In stations today, I want my kiddos to spend a little extra time thinking about valid evidence. I'll be working with a small group to discuss directly how to identify valid and faulty evidence. The integration of knowledge and ideas standards (CCSS RI5.7- RI5.9) all revolved on multiple accounts, author's evidence and pulling information together to make a claim about a subject. Students need to be able to identify what evidence is important and valid to be successful with these standards. This is also that place where we get to dig deeper into the standards, which I love doing with my kiddos.
My kids will rotate through three 15 minute stations today.
Is Jack guilty or innocent? Students will be reading over a case in which Jack is on trial for murdering the Giant. Today students will only have time to read over the case and start looking for valid evidence to prove or disprove Jack's innocence. The website has all of the information needed, but if you don't have computer capability for the small groups, you could print off the information fro the website and have packets for the students to work with.
Teacher Station: We'll be working with some notes and step-by-step activities to evaluate evidence. I found this pdf and wish I could clean it up a bit more, but it was the best set of notes that I could find to really break down the strong vs. weak evidence. I just copied these with the irrelevant information covered up. I'll definitely make new ones for next year though.
Strong Vs. Weak Evidence: students will practice reading a text to identify strong and weak evidence using a graphic organizer. This gives the students some practice reading text for a purpose. There are pieces of guiding information on this assignment to help the students stay on track, but I will also check in to see if they need any help.
Before starting today, please remember my expectations. It is necessary to be on task and synergize so that we can all learn and work. The code of conduct will be on the SMART board if you forget the expectations at any time. Please also remember that my time with my small group is very important. You are independent at your stations until I come to check in.
Today my groups are based off the perspectives formative I gave a few days ago. The kids did really well, but I had a few who struggled and a few who had difficulty using evidence to explain their thinking. I decided to group them together so that when they came to my station, I could be sure to hit a few key points with them. I'll be using a direct instruction model with this group first to teach them the rules behind the evidence and perspectives. The other two groups will be guided through the notes and activities, but they will primarily run my station on their own. At this point they are more than ready to take on this responsibility.
Jack On Trial: Meet with your team at the computers. I have a web site up for you to wok with today. You will read through a case involving Jack from Jack and the Beanstalk. While reading today, think about strong and weak evidence to form opinions about whether Jack is guilty or innocent of murder and include those on the graphic organizer. During the next workstations, you will write about your verdict. Turn your graphic organizers in so that we don't lose them. Anything not finished today will carry over to the next workstation.
Teacher Station: Today well be looking at strong and weak arguments and evidence. Strong evidence are facts, clear examples and are related to the topic. Weak evidence may be a series of opinions or may not be related to the topic. We'll work through some notes and activities today to help us better tell the difference between the two.
Strong Vs. Weak Evidence: In this station, you will read a short article about taking care of computers. When you read the author's arguments, decide if the evidence used is strong or weak and then place it on the graphic organizer.
This station is a little open ended, but I want to see what the students can do beyond multiple choice questions about evidence. These activities can sometimes cause confusion, but it gives good insight about how what the students think are strong and weak. The formative that the students will take will be like this workstation as well, so it helps to prepare them for that.
At this point we'll just wrap up the stations a little and reflect on how things went. Today, I also want to summarize the day with this exit ticket.
There is a new story out about the Giant's side of the whole beanstalk story. Use your knowledge about good evidence to tell me what you think he'll say about Jack.
I'll collect these just to take a look at their thought process. This isn't a quiz, it just serves to help them synthesize everything we did today.