Professional Documents
Culture Documents
# of Days 2
Prior Knowledge Students may have engaged in jigsaw discussions in other classes, but
it seemed unfamiliar to most. Over the past several weeks, the
students read and annotated several current event articles that
related to our unit essential questions. I provided scaffolds along the
way in order to prepare them for the jigsaw discussion. We read the
first article aloud, annotating as we read along. They read the second
set of articles in teams (one team read the “pro” article and the other
read the “con”) and engaged in a debate. For the third set, they read
independently and then discussed with a partner. The last set of
articles they will be reading will be for the jigsaw discussion.
Lesson Objective(s) Students will be able to present information, findings, and supporting
evidence that is appropriate to task, purpose, and audience.
Students will be able to critically evaluate an author’s main ideas and
articulate their opinions on the topic.
Students will be able to make connections between texts, current
events, and their own lives.
Lesson Assessment Jigsaw discussion - students will engage in a jigsaw discussion of the
articles they read. They will be assessed on their teaching of their
article as well as their engagement in the discussion (speaking and
listening). The students used Equity Maps to record their discussions.
Standards CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Materials Needed Several current event articles (the number is dependent upon the
number of “home” groups):
Parents and lawmakers are deeply divided on whether to arm teachers
10-year-old boy invents winning game inspired by sister with autism
Teen activist killed fighting a silver mine to save community's land
Super Bowl ads entertain — and offend — viewers
Schools failing to teach "Hard History" on slavery in U.S.
The teacher explains that each group will read its article
aloud to the table so that everyone moves at the same
pace. Then, as a group, the students will work together
to answer the three main questions on the assignment
sheet. The students may use either textual evidence or
specific examples from the text to support their
answers They will then prepare for possible questions
that their jigsaw groups might have for them during the
discussion.