Rubirc
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Overview
In this lesson, students use a Discussion Web to engage in meaningful discussions. Students work in groups to answer the question, “Are people equal?,” analyzing all sides of the response, forming a consensus, and presenting it to the class. Students then read “Harrison Bergeron” by Kurt Vonnegut, Jr. and use supporting details to complete another Discussion Web that looks at whether people are equal in the story. Groups form a consensus, present their position to the class, and engage in class discussion. Free-writes, a persuasive essay, computer activities, and an informal class debate help students extend and apply knowledge.
From Theory to Practice
Alvermann, D.E. (1991). The Discussion Web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92Ð-99.
Buehl, D. (2001). Discussion Web. In Classroom strategies for interactive learning, 2nd Ed. Newark, DE: International Reading Association.
The Discussion Web:
Is a strategy designed to encourage all students to participate actively in class discussions and to think critically.
Gives students a framework for evaluating both sides of an issue or question. Students are encouraged to process opposing evidence and information before asserting viewpoints, giving them an opportunity to refine their thinking.
Requires students to work in groups and helps to develop cooperative learning skills.
Incorporates all four of the language arts (reading, writing, speaking, and listening).
Functions as a prereading, postreading, or prewriting strategy.
Helps instill in students the desire to read complex material by providing them with a framework to analyze difficult texts.
Develops students who are active, purposeful, and independent learners.
Student Objectives
Students will
Develop critical thinking skills by analyzing, evaluating, and synthesizing various sides of an issue to form a conclusion
Practice working cooperatively in groups
Apply specific comprehension strategies, such as activating prior knowledge, making predictions, comparing and contrasting, drawing conclusions, and examining different viewpoints
Practice supporting conclusions by writing a well-organized paragraph
Instructional Plan
Preparation
1. Decide which students will work together in groups of four. Students will remain in the same groups for the entire lesson.
2. Make copies for each student of “Harrison” Bergeron”, the Discussion Web (these should be two-sided with the web printed on both sides of the page), the Concept of Definition Map, and each of the materials listed under “Checklist and rubrics” in the Resources section.
3. Create transparencies of the Discussion Web and