1. http://www.ascd.org/ASCD/images/publicatio ns/books/frey2011_fig1.2.gif

3. Are they ready? What are your greenlights? I do  We do? We do  Y’all do?

4. Collaboration Learning Cooperative vs Collaborative Training Basic vs. Productive Collaboration

5. Basic Elbow Partners Think, Pair, Share Explain your partners reasoning A/B tasks A/B/C/D tasks Ranking Odd One Out

6. Ranking Rank the following body systems in order of importance, from most to least important. Immune, Skeletal, Muscular, Urinary, Circulatory When discussing a ranking, with your group, make sure to justify your choices by giving examples of functions, naming important organs, etc. Ex: The _____ system should be placed above the _____ system because the function of the system…

7. Odd One Out In the set below, identify the word that does not fit with the others. Then explain why you think the word is the Odd One Out. Cell Tissue Organ System

8. Productive Argumentation Metaphor/Modeling Discussion Roundtable Collaborative Posters Reciprocal Teaching

9. Question: Answer:Evidence: Explanation:

10. Question: Claim: Evidence:Explanation: Counter-Evidence:Counter-Argument: Summary:

11. Discussion Roundtable Topic: Cell Transport Discussion starters: Types of transport, Energy in transport, organelles used in transport, why cells need to move materials, things cells move in and out

12. Collaborative Posters Choose a marker Choose a poster (no more than 4 people per poster)

13. Reciprocal teaching Clarifying: Asking for clarification on things you didn’t understand in the text Questioning: Generate questions about the text: Consider different levels of questions – right on page, think and search, author and you, on your own Summarizing: text summary Predicting: What might happen next? Why do you think so?

14. Expert Reader: I Do modeling Blind Read Window into the expert mind Allow your thoughts to flow out loud – whatever occurs, connections, diversions, rereading, etc. Swap articles with teammates, or model with portion of text

15. Quick preview questions (KWL) What do you know about the role of mitochondria in making energy for cells? What do you know about mitochondria? What do you know about energy? What do you know about cells? What do you know about energy in cells? What do you know about where you get your energy?

16. Writing Prompts Situation: Provide some background or context for the question. Directions: Be clear, specific. Graphic Organizer Common Prompt Types Analyze/Interpret Identify/Explain

17. Prompt Different cells perform different functions in the body. Cells are specialized to best perform a particular job for a particular system. Blood cells are moved by the circulatory system to carry oxygen to cells. Muscle cells contract to move the body. Liver cells play a role in digestion and filtering toxins from the blood. Explain how the job of the mitochondria relates to the number of mitochondria found in muscle cells. Use a citation from Text 1 and data from the graph in Text 2 to support your answer.

18. Unpack the Prompt Different cells perform different functions in the body. Cells are specialized to best perform a particular job for a particular system. Blood cells are moved by the circulatory system to carry oxygen to cells. Muscle cells contract to move the body. Liver cells play a role in digestion and filtering toxins from the blood. Explain how the job of the mitochondria relates to the number of mitochondria found in muscle cells. Use a citation from Text 1 and data from the graph in Text 2 to support your answer.

19. Unpack the Prompt Include 2 sources, mitochondria function, muscle cell function Explain – Why muscle cells have so many mitochondria Include evidence from Text 1 Include evidence from Text 2

20. Graphic Organizer Organization Information Format

21. Write a Response Use the graphic organizer Add transitions Idea  transition  evidence from a source because the author stated for instance on page ___, it said…. for example based on/from the reading…. ___ according to… Skip Lines

22. Assessing the Writing We are assessing IDEAS and EVIDENCE Self and Peer Editing

23. Sample Ideas and Evidence Rubric 5 - Correct answer, 1 citation and explanation from each of the two texts (2 citations, 2 explanations) 4 - Correct answer, 1 citation from each text, explanation lacking for one or both citations 3 - Correct answer, 1 citation/explanation 2 - Correct answer, no citations 1 - Non response/off topic

24. Self Assessment 1.Circle your thesis 2.Underline your main idea that relates to human health 3.Underline your main idea that relates to the environment 4.Put a star next to the supporting evidence for the human health idea 5.Put a square next to the supporting evidence for the environment main idea 6.Put a “T” next to your transitions

25. Peer Grading Focus students on identifying components of essay Keep feedback simple and positive

26. Anchor Papers Models effective writing Helps students better analyze their own work/peer work

27. Workshop Time LA – text to evaluate for human body systems Science – Gradual Release analogy for human body or Matching secondary text to OAS prompts and creating DBQ