2 Working in a Group Part One
| Time/Sessions | 60/2 | Grade Level/Grouping | 2/Whole | ||||
| Learning Target(s) | Working collaboratively | ||||||
| Essential Question(s) “I Can” Statement(s) | How can I be a good team member when collaborating with other students?-I can describe what a good team member does. | ||||||
| Information and Technology Essential Standards (ITES)AASL Standards | AASL III.A.2 Develop new understandings through engagement in a learning group.ISTE 7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. | ||||||
| Common Core or Essential Standards | Reinforces:RL.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.RL.2.10 Actively engage in group reading for the purpose of connecting prior knowledge and experiences to text.EEE.SE.1.2 Illustrate personal responsibility in a variety of settings and situations. | ||||||
| Vocabulary | Collaborate- work jointly on an activity, especially to produce or create something Cooperate- work jointly toward the same end | ||||||
| Opening Discussion Question/Activity | Review last week’s lesson.At your table, discuss the following fill in the blanks. What words do you and your teammates think should go in the blanks?
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| Activating Strategy | Watch video at https://www.youtube.com/watch?v=5L8Em5vU0FUQuestion for discussion:What do you notice about the group leader?What facts would you select to support the idea that she is an effective leader? | ||||||
| DOK Questions | What are some strategies you can use to keep everyone on task?What do you notice about the group leader?What facts would you select to support the idea that she is an effective leader? Why shouldn't Susan share her story about the zoo now?What are some reasons Seth might be reluctant to share his idea?What are some strategies the group leader could use to encourage him?Why is Susan the best person for this job?Why is it important for Susan and Seth to understand their special talents and skills?If you were your group's cheerleader, what are some ways you could turn the following statements around?-This is too hard.-That's a silly idea.-There's no way to solve this problem.What do you think would happen if the group started out by fighting over how many puzzle pieces each person got?How would that affect the team spirit of the group? | ||||||
Cognitive Teaching Strategies
| Use the Sway presentation at https://sway.office.com/AJTiFARAZXo9wE01?ref=Link to go over the tips for being a good group member.Use discussion questions in the presentation. | ||||||
Closing/Summarizing Strategy | Read and discuss Three Hens and a Peacock.Tie the discussion in to respect for the special gifts and talents of others.Questions: How did the peacock improve things at the Tucker’s farm? Why are the hens unhappy with the peacock? How does their complaining affect how the peacock feels about himself? Do you think the hens and the peacock know what their special strengths and talents are? Do you think their idea of switching jobs will help? Why do the Tuckers need the peacock down at the road and the hens in the henhouse? What did the hens and the peacock learn when they tried to switch jobs? | ||||||
Materials/Resources | Teacher Materials | Student Materials | |||||
| ComputerData ProjectorThree Hens and a Peacock by Lester L. Laminack | Fill in the blank sheets. | ||||||
| Personalizing Learning/ Differentiation/Student Focus (ARC/TRC) | Differentiation provided as needed for students in each class. | ||||||
| Assessment | |||||||
| Notes/Reflection | |||||||
| 21st Century Themes & Skills: | Global Awareness | 21st Century Skills | |||||
| Financial, Economic, Business, & Entrepreneurial Literacy | X | Learning and Innovation Skills | |||||
| Civic Literacy | Information, Media, & Technology Skills | ||||||
| Health Literacy | X | Life and Career Skills | |||||
| Classes used lesson with | |||||||
| Teacher | ©Margaret Sullivan Brannon | ||||||