Outliers Chapter 1 Lesson ppt Mrs. Bly Eng 4

Part One Directions: 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.

Ch. 1= Part One Example: Hook Journal #1 Who did you pick as your successful person for your power point? Why are they successful? How? Why? Did they have help? A special background? How do you define success? Make a one sentence definition of success. How does your person fit your definition of success? For this journal, free write about your successful person. Tell me all about him/her. IF you run out of ideas, list some people who you feel ARE NOT successful, and explain why.

Part Two Directions: 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

Ch. 1=Part Two Example: Summary of the chapter • Gladwell cites a saying in the book of Matthew in the New Testament as being the basis of what he says produces successful people. The verse says those who are given much will be given more and those who have little will lose even that little amount. • Gladwell notices that the overwhelming majority of the players on the elite teams are born in the first three months of the year. He notices this about the professional hockey players also. The children born in the first three months have the advantage of several months over their teammates. • The deciding factor for success in hockey is not individual skill but the month of birth. • Gladwell draws a similar conclusion about the American public school system. Children who are older are more likely to get into gifted programs and receive more opportunities.

Part Three Directions: Whole-Group Instruction Answers to the Study Questions (many slides) Use one slide per question (or Quizlet or another app) 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.

Ch. 1= Part Three Example: Whole-group instruction Review Ch Ch. 1= Part Three Example: Whole-group instruction Review Ch. 1 SQ answers I made a quizlet to review the answers Click here: https://quizlet.com/_4bb04f

Part Four Directions: 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

Ch. 1= Part Four Example: Group activity think-pair-share https://study.com/academy/lesson/matthew-effect-definition-examples.html 1:20 video Get with a partner near your seat Think! (Individually) Do you believe that this is actually a phenomenon? Have you expected an “advantage”? If so, what advantage? Or can you think of an example? Pair (Partners) Discuss with each other your thoughts on the question. Share (Whole-class responses) Call on a few pairs to share out

Part Five Directions: 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. 

Ch. 1= Part Five Example: Individual activity Based on Gladwell’s argument about the impact of the cut off date, choose the corner of the room that represents your birthday month. Corner 1= I was born December- January –February Corner 2= I was born March- April- May Corner 3= I was born June-July-August Corner 4= I was born September-October-November Q: Which corner, according to Gladwell, was given the biggest advantage if our school district’s age cut-off date is September 1st? Share out personal experiences?

Part Six Directions: Closing (1 slide) Students find closure helpful for: Teachers use closure to: Summarizing, reviewing, and demonstrating their understanding of major points Consolidating and internalizing key information Check for understanding and inform subsequent instruction Emphasize key information Tie up loose ends Correct misunderstandings 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!

Ch. 1= Closing Example= Exit Card https://www.youtube.com/watch?v=GyG7f6kRnPI “How to get ahead in Life” by Rory Kramer On the notecard: 1. Write your name at the top. 2. Consider what he have learned today. Now, write the top 3 ingredients that YOU think are the “Keys to Success” (…or advice on how to get ahead in life!) Pass your cards forward when you are done.