Reflection: Pacing Maps (1 of 3) - Section 5: EXPLAIN: Paraphrasing text


I like to read article completely.  So do my students.  What my students like to call "fomo" (fear of missing out) is a real feature of academic environments.  Don't I need to read everything to talk about what I think?  Actually, no.  Constraining the time that students have to read a text served to purposes.  The first is to break students of the feeling that they cannot express themselves unless they have finished a text.  I like to tell students that information is always incomplete; we don't have to have read everything to begin to discuss our thinking.  The second purpose is to make a text less intimidating.  On the other side of the spectrum, longer texts can be scary to many students, especially students that have underdeveloped English language proficiency.  For these students, the time constraint can actually help because it normalizes a feeling that they generally always have: I'm not done!  I like using time constraints because they level the playing field.  Nobody gets to finish everything, but everybody gets to finish something.  Usually this is all that we need for productive, high-level conversation.

  Why time constraints?
  Pacing: Why time constraints?
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Maps (1 of 3)

Unit 3: Environmental justice
Lesson 5 of 16

Objective: Students will be able to 1) describe how a map can be claim that uses visualized data as evidence; 2) write claims using the evidence presented in different types of maps; and 3) apply understanding of different types of visualized data in maps to the design of a neighborhood map that presents a claim through visual evidence.

Big Idea: Maps make claims with visualized data. How might we analyze different types of maps so that we can choose specific types of visualized data to support claims about our communities?

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