C3

CCSS

Dimension 1: Developing Questions and Planning Inquiries

D1.1.6-8. Explain how a question represents key ideas in the field.

D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

CCSS.ELA-LITERACY.RI.6-8.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.*

Lesson Plan Suggestions:

• Critical Thinking Challenge Mind Map

• Read or listen to the original or simplified article.
• Read the Critical Thinking Challenge ,
• Write a sentence explaining why this is a compelling question and why the answer is important.
• Think: What supporting questions would help you to answer this question?
• Make a mind map with the  Critical Thinking Challenge  in the center.
• Add spokes with supporting questions.
• Add connecting lines between questions that are linked and explain the connection with a word or phrase (see example below).

• Vocabulary Game

• Read or listen to the same original or simplified article as a classmate.
• Play the Vocabulary Game .
• Take turns giving each other a word from the Vocabulary List .

• Partner 1 says a word.
• Partner 2 finds the word and reads the sentence from the article.

• For example, inthis article, “But based on other artifacts found in the area, they estimate it to be 3,700 years old.”

• Partner 1 poses a question about the word.

• Question example: Why do researchers use estimating to age artifacts?

• Partner 2 answers the question, trying to use a quote or evidence from the article.

• Answer example: According to the article, “The researchers could notdetermine the exact date of the comb.”, so they had to use artifacts from the area they already knew about. I think this happens in other archaeology digs, too.  

• Partner 2 gets 2 points for using a quote and 1 point for answering without a quote.
• Partner 1 tries to ask  a question related to Partner 2’s answer. Partner 1 gets a point for the question.

• Question example: How do researchers know if artifacts are connected?

• Trade roles.

• Keep playing until all of the words have been used.
• Count up points.

C3

CCSS

Dimension 3: Evaluating Sources and Using Evidence

D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

Dimension 4: Communicating and Critiquing Solutions

D3.4.6-8. Develop claims and counterclaims while pointing out the strengths and limitations of both.

D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

CCSS.ELA-LITERACY.RI.6-8.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.*

CCSS.ELA-LITERACY.W.6-8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and refocusing the inquiry when appropriate.*

Lesson Plan Suggestions:

• Parts of Speech and Arguments

• Read or listen to the same original or simplified article as a classmate.
• Take the Parts of Speech Quiz .
• Make a chart with 4 columns. List all of the words, based on their part of speech.
• Reread/listen to the article.
• Click on each word as you read it.

• A dictionary and thesaurus tool will pop-up.
• Scroll down to “Related Forms”.

• Note: Not all dictionary entries contain this section. Skip the word if missing.

• Read the related forms and record them in your chart.

• For example, the wordmassive  listsmassively (adjective) andmassiveness (noun).

• Read the Critical Thinking Challenge  question with your classmate.
• Record your claim and a counterclaim related to the question.
• Take a few minutes to reread/ listen to the article and underline or record your ideas that support your claim and disprove the counterclaim, if any.
• Check your work with your partner, did you find the same evidence? What evidence are you missing to support your claim or disprove the counterclaim?
• Use the Search bar (upper right corner) to try to fill the gaps in evidence. Look up other articles on the same subject using keywords and phrases.  
• On your own, write a paragraph supporting your claim related to the Critical Thinking Challenge  question, using the quotes, evidence and vocabulary from your discussion with your classmate. Include evidence to disprove the counterclaim, if you were able to locate it.
• Trade paragraphs with your partner.
• Highlight the sentence you think was your partner’s strongest argument. Underline the sentence you think is weakest and give a suggestion for further research or revising.

C3

CCSS

Dimension 4: Communicating and Critiquing Solutions

D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary.)

D4.4.6-8. Critique arguments for credibility.

D4.5.6-8. Critique the structure of explanations.

CCSS.ELA-LITERACY.SL.6-8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Lesson Plan Suggestions:

• Group Debate

• Read orlisten to the same original or  simplified  article as 2 or more students in your class.
• Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
• Work with your group to write a claim about your thinking.  

• If you disagree, ask clarifying questions to learn more about your classmates’ ideas.

• Reread/listen to the original or simplified  article.
• Highlight or record sentences and text features that support your group’s claim.
• Meet with your classmates.
• Take turns sharing your evidence. Note any new evidence shared by your classmates.
• Debate another group in your class.

• Group 1 shares their claim. Group 2 takes notes.
• Group 2 asks clarifying questions.
• Group 1 supplies evidence and quotes to support their thinking. Group 2 takes notes on their answers.
• Trade roles.

• Each group examines their notes from the debate to answer the questions:

• Is the claim credible? Why or why not?
• Was the structure of the argument sound? How could it be improved?

• Groups share their report with the other group.

• Video Message

• Read orlisten to the same original or  simplified  article as 2 or more students in your class.
• Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
• Work with your group to write a claim and counterclaim about your thinking.  

• If you disagree, ask clarifying questions to learn more about your classmates’ ideas.

• Reread/listen to the original or simplified  article.
• Highlight or record sentences and text features that support your group’s claim and disprove your group’s counterclaim.
• Meet with your classmates.
• Take turns sharing your evidence. Note any new evidence shared by your classmates.
• Groups decide on an interactive way to share the information in a video (ie. speech, song, skit, etc.)
• Groups write a script for their video.
• Groups record their videos.
• Groups share videos in class.
• Students critique videos, answering two questions:

• Is the claim credible? Why or why not?
• Was the structure of the argument sound? How could it be improved?

• Groups use critique to improve their video.
• Videos are shared with interested parties. (Note to teachers: Remember to check for photo permissions for your students before sharing.)