## WIW Set Up.notebook - Section 1: Launch

# Write It Wednesday Set Up

Lesson 13 of 18

## Objective: SWBAT create a complete answer to an open-ended response question.

*40 minutes*

#### Launch

*10 min*

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to practice writing open response questions.

Today we are going to explore how to create an answer to an extended response question. Since my students tend to avoid answering open-ended/extended response questions, I developed a way to take the resistance away. I don’t know if students avoid writing the answer because they don’t know how to write or they don’t know how to find the answer to the question. Using the Write It Wednesday (WIW) strategy helps students craft the answer so they can concentrate on the math involved. To start the class today, students will receive a POD asking their opinion on a topic that has been covered recently in the news. Before responding to the question, students will watch a video clip related to the question that aired on a local news channel.

Would you stand in line to buy the new Air Jordans? Explain why or why not.

*expand content*

#### Explore

*25 min*

Once students respond to the question, I will collect their responses to use later in class. After I collect their responses, I will distribute the rubric from the Ohio Department of Education for them to read. Once they have had an opportunity to read the document, we will have a whole class discussion about the differences between the point values on the rubric. The rubric uses very technical language to describe the different levels. I want to hear how students translate the descriptions based on the question they just answered. What would a two-point answer sound like? What would a one-point answer sound like? If students aren’t able to make a distinction, I will volunteer some help. Does a one-point answer provide examples? Will a one-sentence answer earn two points? Why or why not?

After some distinction has been made, I will show the sample answers on the SMARTboard and have students not only give a score using the rubric but to also improve the answers to make them worth two points. Once we finish the discussion, I will give each student a response written by a classmate and have him or her critique the response of a classmate and complete the Reviewer Form. When they finish, we will look at some of the answers using the document camera and the accompanying Reviewer Form to determine possible scores for the answers and the quality of feedback given.

*expand content*

#### Landing

*5 min*

The goal is for students to become comfortable with answering open-ended and extended response questions. The exit ticket today will give me an indication as to how much students understand the components of the answer and how to construct an answer that represents their thinking. We will continue using the strategy each week, beginning with the next day’s lesson. If there are concerns about what the students know and understand, I can address them as we begin the next lesson.

On your exit ticket, answer at least one of these questions to let me know what you're thinking about what we did in class today.

1. What parts need to be included to form a complete answer to an open ended question?

2. What is one way you can offer feedback to help a classmate improve their answer?

3. How will you check to make sure you have a complete answer?

*expand content*

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Percents Pre Assessment
- LESSON 2: Percent Inquiry Lab
- LESSON 3: Percent of a Number
- LESSON 4: Estimating with Percents
- LESSON 5: Percents Greater Than 100
- LESSON 6: Write It Wednesday Percents
- LESSON 7: Inquiry Lab II
- LESSON 8: Percent of Change
- LESSON 9: Percent of Change Partners
- LESSON 10: Increasing and Decreasing Percents Assessment
- LESSON 11: Visually Mapping Percents
- LESSON 12: Fractions Too?
- LESSON 13: Write It Wednesday Set Up
- LESSON 14: Write It Wednesday Percent Total Cost
- LESSON 15: Tips and Markups
- LESSON 16: Discounts
- LESSON 17: Percents Review
- LESSON 18: Percents Post Assessment