Title of lesson: Introduction to Discussions Teacher: Katelyn Anderson

Time allotted: 15 minutes Date: 1/23/17

ENG 3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
SOL
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
Students should understand that not every question or situation has a correct answer;
Essential people may differ in their perspectives on a subject or their answer to a question, such as
Knowledge and a moral dilemma. In discussions, people defend their position respectfully, ask questions
Skills to learn more information and about others perspectives, and attempt to come to a
solution that everyone agrees with.
At the end of the lesson, TSWBAT:
Define discussion and dilemma
Objectives Identify the difference between a discussion and an argument
Agree on a set of classroom rules for holding small-group and whole-group
discussions
TTW begin by telling a short anecdote about a decision about a trip to Alabama or a trip
Lesson Set to Florida. TTW use the word dilemma when describing the problem without an
answer.
1. TTW call on several students to define dilemma in their own words, based on the
anecdote. TTW write the agreed definition on the chalkboard.
2. TTW explain that a conversation is between two people; if more than two people are
talking about the same subject, it is called a discussion.
3. TTW explain that a discussion is different from an argument. TT and TCT or TA
will model both an argument and a discussion about where they should go for
dinner. TSW identify differences between the two performances. TTW write the
characteristics of a discussion on the board, including voice volume, eye contact,
Techniques and body language, and word use.
Activities 4. TTW explain that in order to have discussions in the classroom, there must be
expectations that everyone agrees on to keep a discussion from turning into an
argument. TTW make a connection with the expectations for indoor recess.
5. TCW decide on several expectations for class discussions, including, but not limited
to:
a. Voice volume
b. Speaking turns
c. Asking questions
d. Defending position
TTW write rules on the board as they are agreed on.
TTW inform the students that they have just participated in a discussion about rules.
TTW remind the students of the definition of discussion and the expectations they have
Lesson Closure
agreed on. TTW tell students that the rules will be copied onto chart paper for reference
and that their first group discussion will be tomorrow after P.E.
Homework No formal homework will be assigned.
Differentiated Students who do not normally participate in class will be targeted for creating rules for
Instruction discussions, although all students will be expected to be engaged.
Assessment Students will be informally assessed on their grasp of the information in the lesson
 closure. The next lesson will begin with a review of the definitions and expectations
agreed on today.
After the first discussion (to take place the following day), students who are having
Remediation difficulty with discussions will be coached in small group on examples and
and Extension nonexamples of discussion behavior. Students who understand the rules may be
considered for small group discussion leaders.
Students will need:
Chairs to sit in, facing the teacher
The teacher will need:
Materials
Chalkboard
Chalk
A helper to model discussion/argument
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Reflection