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Instructional Strategies and

Icebreakers

Secondary

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Beach Ball Toss

1. What is your favorite animal and why?

2. What is the first thing you do when you wake up?

3. What is your favorite thing to do on the weekend?

4. What is your favorite type of candy and why?

5. If you could be a famous actor, athlete, or musician, what would you choose and why?

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Finding things in common…

Put students in groups of 4

Have them brainstorm what they have in common (We are all 12 years old, we all like horses…)

Write their things in common on a sticky note

Share out with the class

Extension: Have them make their group name from their things in common and make a table tent

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Instructional Strategies

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Essential Question

Question that you want students to be able to answer at the end of the lesson/unit.

Overarching question that guides your planning

How can playing

football affect your

brain health?

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Know, Say, Believe

Know

Say

Believe

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Say, Know, Believe

Scaffolding:

Word Bank

Complete as a class

Translate questions to student’s language

What is your current understanding of how sports can affect your brain health?

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Partner Talk

Discuss with your partner and add to your “Say” column:

1. What are some contact sports that may be dangerous to your brain health?

2. What can be done to protect your brain health while playing these sports?

3. Would you risk your health by playing a game you enjoyed?

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Reflect

Reflect on what your partner said and what you know, and thus what you believe, about contact sports and your brain health.

Add to your “Believe” column.

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Building Vocabulary

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Building Vocabulary - Three-Column Notes

Number paragraphs and circle the vocabulary words.

Part of Speech

Context Clues

Best Guess Definition

conclusion (3)

protocol (4)

rendered (6)

potentially (15)

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Partner Share and Class Share

Pair students to share their best guess definitions.
Discuss as a class what the best definition is of the word and have students write that definition under the “Best Guess” definition.
Cross out anything that may be incorrect.
Students can add a symbol or picture in the margin to the right of their Best Guess column.
(This can also be 4-column notes as well.)

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Interacting with the Text

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First Read: Read for the Gist

Skim the text for the main idea (pencils DOWN)
With your group discuss and identify what’s the main idea of the article
Underline any words or phrases that you believe help support the main idea

Scaffolding: Have students identify the 5 Ws and the H (Who, What, When, Where, Why, and How)

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Second Read: Costa’s Levels of Questioning

Question

Level

Answer

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Costa’s Levels of Questioning

Write a level 1, level 2, and level 3 question based on the text (not in that order!)
Use the handout for support.
Do not write which leveled question it is or the answer.

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Gallery Walk

With your group rotate to each paper/poster and try to identify the level of question and the answer to that question.
Only identify one question each rotation

Scaffolding: Teacher pre-plans leveled questions to ask the class and have students discuss in groups the level of the question and answer.

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Extension of the Lesson

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Philosophical Chairs

It is worth the health risks to play a sport

that you enjoy.

Agree or Disagree (no middle ground)

With your group, brainstorm arguments for your opinion.

Include paragraph numbers, identify quotes, use your notes.

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