World Cafe Discussion Lesson Plan (3/21)

Total Time: 70 minutes

Lesson Objectives:
- Review how to properly quote evidence to support answers
- Discuss questions about The Sniper in groups to further understanding and
demonstrate use of textual evidence

Lesson Goals:
- Students will understand how to properly quote evidence, making changes to their own
work if necessary.
- Students will discuss questions about The Sniper in a World Cafe format, referring to
the text to support their answers.

Lesson Products:
- The Sniper questions (due at the beginning of class, will be revised in a different color,
font, etc. during class--collected on Classroom)

Learning Target (LT):

- LT 1 (Communication): I can respectfully express my own thoughts and respond to the
thoughts of others in my group about The Sniper.
- LT 2 (Reading): I can deepen my understanding of The Sniper through revisiting my
own and others analyses.
- LT 4 (Reasoning): I can support my thinking with evidence (direct quotes from the text).

Overarching Goals:
- Our next unit is focused on analyzing short stories and poetry. This World Cafe format
gives students a chance to grapple with these skills collaboratively after they have
already had a solo attempt. The emphasis is on using evidence to support claims, a key
skill for any kind of literary analysis.

Colorado Academic Standards:

- 1. Oral Expression and Listening 1. Communication skills and interviewing techniques
are required to gather information and to develop and deliver oral presentations a.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly. (CCSS: SL.8.1) i. Come to discussions
prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion. (CCSS: SL.8.1a) iv. Acknowledge new information expressed by
others, and, when warranted, qualify or justify their own views in light of the evidence
presented. (CCSS: SL.8.1d)
 - 2. Reading for All Purposes 1. Quality comprehension and interpretation of literary texts
demand self-monitoring and self-assessment a. Use Key Ideas and Details to: i. Cite the
textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text. (CCSS: RL.8.1) ii. Determine a theme or
central idea of a text and analyze its development over the course of the text, including
its relationship to the characters, setting, and plot; provide an objective summary of the
text. (CCSS: RL.8.2) iii. Analyze how particular lines of dialogue or incidents in a story or
drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS:
RL.8.3)
- 4. Research and Reasoning 1. Individual research projects begin with information
obtained from a variety of sources, and is organized, documented, and presented using
logical procedures c. Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.8.9)

Learning Styles Engaged:

- Musical-rhythmic because students can listen to music during work time
- Visual-spatial because students will be working with a color-coded template and be able
to see the written agenda, calendar, and learning target
- Verbal-linguistic because students will be contributing to group discussion
- Logical-mathematical because students will use evidence and reasoning during Peer
Critique
- Bodily-kinesthetic because students will go to the SmartBoard at the start of class, then
participate in a Snowball Fight which involves standing and tossing paper
- Interpersonal because students will be contributing to group discussion and providing
each other with written feedback
- Intrapersonal because most of class will involve quiet, independent work time

Differentiation:
- Students on certain learning plans will be able to work in Starrs office on her computer.
Other students are able to use tools such as talk-to-text and typing helpers.

Minute-by-Minute

(3 min.) Open up yesterdays work. Using textual evidence (quotes) was required for the
deeper level analysis questions. Review how to include quotes.
- Non-example: Quote just plopped in Next examples can be used to fix this
- Example one: Quote then idea.
- Example two: Idea then quote.
- Point out embedded format and conventions.

(3 min.) Self-check your own quotes, make changes, ask peers if confused or to help check
your work.
(3 min.) Table-talk: Why use evidence or quotes in the first place?

(5 min.) Evidence will key in our conversations today during World Cafe.
- Start at current tables.
- Someone rereads the prompt
- Everybody shares
- Everybody asks for evidence in form of a direct quote
- Discuss questions _-_ in __ minutes (use time wisely)
- Every person must contribute
- Add on to your own work as new ideas or pieces of evidence arise in a different color,
font, etc. I want to see clearly your individual thinking from yesterday and your new
thinking from today
- Even if you agree, ask each other: Where is your evidence? Then prove it! (You
should have the story open in case you need to find evidence and add to their work.)
- Do you agree? Is there another interpretation?
- This will become more valuable later on with the deeper level questions
- When time is up, I will give you directions for traveling around the world

(5 min.) First station, questions 1-6

Share out

(1 min.) Rotation directions:

- All but one person from each table rotates clockwise (everyone will stay put at least
twice throughout the Cafe time, person must volunteer to stay)
- 20 second transition time, wait quietly until transition is UP (quiet 20 seconds or redo)
- Start into next questions right away

(10 min.) Question 7

Share out

(10 min.) Question 8

Share out

(10 min.) Question 9

Share out
(10 min.) Question 10

Share out

(10 min.) Question 11

Share out
(10 min.) Question 12

Share out

(10 min.) Question 13

Share out record on the SmartBoard, hint that students should refer back to these abstract
ideas for the next question

(10 min.) Question 14

Share out

Cheat: Deception, horrors of war, rationality of war, futility of war, situational irony (something
we are not expecting happens)