Mrs. Bly Eng 4 – Outliers by Malcolm Gladwell 2017-2018 Team Teaching Power Point Directions Follow this format exactly for your group presentation. This first slide should include: 1. Chapter & Title 2. Names of all group members 3. Class period Mrs. Bly Eng 4 – Outliers by Malcolm Gladwell 2017-2018

Assignment & Learning Targets TASK: As part of our reading/study of Malcolm Gladwell’s Outliers, you and a small team of your peers will develop a lesson to help us walk through the reading of the text.   LEARNING TARGET(S): I can show my understanding of a section of Outliers to others through a lesson I plan and teach; I can apply my understanding of Gladwell’s ideas on success by evaluating those notions in other case studies and in my life. FORMAT: As a group, you will prepare a lesson plan in the form of a power point. On your assigned day, you will present your lesson to the class. You may use 30 minutes- 1 hour of class time. GOOGLE SLIDES: Your group will collaborate using Google slides. You will have time to work in class, but the bulk of this assignment will be completed as homework. You must also share your power point with Mrs. Bly AND print out a hard copy for Mrs. Bly to use during the day of your presentation.

Part One: Hook (one slide) Your group must provide a journal entry for your chapter. Remember that the class will have already read your chapter prior to class, so you may include specifics from the chapter. Students must write a full-page, so you must provide an open-ended question and/or more than one question. During your lesson, you are responsible for timing the journal (10-15 minutes) & stamping the completed journals You must also stamp the SQ homework questions. NO stamps will be allowed after the answers are provided.

Part Two: Summary of the Chapter (one slide) On this slide, you will list the 5 most important points from the chapter. Be sure to identify any important characters or terms from the chapter. You may use bullet points. One group member must be able to explain to the class WHY these are the 5 most important parts from the chapter. You may consider reviewing the study questions to help you focus on specific main ideas. Be sure to include any information in your chapter about Gladwell’s Outlier indicators as it relates to your chapter: Hidden Advantages Extraordinary Opportunities Cultural Legacy

Part Three: Whole-Group Instruction Answers to the Study Questions (many slides) Use one slide per question. Each slide must include both the SQ question AND the answer. Students should have already completed the homework, so you will not need to include a paragraph to answer the question. Keep the answers succinct. You may choose to call on students to answer the questions, so consider using animation in your power point so the answer isn’t instantly visible. ALL team members are responsible for contributing to this section. I suggest you count the number of SQs in the chapter and divide by number of group members. Be sure to verify correct answers within the group.

Part Four: Group Activity (1-2 slides) Choose a brief article or topic or video that relates to your chapter. Example: You may choose one of your “Successful Person Power Points” & explain how that person specifically relates to your chapter OR you may use the website below to look up an article/topic/video Choose to read only short excerpts if it is a long article. Feel free to challenge any ideas Gladwell presents in the chapter. It is your goal to begin a class discussion directly connected to your chapter so you must prepare a few questions for students to ponder & discuss. Not everyone agrees with Gladwell’s conclusions. Refer to this website for ideas: http://sdsuwriting.pbworks.com/w/page/14266264/unit_2_spring_10

Part Five: Individual Activity (1-2 slides) Choose ONE activity to help students remember the information from your chapter. Remember this is your chance to plan the lesson! Choose an activity you would like to do. Include written directions for your activity on a slide. See “Examples of Formative Assessment” website: http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Example: Four Corners The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree.  Present students with a statement, like "All students should wear uniforms to school," and have them move to the corner that expresses their opinion.  Students could then discuss why they feel the way they do. 

Part Six: Closing (1 slide) Teachers use closure to: Students find closure helpful for: Check for understanding and inform subsequent instruction Emphasize key information Tie up loose ends Correct misunderstandings Summarizing, reviewing, and demonstrating their understanding of major points Consolidating and internalizing key information Choose an effective way to close your lesson. Check this website: https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley You may choose from a variety of closing activities: Short YouTube video Snowstorm Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud Paper Slide On paper, small groups sketch and write what they learned. Then team representatives line up and, one and a time, put the drawing under the Elmo and explain it DJ Summary Learners write what they learned in the form of a favorite song. Offer extra praise if they sing!

Grading Rubric- Content- 30 Points Possible (test category) (Do not include this slide on your group power point) Distinguished “A” = 30 points Complete lesson plan PPT includes ALL required components & is without errors Activities are meaningfully and purposely tied to chapter content Students are engaged analytically & encouraged to use critical thinking skills Proficient “B” = 24 points Complete lesson plan PPT includes ALL required components but contains errors Activities are loosely tied to chapter content Students are entertained, but they are not challenged to use critical thinking Basic “C” = 21 points Incomplete lesson plan PPT. Missing one or more required components & contains errors Activities seemed to tied to chapter content, but it is not clear Students struggle to follow the lesson plan Developing “D”= 18 points & Incomplete lesson plan PPT. Missing most of the required components & contains many errors Activities have little, if any, apparent connection to chapter content Students are unable to follow the lesson plan

Grading Rubric- Presentation- 50 possible points (classwork category) (Do not include this slide on your group power point) 1. Hook/Journal entry 0 1 2 3 4 5 (highest) 2. Summary of Chapter 0 1 2 3 4 5 3. SQ Answers 0 1 2 3 4 5 4. Group Activity 0 1 2 3 4 5 5. Individual Activity 0 1 2 3 4 5 6. Closing 0 1 2 3 4 5 7. Equal talk time 0 1 2 3 4 5 8. Professionalism 0 1 2 3 4 5 9. Hard copy of PPT 0 1 2 3 4 5 10. Class management 0 1 2 3 4 5

Individual Post Lesson Assessment- 30 possible points (writing category) (Do not include this slide on your group power point) After the lesson EACH group member will submit a post lesson reflection due the next class period. (1 page, typed) Your main task is to think about the level of success you had, as demonstrated by how well your students achieved your learning target(s) based on the results of your presentation. Make sure your reflection is tied to BOTH of the rubrics: Content Rubric & Presentation Rubric. Include proof of completion for specific criteria. Convince me of the grade you have earned for this project. Include exactly what you contributed to the group in terms of creating the power point & preparing the lesson Include your role in the presentation of your lesson

Presentation Calendar