Clarifying Thinking on Water Management: Revisiting the Gallery Walk | EL Education Curriculum

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ELA 2012 G7:M4B:U1:L9

Clarifying Thinking on Water Management: Revisiting the Gallery Walk

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Long Term Learning Targets

  • I can explain how ideas clarify a topic, text, or issue. (SL.7.2)
  • I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)

Supporting Targets

  • I can explain how the video "The Future of Water" and excerpts from The Big Thirst clarified my thinking on the issue of water sustainability.
  • I can cite several pieces of text-based evidence to find places on a map.
  • I can analyze photos, videos, and quotes to find a main idea.

Ongoing Assessment

  • Thinking Log
  • World maps (from homework)
  • Notices and Wonders note-catcher

Agenda

AgendaTeaching Notes

1.  Opening

     A.  Entry Task: Defining Vocabulary Words from Unit 1 (2 minutes)
Sharing Unit 1 Vocabulary (6 minutes)

     B.  Reviewing Learning Targets (2 minutes)

2.  Work Time

     A.  Reviewing thinking Log and World Map Homework (15 minutes)

     B.  Reviewing Gallery Walk (15 minutes)

3.  Closing and Assessment

     A.  Thinking Log (5 minutes)

4.  Homework

     A.  Read the article "Water Crisis Looms for a Thirsty Planet" and complete the Tracing an Argument note-catcher

  • Teaching Notes
  • This lesson continues to draw upon students' use of video and text to clarify the issue of water sustainability. In addition, students review their homework and check their thinking based on text-based evidence.
  • Students revisit the Gallery Walk from Lesson 1 to think about what they now know and what they still would like to understand better. This reflective process helps them build on new understandings. A self-monitoring or metacognitive approach can help students develop the ability to take control of their own learning, define learning goals, and monitor their progress.
  • As in the Gallery Walk in Lesson 1, item 1 is a short video, which students can watch on a computer in the classroom. Cue up the Web page before class starts so that students can click "play" as they get to the station. Choose whether students will use headphones or listen at the station in small groups, quietly so that it will not disrupt others.
  • In advance: Prepare Quiz-Quiz-Trade cards (see supporting materials); decide how best to group students into triads for Work Time B; review the Quiz-Quiz-Trade and Gallery Walk protocols (see Appendix), and cue up the video.
  • Post: Domain-Specific Vocabulary anchor chart, Gallery Walk items from Lesson 1, learning targets.

Vocabulary

synthetic, imminent (Paragraph 1), intensive (Paragraph 5), nitrate, phosphate (Paragraph 6), brackish (Paragraph 8), calibrated (Paragraph 9)

Materials

  • Unit Vocabulary Quiz-Quiz-Trade Cards
  • Domain-Specific Vocabulary anchor chart (begun in Lesson 2)
  • Notices and Wonders note-catcher (from Lesson 1; students' completed copies)
  • Suggested Gallery Walk items (from Lesson 1)
  • "Water Crisis Looms for a Thirsty Planet" (one per student)
  • Tracing an Argument note-catcher (from Lesson 7; one new blank copy per student)
  • Tracing an Argument note-catcher on "Water Crisis Looms for a Thirsty Planet," Teacher's Guide (for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Entry Task: Defining Vocabulary Words from Unit 1 (2 minutes)

  • Distribute one vocabulary card for each student from the Unit Vocabulary Quiz-Quiz-Trade Cards.
  • Ask students to write the definition of the word on the back of the card. Remind them that they can use their prior Reader's Notes to define the word. 
  • If students need help defining the word, prompt them to look at their Reader's Notes from Unit 1, the Domain-Specific Vocabulary anchor chart or other classroom resources.
  • Consider allowing students to choose from multiple representations (words, pictures, etc.) on the back of the card to help define the word.

B. Sharing Unit 1 Vocabulary (6 minutes)

  • Let students know that they will be doing the Quiz-Quiz-Trade protocol. Briefly review the directions:
  • When prompted, find a partner and show him or her the vocabulary word on your card.
  • Your partner will use his or her resources to try to define your word.
  • Then the process repeats, with you defining your partner's word.
  • After both of you have tried to determine the meaning of the words, share the correct definitions, then trade cards and find new partners.
  • Clarify directions as needed, and then invite the class to begin. Circulate to guide students and to listen in on their understanding of the words.
  • Once students have partnered up four times, ask them to return to their seats.
  • Ask students to examine their vocabulary from their homework and place a star next to those words that are domain-specific. Cold call students and add these words to the Domain-Specific Vocabulary anchor chart.
  • Allowing students to discuss with a partner before writing or sharing with the whole class is a low-stress strategy to help them process in a risk-free situation.

C. Reviewing Learning Targets (2 minutes)

  • Read the day's learning targets aloud or ask a volunteer to do so:

* "I can explain how the video 'The Future of Water' and excerpts from The Big Thirst clarified my thinking on the issue of water sustainability."

* "I can cite several pieces of text-based evidence to find places on a map."

* "I can analyze photos, videos, and quotes to find a main idea."

  • Remind students of the Fist to Five checking for understanding technique (introduced in Module 1).
  • Cold call a few students to provide evidence for the rating they gave themselves.
  • Tell students that today they will review the homework in preparation for their end of unit assessment (in Lesson 10), during which they will need to identify and evaluate arguments.
  • Checking in with learning targets helps students self-assess their learning. This research-based strategy supports struggling learners most.

Work Time

Work Time

A. Reviewing Thinking Log and World Map Homework (15 minutes)

  • Ask students to locate and silently review their homework: their Thinking Log and world maps.
  • Ask them to turn and talk to a partner and share their thinking:

* "How were your ideas clarified by the video and reading from the previous lesson?"

  • Cold call several students to share their ideas with the whole group.
  • Place students in triads. Tell them they will work with their triad to share the places they found on the maps. Give directions:

1. In your triad, number yourselves off, student 1, 2, and 3.

2. Student 1, share a place and the place in the book that it was mentioned.

3. Students 2 and 3, check whether you also have that place. If not, add it.

4. Student 2, share a place. Students 1 and 3, check whether you also have that place. If not, add it.

5. Student 3, share a place. Students 1 and 2, check whether you also have that place. If not, add it.

6. Continue taking turns until your triad has listed all the places you found in the text.

B. Revisiting Gallery Walk (15 minutes)

  • Distribute students' Notices and Wonders note-catcher from Lesson 1.
  • Tell students that they will re-examine the Gallery Walk items from Lesson 1, including quotes, images, and the video. Some of the information will now seem familiar, but some might still be new and interesting; students should add anything they observe, or that is still new or interesting, in the Notices column. They also may still find some of the information surprising or may have additional questions that are not answered in the image or quote. They can add any questions in the Wonders column.
  • Review the Gallery Walk protocol as needed and get students in small groups with their note-catchers to begin.
  • Ask them to silently wander to each image, quote, or the video and write down what they notice and what they wonder for about 8 minutes. They may linger at any item and not worry about getting to all the items. Invite students to play the video, already on the class computer screen. Tell them the video runs about 2 minutes, but they do not have to stay for the whole time. Remind students of the norms for moving calmly around the room and moving to those images, quotes, or video where there are fewer classmates.
  • Invite students to begin the Gallery Walk. Consider participating in this step and writing your own Notices and Wonders. Or circulate to listen in and clarify procedures as needed. 
  • After 8 minutes, invite students to sit and finish writing their thoughts, especially adding to their thinking at the bottom of the handout. Starting with Notices, allow students to "popcorn" discuss any of the ideas they have written down. Next, invite them to "popcorn" discuss the questions that they still have after the Gallery Walk. Tell them that their questions may become research questions for Unit 2. Collect the Notices and Wonders note-catchers.
  • Congratulate students on how much they have learned about water since Lesson 1. Point out specific learning that students didn't know in the first Gallery Walk but did know in the second, as well as deeper and/or different questions formed based on increasing understanding of water sustainability and water management.

Closing & Assessments

Closing

A. Thinking Log (5 minutes)

  • Ask students to pair up and discuss this question before writing:

* "How has revisiting the resources in the Gallery Walk clarified your thinking about the issues of water sustainability and water management?"

  • Then have students respond in their Thinking Log.
  • Cold call students to share their current thinking.
  • Preview the homework and distribute the homework text and note-catcher.

Homework

Homework
  • Read the article "Water Crisis Looms for a Thirsty Planet" and complete the Tracing an Argument note-catcher.

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