are going to learn about solving problems using constructive conversation skills. We will practice using conversation norms to make sure that everyone has a chance to speak and have their voice heard. Using the poster, point and say: The conversation norms are: Conversation Norms 1. Use your think time 2. Use the language of the skill

4 3. Use your conversation voice 4. Listen respectfully 5. Take turns and build on each other s ideas Say: I will model each norm for you. Imagine that these two dolls (may also use puppets or students) are people. Watch what happens as they examine a visual text and have a conversation using the norms. (For visual text, use the Second Step, Unit 1, Lesson 1) Use your think time: Say: Our first norm is Think Time. First, I will read the visual text by studying it with my eyes. I will look closely at the picture for details to give me a clue. I will ask myself questions about the character, setting and plot as I look at the picture. Model: Model studying the picture and thinking about the images. Timed Think- Pair- Share: Teacher will ask students to spend 1 minute sharing with their partner their ideas to the following question: How did I demonstrate think time? Wrap- Up: Teacher will use Pick- A- Stick protocol to select one student to share his/her partner s response. Use the language of the skill: Say: Our second norm is using the Language of the Skill. (Point to Language of the Skill Charts for Create After I have studied the visual text with my eyes, I share my ideas with my partner using the sentence starters; such as I think, I wonder, My idea is. Look closely at the picture for details to give me clues. I can ask my partner questions about the character, setting and plot in the picture. Model: Using two dolls (puppets or students), model the following using the same visual text: 1. Person 1: I think.. What do you think? 2. Person 2: I agree with you and I think Timed Think- Pair- Share: Teacher will ask students to stand and spend 1 minute sharing with their partner their ideas to the following question: How did I demonstrate using the Language of the Skill? Wrap- Up: Teacher will use Pick- A- Stick protocol to select one student to share his/her partner s response. Use your conversation voice: Say: Our next norm is Use your Conversation Voice. When we use our conversation voice, we turn and face our partner. We speak clearly so our partner can hear. Model: Using the dolls, puppets or students, model using a conversation voice. Timed Think- Pair- Share: Teacher will ask students to spend 1 minute sharing

5 with their partner their ideas to the following question: How did I demonstrate Using a Conversation Voice? Wrap- Up: Teacher will use Pick- A- Stick protocol to select one student to share his/her partner s response. Listen Respectfully: Say: Now we will practice another norm, Listen Respectfully. When we listen respectfully, our partner knows we are focusing on what he/she is saying. Sometimes, we can restate what our partner said to show we understood him/her. Model: Using the visual text, person 1 will begin speaking. Person 2 will nod in agreement. After the 1 st person shares, the 2 nd person should restate to demonstrate understanding. Timed Think- Pair- Share: Teacher will ask students to spend 1 minute sharing with their partner their ideas to the following question: How did I demonstrate the norm, Listen Respectfully? Wrap- Up: Teacher will use Pick- A- Stick protocol to select one student to share his/her partner s response. Take turns and build on each other s ideas Say: Our last norm is Taking Turns and Building on Each Other s Ideas. When we take turns speaking and listen to each other, we can learn from each other. We can add to and make our partner s ideas clearer by asking questions. Model: Using the visual text and dolls (puppets or students), model Taking Turns and Building on Each Other s Ideas. Timed Think- Pair- Share: Teacher will ask students to spend 1 minute sharing with their partner their ideas to the following question: How did I demonstrate the norm, Take Turns and Build on Each Other s Ideas? Wrap- Up: Teacher will use Pick- A- Stick protocol to select one student to share his/her partner s response. Teacher will gather students on the rug. Say: Today we are also going to talk about misunderstandings and how they might lead to conflicts. We will communicate our ideas that we create and learn from each other. This conversation skill is called CREATE. When we create, we say what we think, what we see or notice about something. Say: When we CREATE, we are sharing our ideas. Teacher models the hand gesture and phrase for CREATE- hands starting on each side of the head with fingers closed, make an exploding motion with hands and fingers, and finishing with them spread wide on each side in the air Have class practice the hand gesture and saying together a few times. T: We will read aloud Can I Play Too? Before Reading:

6 Engage students in a Book Talk prior to reading the story. Have students examine the cover of the story and make predictions. Ask students about the characters and what they think may happen in the story. During the Read Aloud: Students will engage in read aloud using the Timed Think- Pair- Share protocol to discuss the following questions: 1. DOK 2 Can you explain how Snake felt when he thought Piggie and Gerold did not want to play with him? 2. DOK 2 Can you relate to Snake? Have you ever felt like someone did not want to play with you? 3. DOK 3 - What conclusion can be drawn from the illustration in the story? After the Read Aloud: Say: Using the Moment of Silence protocol, think about some misunderstandings that happened in the story. How would you have respectfully solved the problem? Teacher will give students think time. Say: Raise two fingers when you are ready to pair- share your created idea with a partner. Say: Using the conversation skill, Create (teacher points to the language of the skill chart to remind students how they can begin to share their idea.) Turn and face a partner, decide who is going first, and then share your ideas about some respectful ways of solving a problem. I will first model the skill for you: Partner 1: What is your idea about respectfully solving the problem? Partner 2: One idea could be asking how the other person feels. Say: One person will be Partner 1 and the other person will be Partner 2. With your partner, select who will be Partner 1 and Partner 2. After about 30 seconds, use the Call and Response protocol to regroup students. (Ex: Teacher calls: Are you ready? Students respond: Yes, we re ready.) Practice Have students select a silent partner. (They can find someone with the same color shirt.) Say: Now we are going to share our ideas with a partner. How would you have respectfully solved the problem from the story? Remember to use the Prompt Starters and Response Starters CREATE Prompt Starters: (Person 1) Response Starters: (Person 2) What is your idea? One idea could be What do you think about? I think it depends on. What do we need to do? That reminds me of

7 Wrap Up As students are discussing their idea, teacher will listen to the student conversations to ensure the Language of the Skill; Create is being utilized. Teacher may take anecdotal notes on which students may need further assistance utilizing this skill. Say: Today, we used our conversation skill; Create, to say what we think about misunderstandings and respectfully solving problems. Using our circle map, let s add ideas.

8 California State Standards DAY 2 RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. Students will use the conversation skill; CLARIFY, to ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 3 How is this story similar to the story we read yesterday? DOK 2 Why did Gerold get angry? DOK 2 Have you ever felt angry when someone mistreated your friend? How would you have solved the problem? DOK 2 How was the problem resolved? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development Put Your Two Cents In, Think- Pair- Share, Moment of Silence Materials Phyllis Hunter Library: A Big Guy Took my Ball (Elephant and Piggie) by Mo Willems Key Vocabulary respect, right, opinion Resources Opening Model/Guide Pictures, Clarify prompt starters Ask students to stand and come to the rug when they can answer yes to any of the following questions: (after all students are on the rug, begin lesson. If all questions have been asked and some students are still at their seat, invite them to the rug for the lesson.) 1. Please stand if you have ever been teased for something you wore. Ex. Tennis shoes, clothes, hair, etc. (Thank you for being honest, please come to the rug) 2. Please stand if you have ever had someone take your toy. (Thank you for being honest, please come to the rug) 3. Please stand if you have seen a friend being treated unfairly. (Thank you for being honest, please come to the rug) 4. Please stand if you helped a friend in trouble. (Thank you for being honest, please come to the rug) Say: Today we are going to build on our understanding of misconceptions. We will continue learning how to communicate our ideas. Our new conversation skill is called CLARIFY. When we CLARIFY, we listen, paraphrase, and/or ask questions to make sure we fully understand what our partners are saying. Hand gesture and phrase for the skill of Clarifying Making our ideas clearer The teacher introduces and models the hand gesture for CLARIFY (teacher places her/his hands over eyes and

9 gestures as if focusing binoculars.) To help us remember CLARIFY, we use the phrase- Making our ideas clearer. The conversation skill CLARIFY allows us to create and honor our own ideas while engaging in a conversation. While students are gathered on the rug, begin the read aloud T: Today we will read aloud A Big Guy Took My Ball. Before Reading: Engage students in a Book Talk prior to reading the story. Have students examine the cover of the story and make predictions. Ask students about the characters and what they think may happen in the story. During the Read Aloud: Students will engage in read aloud using the Timed Think- Pair- Share protocol to discuss and clarify ideas about the story. 1. DOK 3 How is this story similar to the story we read yesterday? 2. DOK 2 Why did Gerold get angry? 3. DOK 2 Have you ever felt angry when someone mistreated your friend? How would you have solved the problem? After the Read Aloud: Say: Using the Moment of Silence protocol, think about some rules you feel would be helpful in the classroom to ensure everyone is included and part of the learning team. Using the conversation skill, Clarify, you will need a partner to discuss your ideas. Turn and face a partner. Say: In order to help us CLARIFY, we will look at visual text for one minute. With your partner, examine what is happening in the picture. You will use the Put Your Two Cents in Protocol as you examine the picture to clarify your partners understanding. Students may want to use the sentence frame: "I heard you say..." "Did you mean..." Say: Using the conversation skill, Clarify (teacher points to the language of the skill chart to remind students how they can begin to share their idea.) Each person will be given two coins. To respond, you must put one coin into the center. Remember to listen and clarify what your partner is saying. I will first model the skill for you: Teacher: I think Gerold is really angry because someone took his ball.

10 Student: I heard you say Gerold is angry because someone was unfair. Practice Say: Before we begin our discussion, we will review the Language of the Skill- Clarify. (review chart) Clarifying Sentence Starters Prompt Starters What did you say? What does that mean by? Why is that important? Response Starters I heard you say. I think it means. It is important because Say: Discuss the following questions with your partner using the Prompt Starters. Discussion Questions: (Each question should have a 60 second discussion) 1. In your opinion, why are the two children taking the ball? 2. What would you do if this happened while you were on the playground? 3. How could the children show respect to one another? 4. Explain how you could help solve this problem? Wrap Up As students are discussing their ideas, teacher will listen to the student conversations to ensure the Language of the Skill; Clarify is being utilized. Teacher may take anecdotal notes on which students may need further assistance utilizing this skill. Say: Today, we used the conversation skill; Clarify to make sure we fully understood what our partners were saying. Let s revisit our circle map and add new ideas regarding misunderstandings and how to respectfully solve problems. Targeted responses include be respectful, no bullying, ask to share, etc.

11 California State Standards MELD Objectives DAY 3 RI1.1 Ask and answer questions about key details in a text. H- SS Understand the elements of fair play and good sportsmanship, respect for the rights and opinion of others, and respect for rules by which we live, including the meaning of the Golden Rule Students will ask and answer questions to include key details and demonstrate their understanding of the central message by using the conversation skill, Fortify. Depth of Knowledge Levels Essential Question Access Strategies Protocols DOK 1 - How can you recognize someone showing respect for others? DOK 2 - What do you notice about the facial features in the pictures? How do we show respect? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development Moment of Silence, Think- Pair- Share Key Vocabulary respect, right, opinion Resources Time and Place, Grade 1, Unit 1, Lesson 2 Opening Model/Guide Students will play a variation of Simon Says that highlights their similarities and differences. Explain to students that they will play a version of Simon Says in which only some students will respond to each command. Tell students they must watch carefully as they play because they will learn something new about a classmate. Begin the game: Simon says, Everyone with brown eyes, stand up Simon says, Everyone who has a dog as a pet, put your right hand on your head. Simon says, Everyone whose favorite sport is soccer, stand on one foot. Simon says, Everyone who speaks more than one language, jump up and down. At the end of the game, have students sit in a circle. Ask each student to name one way in which he or she and another student are alike. The trait they share must be something they didn t know before playing the game. Students might say, for example, I didn t know that Katie spoke Spanish or I didn t know that Jose was left- handed. Say: As we noticed we are similar and different. Today we will learn how to show respect for others. Say: Yesterday we practiced some of the Conversation Norms and Skills. Today, you will explain your understandings using targeted transition words or phrases and evidence from the text. This is called FORTIFYING. Hand gesture and phrase for the skill of Fortifying Making our ideas stronger

12 Introduce hand gesture for FORTIFY (teacher places his/her hands by her head as if showing off muscles). To help us remember the skill we are practicing, we are going to be using a corresponding phrase make our ideas stronger. Teacher will explain to students that we use this gesture to show when we have new supporting ideas. Teacher will think aloud for this section. Say: When we FORTIFY ideas, we make our ideas stronger. We are going to read about rules. We will use evidence from the text to support our answers. Teacher refers to charts for transitions and fortifying sentence starters. Say: Today we will read aloud Are you a good sport? and Rights and opinions are important Before Reading: Engage students in a Visual Text Talk prior to reading the story. Have students examine page 6 and 7 to discuss clues using evidence from the illustrations. During Read Aloud: Read and discuss vocabulary. After the Read Aloud: Students will engage in read aloud using the Timed Think- Pair- Share protocol to discuss the following question: 1. DOK 2 - What do you notice about the facial features in the pictures? Say: In order to help us FORTIFY, we use the text to give examples. Say: Using the conversation skill, FORTIFY (teacher points to the language of the skill chart to remind students how they can begin to share their idea.) Each person will be given two coins. To respond, you must put one coin into the center. Remember to listen and use evidence. I will first model the skill for you: Teacher: Can you give an example from our text that demonstrates showing respect for others? Student: An example from the text is...

13 Practice Say: Before we begin our discussion, we will review the Language of the Skill- Fortify. (review chart) Transition Starters to Fortify However On the other hand For example An example from the text is Fortifying Sentence Starters Prompt Starters Response Starters Can you give an example of? For example. Where does it say that? In the text it said that Can you give an example An example from my life is? from your life? Wrap Up Say: Now it is your turn. With your partner, discuss how the ice skaters are demonstrating respect for one another. You will use the Put Your Two Cents in Protocol as you examine the picture to fortify your opinion. Students may want to use the sentence frame: "Can you give an example from the text?" "For example..." Say: Today, we used the conversation skill; Fortify, to say how we know if we are part of a group and how to include others. Let s revisit our circle map and add new ideas regarding how to show respect to others.

14 California State Standards DAY 4 SL.1.1.A Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1A Follow agreed- upon rules for discussions (e.g. listening to others with care, speaking one at a time about topics and texts under discussion. SL.1.1.B Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols Key Vocabulary Resources W1.7 - Participate in shared research and writing projects (e.g., explore a number of "how- to" books on a given topic and use them to write a sequence of instructions). Students will participate in a collaborative conversation with their peers to NEGOTIATE how to solve a given problem. DOK 3 - What would happen if you lost something special to you? How do you show respect while resolving the problem? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development Moment of Silence, Timed Think- Pair- Share Comic Strip, Comic Strip Template

15 Opening Say: Today, we are going to draw a picture. You will receive two sheets of drawing paper. You can pick out one crayon from a box. Draw a picture with only the single crayon. (Provide students about 5 minutes to finish their first picture) Say: Now, take out your box of crayons and draw another picture on the second sheet of paper. You can use as many colors as you wish. (Provide 5 minutes for students to finish their second picture) Model/Guide Pair students to discuss the following questions: (Think- Pair- Share) Which picture do you like best? Why? Which picture would you like to display in your classroom, the hallway, at home? Say: Today you are going to negotiate how you would solve a given problem and begin creating a comic strip to demonstrate a respectful solution. Say: Today, we are going to continue our lesson on constructive conversation skills. We will learn a new skill, Negotiate. When we negotiate, we discuss our ideas and listen to others ideas even when we don t agree with them. Hand gesture and phrase for the skill of Negotiating Evaluating and Comparing Ideas Introduce hand gesture for NEGOTIATE. To help us remember we are going to be using a synonymous phrase and gesture. (Teacher extends arms with palms upturned and moves arms in balancing motion.) Teacher will explain to students that we use this gesture to show when we negotiate our ideas. When we negotiate ideas, we challenge someone s idea by presenting counterexamples or other ideas that oppose or compete with it. Say: Using the conversation skill, NEGOTIATE (teacher points to the language of the skill chart to remind students how they can begin to share their idea.) Each person will be given two coins. To respond, you must put one coin into the center. Remember to listen and use evidence. I will first model the skill for you: Teacher: I think that the Dodgers are better than Angels because they have a better pitcher. Student: I see it a different way. I think the Angels are better because they have Mike Trout, the MVP for 2 consecutive years. Practice Say: You and your friend are outside during recess. You have kicked your ball into another play area. The other students do not want to give it back to you. What steps would you take to get your ball back? With your partner, practice using the Negotiation Sentence Starters to solve the problem. Remember to utilize the Put Your Two Cents In protocol. Negotiating Sentence Starters Prompt Starters What is your opinion? Response Starters In my opinion.

16 Where do you disagree? How does your evidence negatives compare with mine? A point of disagreement is I think the positives of. outweigh the Call students attention back by using your own call and response. Students will now begin drawing their comic strip. Wrap Up Say: Today, we used the conversation skill; Negotiate, to say how we know if we are part of a group and how to include others. We can learn a lot from a box of crayons. They are all different colors, but they all exist very nicely in the same box. Let s revisit our circle map.

17 California State Standards DAY 5 W1.7 - Participate in shared research and writing projects (e.g., explore a number of "how- to" books on a given topic and use them to write a sequence of instructions). MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols Physical Education Standard(s): Standard 5: Demonstrate responsible personal and social behavior in physical activity settings Demonstrates a willingness to work with other students toward a common goal Follow rules and directions for all activities Accept constructive criticism from teacher and classmates. Standard 6: Demonstrate understanding and respect for differences among people in physical activity settings Demonstrate a willingness to help follow classmates (student) who has difficulty completing a skill. Standard 7: Understand that physical activity provides the opportunity for enjoyment, challenge, self- expression, and social interaction Identify personal feelings when participating in physical activities. Students will be able to demonstrate responsible personal and social behavior in physical activity settings, CREATE, CLARIFY, FORTIFY and NEGOTIATE through a team building game. DOK 2: How would you summarize how you solved the problem during our game? How can constructive conversations in our classroom help us solve problems respectfully in our community and on the playground? Instructional Conversations, Advanced Graphic Organizer, Making Cultural Connections, Cooperative and Communal Learning, Academic Language Development Think Pair Share Key Vocabulary Team work, cooperation Resources Mrgym.com Cooperative Games for Team Building Opening Amoeba Races: adopted from Mrgym.com Objective: team work and cooperation Divide the class into two equal teams. Have half of the team form a circle facing outward, with elbows joined. Instruct the rest of the team to get inside the circle. Both teams have now formed their amoeba. On the instructors signal, the amoebas will try to race to a designated area without coming apart. Teams that come apart must repair themselves before

18 continuing. The first team to reach the finish line wins. Model/Guide Practice/ Culminating Task Wrap Up Winning is not stressed during this game, in fact at the end try one giant amoeba with the entire class as one. Emphasize that students should not fall on purpose, safety is very important. Say: Using what you have learned this week, constructive conversations, respect, solving problems, and working as a team, you will finish your comic strip. Say: Today I would like you to discuss ways in which they can treat others with respect, play fairly, and resolve problems respectfully using Think Pair Share. Remember to use the conversation skills we learned this week: clarify, create, fortify and negotiate. Possible answers: Playing fairly Exhibiting good sportsmanship Helping others Treating others with respect Rules to keep us safe Taking responsibility for one s actions Identifying compassion as a trait of a good citizen Finish comic strips Over the past five days, we engaged in constructive conversations using the skills CREATE, CLARIFY, FORTIFY AND NEGOGIATE. We took turns and shared ideas based on written text and visual text. We will continue to use these skills throughout the year and strengthen our understanding of them. FORMATIVE ASSESSMENT EXAMPLE: Other Conversation Assessments might be used Conversation Analysis Tool (CAT) The teacher provides a score of to rate the progress of student conversations for each dimension using the Conversation Analysis Tool. Dimension 1: Turns build on previous turns to build up an idea. Dimension 2: Turns focus on the knowledge or skills based on the lesson s objectives. Assessment I. Students are scored by their participation and progress in Constructive Conversations that provide examples of the four Conversation Skills (Create, Clarify, Fortify, and Negotiate). II. Students model proficient use of the five Conversation Norms. 1. Use your think time 2. Use the language of the skill

19 3. Use your conversation voice 4. Listen Respectfully 5. Take turns and build on each other s ideas III. Writing Task 1. Create a sequential comic strip 2. Solve a problem