Assessing prior knowledge and our goals/rubrics is how I begin every lesson. This lesson is no exception. Students who understand the purpose of learning (the goal for the lesson) as well as a matching scale or rubric (learning continuum) will be engaged because learning will have clear expectations to them. My Kairos Flip Chart also covers the meaning and examples of Kairos.
As we view the slides of my flip chart, students summarize and paraphrase in their own words their interpretation of the presentation. This practice clarifies any misconceptions students might have. Afterwards, the students and I have a discussion about the flip chart to check for understanding. We stop just before getting to the review of group collaborative norms (which we start in on in the next section).
This activity relates to the standard by encouraging students to support their opinions in written work. Students provide valid reasons through the use of persuasive techniques to sustain their opinions. Therefore, students must use relevant and sufficient evidence to support their claims or opinions.
As I have done in preceding lessons, I model a sample persuasive writing to students prior to gradually releasing ownership of this activity to them. Second grade students need concrete examples to understand expectations for this activity. Repetition of this process is needed to build automaticity of this practice. First, we discuss the definition of Kairos and clarify any misconceptions during the discussion. We select a topic to use as a claim from a list of persuasive writing ideas that I give students. Then, I ask students to assist me in completing the Persuasive Writing Graphic Organizer. Once students complete the organizer, I ask students to select only one supportive reason from their list. We draw a picture with a caption that shows our claim with supportive reasoning based on logos strategy. Then we discuss our product (advertisement using Kairos). I ask students to select a different topic for their project so that they are not tempted to copy from the model.
I gradually release ownership to students as they work collaboratively in pairs or triads to create an advertisement or propaganda that exemplifies "Kairos". I provide students with a graphic organizer to guide them in the writing process. Students share their ideas within their collaborative team, using digital resources such as websites listing ideas for persuasive topics, access to online search tools, downloaded articles on various persuasive topics, etc. to gather supports for their drawing. I ask students to follow a caption format, by drawing a picture and text description to show an example of Logos.
I reintroduce the Cooperative Groups flip chart, we review expectations of collaborative teams, including norms, roles, and rules to follow. In this part of the lesson, I ask students to work cooperatively in their teams and produce an example of Kairos together. In order to address the rigorous demands of Common Core, I frequently conduct shared research and collaboration. Students work dependently with members of their cooperative teams. The shared responsibility lightens the work load, but increases the impact on problem solving to achieve goals. I integrate technology to facilitate gathering of information and evidence. Laptops are accessible to each team to conduct research on this topic for their projects. I circulate the room to assist students as needed, using the Color Cups system to gauge their need for assistance.
Students gather on the floor to share their final product. I encourage oral presentations to sharpen students' speaking and listening skills as per Common Core, but also to conduct formative assessments. The knowledge students share enables me to also gauge where they are in the learning continuum and differentiate my next few lessons accordingly. Students conduct a Kairos Presentation , showing samples of Kairos and elaborating on how their samples exemplify this concept.