Food for Thought (and Discussion)

With the end of the school year mere days away, today’s lesson took a slightly less-structured approach.  With their devices in hand (or through the use of a classroom computer), the students chose from the articles below.  They then got into groups to share what they had read, their thoughts on the article, and how they think those would relate to their lives.  The instructions that were provided to the class are below.


“Food for Thought” Lesson

Directions:

  1. Choose from the articles below (some of these are available in printed form at the front table) and read it thoroughly.
  2. Next, join your classmates at the pre-determined locations around the room.
  3. You will each take turns to give a three-point synopsis of each of your articles.
  4. Finally, you will conduct a group discussion about the ideas your articles have in common.  Be creative in seeing how the articles relate to one another.

Articles

The Return to School (a.k.a. Learning about Constructed Responses)

The students trickled groggily into the hallways of school today, some struggled to remember their locker combinations, some couldn’t wait to show off their new Christmas/Hanukkah outfits, and others surprised their friends with belated gifts.  The return to school after any extended break is like starting up a car that has been sitting unused in a car port; it takes a minute for all of the pieces of the machine to re-engage and remember the flow of things.

Today, as we settled back into our day-to-day routine, we began exploring the world of constructed responses.  I first showed the students an array of Op-Ed articles to get their minds thinking about a variety of issues including the anticipation of New Year’s Eve, the “best” and “worst” of 2014, and the cancelled and then reinstated release of “The Interview”.  After a brief discussion, the students shared what they observed about the structure of Op-Ed writings, the topics explored by the writers, the opinion of the writers, and what support was used in these pieces.  In an activity called “Response to the Response,” they then had the opportunity to read and respond to one of the two Op-Ed pieces below in a three paragraph response:

Homework:

  • Read for 30 minutes.
  • Finish whatever was not completed in class with in the “Response to the Response” activity.

PowerPoint: