Richards Middle School
Yelkovich/Pulliam – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will be able to support their opinion with claims and evidence.
- Students will listen to the opinions of their peers and identify claims that are supported by evidence and claims that are not.
- Students will adjust their arguments to better convince their changing audience.
- Students will use movement to rank the strength of an argument and how it affects their opinion.
- Students will use the skills of body mapping to evaluate the opinions of their peers and be able to identify reasons why someone might or might not change their mind.
ELA & Dance
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from the argument presented.
ELAGSE6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
MSD.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning and performance environment.
- Demonstrate concentration and focus with respect to self and others in the performance of skills.
- Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer.
MSD.RE.1 Demonstrate critical and creative thinking in dance.
- Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).
- Develop and communicate personal interpretation of a choreographed work.
- Engage in self-reflection and self-assessment as creator and performer.
All open classroom space
First, we established the physical boundaries required for students to share their opinion. In one class, opposing walls were picked as “Absolutely Agree” or “Absolutely Disagree”, and in the other class a bullseye orientation was used citing a small group of desks as “Absolutely Agree” and the classroom walls being “Absolutely Disagree”.
The PAIR Specialist or Teacher would then present opinions and ask students to place themselves on the spectrum based on their opinion. Based on the question, time was sometimes given for students to verbally explain why they placed themselves where they did.
PAIR Specialist and Teacher could also present scaffolded questions and have students identify what bit of information had them change their opinion. For instance… “I think we should be able to clone humans.” or “I think we should be able to clone humans for medical purposes only” or “I think we should be able to clone humans for medical purposes only in hopes to cure cancer.”
This activity easily transitions into a writing activity. Students were asked to write their argument instead of respond physically–and for an added challenge were asked to identify a piece of evidence or claim that might have them change their mind. For instance “I think school should be shortened–ending at 3:00 instead of 4:00”– “I think school should NOT be shortened as long as we get to have a longer lunch or recess.”
It is important to make sure students are taking notice of where their bodies are in relation to the fixed point of Agree/Disagree. This body mapping will help students more accurately identify their own opinion, and create an unspoken language between all students.
Be sure to scaffold up the density of questions as students get more comfortable with moving together.