Created by Alexandra Moses and Rebecca Oxley for EDCI397 Component 1: Preplanning Tasks Grade Level: 7th Grade

21st-Century Theme: Civic Literacy (P21) Context: Constructive feedback is necessary to promote responsible civic engagement. Long-Term Objectives: P21 Skill Addressed: Communication and Collaboration Students will articulate the meaning of responsible civic participation and communication by creating a list of guidelines to giving constructive feedback (today objective); Students will model their understanding of responsible civic participation and communication by giving constructive feedback to the ideas of their peers on a social network (longer-term objective that our current activity moves toward and forms the basis for doing later in the unit - but not an immediate objective of this activity) Activity Description: Students will work collaboratively, in small groups and as a class, to create a list of guidelines for giving constructive feedback to their peers. They will use the guidelines throughout the year when giving feedback to their peers orally, in print, and online. Activity Rationale: By collaboratively making a list of guidelines, students begin to differentiate between constructive and destructive communication in the civic society of their classroom and form an understanding of the importance of responsible civic participation. Time Frame: 1 day - 55 minutes Setting: Library Media Center - Farquhar Middle School, Olney, MD Participants: Ms. Alexandra Moses (7th Grade teacher) and Ms. Rebecca Oxley (TeacherLibrarian (TL)) Prerequisite Skills or Knowledge; Key Terms or Vocabulary: Students will have learned to summarize big ideas and compare and contrast those ideas in writing; they will have learned how to compare and contrast two pieces of literature; they will have learned the behavior expectations of the media center and for group work; they will have had lessons on good citizenship and heard the key terms in the context of their social studies class; they will have learned how to use the Edmodo social media environment. Key terms: Constructive criticism, destructive criticism, civic discourse, civic participation, feedback.

Materials: Post-it notes; chart paper for posting ideas; large poster-board for creating final list of guidelines; colored markers; Smartboard for posting directions and other as-needed instructional interventions/instructions; classroom teacher, teacher-librarian, and library aide to facilitate group work. Critical Management Skills: The library is pre-arranged for students to sit in tables of five; students will self-select tables when they walk in and the teacher-librarian will announce that only five students may sit at one table, intervening to guide students to other tables if necessary. The library aide and the teacher will position themselves by tables with students who have difficulty focusing or tend to act-out in class [see Activity Beginning and Activity Middle for additional strategies]. Concepts or Skills Addressed: Social Studies 1.B.2b - Analyze the concept of a global citizen and how the awareness and responsibilities have changed during the Information Age ( the activity standard) Library Media 5.A.2a - Individually, collaboratively, and responsibly share findings/ conclusions: Contribute to a learning community (the activity standard). Technology 4.A.1a Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions (This standard goes with the longer-term objective that this activity is leading up to) Writing (Common Core) 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others: Use technology responsibly. Use technology to enhance learning and collaboration. Use technology for communication. (This standard goes with the longer-term objective that this activity is leading up to)

Component 2: Activity Beginning Setup: Gaining Attention: Teacher will use big voice to remind students that we will be using the Last One Up method for gaining attention. In the Last One Up game the teachers goes silent, raises a thumb high in the air and looks at the class. Students hurry to mimic the behavior- the last one to successfully complete the behavior gets a humorous response from the rest of the class. This raises student energy and puts smiles on everyones faces. Communicating Behavior Expectations: Teacher communicates to students that for todays activities they will be working with the groups they are sitting with, and that if they feel that the students they are sitting with might distract them or get them in trouble they should move to a different group. TL reminds students that when working in groups, they talk at even levels, speak respectfully to one another, and give everyone a chance to speak.

Openings: Teacher will thank students for their attention. Weve been learning about how to compare and contrast things that we see, read, and hear, and weve applied that knowledge into discovering what is similar and different between our two Icarus stories. And whats the name of one of the Icarus stories? [cold calls on students until correct answer given] Yes! And whats the name of the other Icarus story? [cold calls on students until correct answer given. In both cold call cases, if student doesnt know the answer, teacher says Can someone help him/her out?] Yes! And you have been putting that thinking down into writing your paragraphs. Were getting really close to moving your paragraphs into Edmodo so that you can think more about what you wrote, help each other out and get new ideas, but before we do that were going to practice civic discourse. Thumbs up in the air if you remember what civic discourse is? [CFU; identify if selected intervention needed. Call on student with a thumb raised] (students name) can you give us an example of civic discourse? [Affirm correct answer by calling attention to the behavior, for example: (repeat answer back to student) I like how you were paying attention yesterday, (students name)!] Feedback is a component of civil discourse, and constructive criticism is how we give meaningful feedback that helps us grow our knowledge and know our knowledge. So today were going to ask ourselves how do we know if our feedback is going to be good constructive criticism, or identify if its not good feedback. And to do that were going to decide on what good feedback looks like and what the rules should be. [TL records this step on the Smartboard with graphic of the number 1]. Then once weve decided what the rules are, tomorrow youre going to get into your buddy groups and do feedback practice on paper here in the classroom. [TL records this step on the Smartboard with graphic of the number 2] Component 3: Activity Middle The teacher and TL will: A. Give oral directions for how students will work within their groups to come up with suggestions for constructive feedback: Explain that the members of their group are their tablemates. Explain that they will first discuss what constitutes appropriate feedback. Explain that each student in the group will either make a suggestion for good feedback, or comment on the suggestions of others at your table; in other words, offer feedback. Explain that they will have 15 minutes to discuss their thoughts and agree on three suggestions for the poster. Explain that the designated writers at each table will write them on the post-it notes. The designated writers are sitting on the chairs with the purple sticker. Explain that they must put only one suggestion per Post-it. When they are ready, the teacher will select a student to bring the Post-its to the front and stick them on the chart paper. Tell students that at the end of the session, one student from each table will summarize their groups discussion. The group members will select the presenter, and if they have difficulty choosing who will speak for their group, the teacher will select for them. Diversity Responsive Teaching: If an ELL student or student is the designated writer, teacher will gauge their comfort role by communicating with them verbally and switch that role to another student if needed.

Use hand gestures to emphasize oral directions and support Diversity Responsive Teaching (hold up the post-it notes, point to the chart paper, hold up three fingers (when three of something are mentioned in the directions) Walk over to a table to indicate that each table represents a group and point out the purple stickers when those are mentioned. Check for understanding/Active participation: After explaining that each group member must contribute, ask if everyone knows what they are supposed to discuss in their groups - signal thumbs up if they do, then cold call on a student with a thumbs up to explain the directions back. After finishing the directions, ask them to give the thumbs up to signal that they know what they are supposed to do, and cold call on another student from another group to repeat the directions. Designate which student from each group will get up to post the notes [select students who benefit from movement] Practice Critical Teaching Skill: point to your pre-written directions and definitions of key terms on the Smartboard to refer students back if needed. Watch for appropriate behavior during this time and acknowledge with positive reinforcement that shows appreciation for the behavior.

B. Make connections to their personal experiences/give nonexample and provide authentic context for learning. Tell students a quick story about feedback you were given that was NOT constructive (destructive). Ask students to raise their hands if theyve ever received feedback that was negative or not helpful (active participation). Call on a student to share that experience. Remind students that when they are working with their groups they need to remember that the suggestions need to be about constructive feedback, not bad feedback. Ask divergent question; get to the heart of big ideas: Why do you think constructive feedback is important to an individual? Explore, and ask larger question: Why do you think this is important to society? Follow up with What makes you say that? C. Give a visual/oral demonstration of the group work Give the library aide a sample suggestion for what makes good feedback. She comments on your suggestion. You discuss it very briefly, then write it down and post to the chart paper (critical teaching skill, giving students visual example). Tell students that when making feedback guidelines, they should consider what theyve learned about civic discourse. Also ask them: Think about your Icarus paragraphs: What type of feedback would help you improve? Add these to the smartboard for reference. D. Have students get started with the group work (active participation) Set a timer for 15 minutes and let them know when they have five minutes, then two minutes, to finish their work Walk around to each table to monitor students progress (formative assessment) and to check for any necessary behavioral interventions

Listen to students as they give their suggestions to their group and ask at each table, What are you thinking that makes you suggest that? [divergent question, asks them to reflect on the quality of their suggestions] Critical management: Remind off-task students of the rules for group work; ask if they would work better sitting with a different group. Acknowledge appropriate behavior of ontask students.

E. Discuss as a whole group Ask for a volunteer to read the collected post-it notes to the class. Ask all students to listen carefully and keep a tally of all the different suggestions, noting which ones are the same or similar (active participation). Pause after each suggestion (unless they are repeats of previously read suggestions) and ask the students: What do like about this suggestion? How does this suggestion constitute constructive feedback? AND Why do you think this suggestion does or doesnt make a good guideline for constructive feedback? Tell students you like the way their thinking with their suggestions. [Critical management- if group begins to get too rowdy: Clap and say One, two, three, eyes on me. Students are familiar with this strategy and will answer in unison, One, two, eyes on you. Acknowledge appropriate behavior: Thanks for listening!] Ask students to vote on suggestions by giving a thumbs up or thumbs down Ask students What did your group notice that was similar in all of these suggestions? [Teacher calls on the presenter from each group to share something about what their group learned]

Component 4: Activity Closing [Teacher gets students attention with Last One Up] Excellent- you guys did a great job today of investigating feedback and creating these guidelines! Tomorrow well practice as a group writing down constructive feedback on a sample paragraph. If you learned something today give yourself some snaps! [Teacher & TL lead students with snapping their fingers with big smiles!] Component 5: Editing Tasks