Discussion Webs And Concept Of Definition Webs example essay topic

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, 92-99. Buhl, 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 pre reading, post reading, or pre writing 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 Concept of Definition Map. 4.

To learn more about discussion webs and concept of definition webs, visit the websites listed in the Teacher resources section. You might also refer to Vonnegut. com for background information on the author and his books. 5. Bookmark the Literary Graffiti and Literary Elements Map interactive tools on your classroom computers and take a few moments to learn how the tools operate. (If you experience difficulty, make sure that computers have the most recent version of the Shockwave and Flash plug-ins, which can be downloaded for free from the ReadWriteThink Site Tools page.) Instruction and Activities It is at your discretion to decide how long to spend on each activity, but a week of pre reading, during reading, post reading, and writing activities is recommended with two days spent on the follow-up activities. Many of these activities can also be assigned for homework if you run out of class time.

P rereading activities 1. Using background knowledge to make predictions. Distribute copies of the Discussion Web. Have students write the focusing question 'Are people equal?' in the middle box and follow the directions on the handout. Have students work in their preassigned groups to generate yes and no responses to the focusing question. Remind students to set aside their personal beliefs momentarily to ensure that both sides are fairly presented.

After analyzing the question, students may determine that people are not truly equal because of differences in gender, religion, wealth, abilities, and so on. Although hypothetically we are all born equals, in reality we are not. 2. Free writing. Ask students to imagine what it would be like if everyone in the country were exactly the same and completely equal. Have students write in their reflection journals about their vision and make at least five predictions about this completely equitable society.

3. Discussing the author. Tell students they will read the short story 'Harrison Bergeron' by Kurt Vonnegut, Jr. Discuss the author, other books he has written, and his writing style.