A. Engage the Learner and Return Mid-Unit 2 Assessments (5 minutes)

• As students enter the classroom, invite them to complete Entrance Ticket: Unit 2, Lesson 14 using their Mid-Unit 2 Assessments with feedback on their desks.

• Circulate as students review their feedback, and offer guidance and support as necessary. 

• Once all students are ready, invite them to share their "stars" and "steps" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. End of Unit 2 Assessment, Part II: Desktop Teaching Activity: Access to Healthy Food – SL.8.4 (35 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can present my research findings and teach my audience new information.”

• Display the Desktop Teaching Activity directions. Review the chart by reading each component aloud to remind students of which skills the Desktop Teaching protocol will assess.

• Display End of Unit 2 Assessment Part II: Desktop Teaching Activity. Read aloud the directions as students silently follow along. Read, reread, and rephrase. Answer clarifying questions.

• Focus students on all of the characteristics on the Work to Become Ethical People anchor chart—respect, compassion, and empathy—in preparation for the Desktop Teaching. Review what each characteristic looks like and sounds like.

• Remind students that as they listen to presentations, they will give their “teachers” respect, and explain that effective participation is about listening to others and asking and answering questions to be completely clear about what others are saying and to clarify their own points.

• Divide students into the three predetermined groups based on their case study.

• Assign each “teacher” in Group 1 a specific station to set up their materials.

• Assign one to three “students” per station.

• Begin Desktop Teaching.

• Circulate throughout the room, and use the End of Unit 2 Assessment, Part II: Desktop Teaching Presentation of Knowledge and Ideas checklist to assess each speaker’s speaking and listening skills.

• After 5 minutes, give “students” 2–3 minutes to ask their “teacher” questions about their topic.

• Refocus the class.

• Give “students” 2 minutes to copy their “teacher’s” exit ticket question in the exit ticket box on their lesson plan and answer it. As “students” complete their exit ticket, instruct “teachers” to gather their materials in preparation for the next round of “teachers.”

• Refocus the class.

• Assign each “teacher” in Group 2 a specific station to set up their materials, and repeat the process until all students have had a chance to present.

• When all students have presented, refocus the whole class.

• Think-Pair-Share:

“What were some of your successes during the Desktop Teaching protocol? What did you do really well?” (Responses will vary.)

“What were some of your challenges during the Desktop Teaching protocol? What did you struggle with? (Responses will vary.)

“How do you think your Desktop Teaching protocol supported a peer’s learning today?” (Responses will vary.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS

Before the assessment, prepare individual sticky notes with sentence stems that students can use to generate questions for their peers when they are in the "teacher" role. For example: 

"Can you tell me more about __________?" 

"Why do you think __________?"

"Why did __________?" 

During the Think-Pair-Share at the end of the desktop teaching activity, invite students to share what their partners said to promote attentive listening, retelling, paraphrasing, and peer language modeling. Since students are accustomed to sharing out their own answer, explain why this is helpful, and provide them with frames and a model first: 

"My partner (or name of student) said __________."

A. Reflect on Learning Targets and Habits of Character (5 minutes)

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, thumbs-up or traffic-light signal cards. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

• Focus students on all of the characteristics on the Work to Become Ethical People anchor chart—respect, compassion, and empathy—and invite students to think of ways they saw their peers exhibiting these characteristics during the desktop teaching activity.

• Think-Pair-Share:

“In what ways did you see your peers exhibiting these characteristics during the desktop teaching activity? How did this impact our learning?” (Responses will vary, but may mention they observed students showing respect as they listened carefully to the “teachers,” etc.)

• Call on students to share out specific examples of respect, empathy, and compassion they observed in their peers.