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Opinion Continuum�High-Impact Strategy

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“Too often we enjoy the comfort of opinion without the discomfort of thought”

–John F. Kennedy

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Intended Purpose

  • Opportunity to practice oral language
  • Structured conversation to ensure equity of voice – every student gets the opportunity to practice language
  • Opportunity express opinion
  • Opportunity for students learn how to further develop an opinion
  • Dialogue or discussion versus a one-time exchange

ELD Standards:

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Collaborative

ELD.PI.1, 3

Interpretive

ELD.PI.5

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Steps

  1. Students use a sticky note to identify where they are on the continuum (half-sheet of paper); they may use the back of the continuum to take a few notes about why.
  2. Students meets with a peer to discuss where they each or on the continuum and why.
  3. In between partners, students have the opportunity to change the location of their sticky note and to add notes onto the back of their continuum.
  4. Student meets with a new peer to discuss where they on the continuum and why; the student MUST include information that they gained from their last partner, the information may be a counter-claim.
  5. Students meet with a total of 3-5 partners following the above steps.
  6. With the last partner, the student MUST explain where they started and where they ended up on the continuum and WHY they moved.
  7. Students then write about their opinion.

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Video games banned or not?

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BAN | | | | | NOT BAN

Me

Sara

Lucy

Video games are bad cuz they show violence. I am way over here (BAN)

I’m on the NOT BAN side. I think video games are kinda good. I know some games you shoot people, but some teach you.

Switch partners!

Stronger and Clearer Activity: Opinion Continuum

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Sara

Alleigha

Video games are bad cuz they show violence. I am way over here (BAN)

I’m on the NOT BAN side. I think video games are kinda good. I know some games you shoot people, but some teach you.

Lucy

I’m on the ban side, but not way over. I think games should be banned cuz war video games you shoot others. But some are good so that’s why I change my spot.

I am on the far right. Even though some video games are violent, a lot teach you. We have a right to choose our games, too.

Switch partners!

Video games banned or not?

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BAN | | | | | NOT BAN

Stronger and Clearer Activity: Opinion Continuum

Me

Lucy

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Video games banned or not?

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BAN | | | | | NOT BAN

Lucy

Sara

Maritza

Me

Video games are bad cus they show violence. I am way over here (BAN)

I’m on the NOT BAN side. I think video games are kinda good. I know some games you shoot people, but some teach you.

I’m on the ban side, but not way over. I think games should be banned cuz war video games you shoot others. But some are good so that’s why I change my spot.

I am on the far right. Even though some video games are violent, a lot teach you. We have a right to choose our games, too.

Alleigha

I am a little left of middle. Even though some video games are good, we need to ban violent. Some games teach you so they are good. But kids’ minds get violent when they shoot others. And we have rights to choose our games. This made me move over.

Stronger and Clearer Activity: Opinion Continuum

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Stronger and Clearer Activity: Opinion Continuum

What is the protagonist’s motivation?

GREED LOVE

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Notes:

Me

X

Theo

X

Which sport would you like to learn next?

Basketball Soccer

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Notes:

X

Sierra

X

Me

Carla

X

Using corn for fuel should be encouraged?

AGREE DISAGREE

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Notes:

X

Me

X

Lea

What method is easier to use for subtracting fractions?

IMPROPER FRACTIONS NUMBER LINE

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Notes:

X

Jose

X

Me

Whose actions are more justified?

The Ottoman Turks in The decision of Pope Urban II to conquering Constantinople launch the First Crusade

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Notes:

X

Me

X

Juanita

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Integrated ELD Considerations

Before

During

After

  • Teaching content vocabulary
  • Model the strategy
  • Introduce & model the sentence frames and how they might be used
  • Analyze the text and tasks of the unit of study – how does the Opinion Continuum support the needs
  • Collaborate with the Designated ELD teacher about how he/she might support language
  • Observe
  • Listen
  • Coach Language
  • Take note of success and challenges with the content and challenges with the language
  • Collaborate with the Designated ELD teacher about success and challenges
  • Support meaning making of the content
  • Connect Opinion Continuum conversation & findings to next steps of the unit

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Designated ELD Considerations

To prepare for

    • Frontload content vocabulary
    • Frontload the vocabulary of the language function
    • Rehearse frames
    • Practice procedure for chosen protocol (with low stakes topics)
    • Preview the question and provide supports for thinking through & responding

In response to

    • After Integrated teacher shared how students did:
      • pull small groups based on need to practice developing the language function
      • Support meaning making of the content
      • Provide supports on how to extend discourse

If you are not the Designated ELD teacher and the Designated ELD teacher is not present, the Integrated ELD teacher needs to be the language coach and share needs with the Designated ELD teacher

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Opinion Continuum

As a group, determine:

  • How and in what ways you might use “Opinion Continuum”

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You have 10 minutes in this breakout room