1. Tuesday, 4/19 Lesson 1: Research on Driverless Cars
Goals
Read sources to identify and rank evidence   
Develop a claim

2. Annotating to Make Evidence Visible
Highlight Pro Highlight Con
Summary Notes in margin
Jigsaw Text Set: The text set includes 4 articles that provide a variety of perspectives. Articles provide appropriate choices for a range of readability needs. Allow students to select a text, distribute the text randomly, or a teacher can distribute the texts to meet the needs of various readers. Consider copying the texts on different colors of paper. This makes distribution easier, and it also makes it quick for students to identify partners for the jigsaw research work.
Focus and Strategy for Reading: Students will read a single article to prepare for sharing focused research on the issue. In this activity, an interactive reading process matters. Students read to develop background knowledge and become an expert on one writer’s perspective.
Before Reading: Answer the question: Where do you stand on this issue? Review the note-catcher categories to focus reading.
During Reading: Annotations that support this deep but quick reading might identify 3 specific things: 1] evidence that is for or against the reader’s current claim/stance; 2] key words in text or evidence; and 3] star or number evidence to identify and rank key evidence. This annotation system makes it easy to quickly go back and find the appropriate evidence to complete the note-catcher.
* 3 key evidence
Line of Reasoning was developed by Linda Denstaedt.

3. Tuesday, 4/19 Freewrite – any topic of your choice ½ page 5 minutes

4. Line of Reasoning was developed by Linda Denstaedt.
Expert
Limitations
Purpose
Most Relevant
Group Jigsaw Work. The Jigsaw Research and Jigsaw Note-Catcher was taught in the Ranking Evidence mini-unit by Rachel Bear. This note-catcher is altered slightly to put more emphasis on countering which is an essential move in NYT “Room for Debate” OpEds.
The note-catcher is intended to be used to take notes during the sharing of individual research. Groups can be 3 or 4. However, students do not need to put their notes into the note-catcher. Some students like to flip the note-catcher over and create a note-catcher to focus the information they wish to share.
Synthesis
Line of Reasoning was developed by Linda Denstaedt.

5. Jigsaw Note-Catcher:
Purpose of the Article
Most Logical, Relevant Evidence
[Illustrating & Authorizing]
Possible Limitations of Evidence of Source
[Countering]
 What is the writer’s or expert’s perspective or claim on the issue?
What angle on the issue is discussed?
 What seems to be the most logical and relevant evidence?
Could the evidence be used to illustrate, authorize or extend? 
 What evidence raises questions or seems limited?
Could the evidence be used to counter?
If students have never used this note-catcher before, model how to read, annotate, and analyze a text to prepare to share research with jigsaw partners.
Reflective Question. How do these questions support and focus student research and reading?
Line of Reasoning was developed by Linda Denstaedt.

6. What are you thinking now?
What is your current claim?