You should not call out!

Mrs. Ciscart

C.S. 154 Harriet Tubman

Introduction:

Is it ok to call out in class? Many of us are being interrupted by student's who call out. Our turn and answers are being taken away.

Task: Large and Small group

Children will be called to the rug. They will be asked to turn and talk to a partner to talk about how they feel when someone calls out, instead of following our classroom rules. Once this is done the children will be asked to talk about some of their ideas and concerns.

Writing/Drawing task:

· Once we have a few concerns and ideas written down, one child per period will be given a tally sheet in order to mark how many times a student called out during that activity.(talk about problem)

· On the next day, children will observe the data and we will fill out a graph that represents subject or period and how many times a student called out during that period. (Gather Evidence)

· Next the children will go to their desk and talk about why they feel calling out happened more or less, during this subject or activity. (Identify the cause)

· As a class, children will review class rules and talk about what can be done to stop children from calling out. (Evaluate policy/come up with solutions)

· The children will vote on three different solutions and go back to their desk and pick one solution and make a drawing that shows solutions.

· Children will then be asked to select best solution by voting and graphing results.

Process & Resources:

1: Children will be asked to turn and talk on rug, then be sent off to their tables to start coming up with solutions to the problem. Tally sheets will also be viewed from previous day to help them talk about when calling out is happening.

2: Steps

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution

3: Once each table views data, they will come up with different strategies we can use to help stop the class or classmates from calling out and use a poster to depict strategies by drawing, writing or both.

4: Once posters have been made, each table will present the posters on the next day.

5: Children and I will list ideas, strategies and rules about calling out.

· Wonder Grove Learn-Instructional Animation

· A Peach For The Teacher- How To Help Calling Out and “Class Clown” Behavior

· Youtube.com-Sesame Street: Raise Your Hand

Evaluation:

A child friendly rubric will be used to allow children to assess their writing skills. They can check for clarity, details and neatness. They will also be able to assess if they stayed on task. Happy faces will be used to rate data/research, writing, presentation, and group work.


Data/research	Problem identified and all data is used to come up with a solution.	Problem identified and data is used.	Problem identified but data is lacking.
Writing	Many colors and details. Writing uses capitals, spaces and word wall.	Some details, some details and some writing.	No colors, no details, and no writing
Presentation	Problem introduced with use of data, Visual aids used and explained and all members participate in presentation.	Problem is introduced, visual aids used and almost all group members participate.	Student state problem but are unable to explain without prompts.
Group work	Group members work well together, are organized and all participate in discussion.	Some group members work well together and participate	Group member do not work well together.

Conclusion:

The data you collected is very valuable to our class. The strategies you all came up with will help us raise our hands properly and give everyone a chance to answer and asks questions in a calm and quiet environment. As a class you have helped identify the problem and the solution. I appreciate all your hard work.

Standards:

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.K.7

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Common Core Learning Standards for ELA and Literacy in History/Social Studies

RI.1.1:

Ask and answer questions about key details in a text.

SL.K.5:

Add drawings or other visual displays to descriptions as desired to provide additional detail.

NYC Social Studies Scope & Sequence

• Rules affect children and adults.

• Children and adults have opportunities to contribute to the development of rules and/or laws.

Social Studies Practices and Historical Thinking Skills

Comparison and Contextualization:

• Identify similarities and differences between home and school.

Civic Participation: