| · | Computer |
| · | Projector |
| · | Article –Steroids and Teens, High School Dress Debate Heats Up, and Student Fights Graduation Dress Code |
| · | Cause and Effect graphic organizer |
| · | Highlighters |
| · | The attached Power Point presentation is based on a “Numbered-Heads” Strategy: |
| o | Groups of 4 students; | |
| o | Each student has a number between 1 and 4; | |
| o | A question is presented to the entire class; | |
| o | Groups discuss the question for approximately 30 seconds; | |
| o | Teacher calls a number between 1 and 4. No further talking is allowed at this point; | |
| o | The person with that number stands and shares the answer of the group; | |
| o | Points may be awarded for group responses (accuracy, completeness, and thoughtfulness), cooperativeness, etc. | |
| · | Move into “Numbered Heads” groups. |
| · | Allow time for reading of the article. |
| · | Use the “Numbered Heads” strategy with the presentation. |
| · | Discuss the target of cause and effect |
| o | What is it? | |
| o | What is the difference between cause and effect? | |
| o | How can you find what the cause is? The effect? | |
| o | Have students work through the following examples: | |
| § | While skateboarding without a helmet, Jon fell and smashed his head causing him the need of five stitches. | |
| § | While shopping at the mall, the girls hit a great sale and were able to purchase five dresses at 50% off. | |
| § | The fabulous teacher was so excited about the upcoming reading assessment that she gave it early! | |
| · | Read the article “Steroids and Teens” using the “Number Heads Strategy” |
| · | To warm up to the topic of steroid use, present slides 2 and 3 for simple comprehension questions and discussions |
| · | Discuss any questions, concerns or additional information students have. |
| · | Follow the PP and the notes underneath each slide |
| · | Hand out “High School Dress Debate Heats Up” article and have students read it |
| · | Also hand out multiple cause and multiple effect graphic organizer make this and fill in one for teacher answers |
| · | As students are reading the article have them highlight the causes they find in green and the highlight the effects in yellow |
| · | Students then transfer the highlighted parts onto the cause and effect graphic organizer, teacher shows possible answers |
| · | Now present students with a cause and effect extended response answer question and have them do it alone or with a partner- |
| · | Purpose for this part of the lesson- |
| 1. | To show kids that the word/concept cause and problem can be used interchangeably. | |
| 2. | 8th graders need to move beyond basic cause and effect relationships into seeing the broader picture. It is important for them to transfer and apply their knowledge of this reading target into their own life situations. | |
| · | (Deb has thing for us with group dilemma cards and kids working in groups)- problem, positive and negative effects/consequences, and best resolution |
| · | Contacts the ACLU | |
| · | ACLU faxes a letter to her principal | |
| · | ACLU files and lawsuit seeking an injunction | |
| · | The court grants a hearing | |
| · | The court rules on the school’s behalf | |