Slide 1 Hand out frames
Slide 2
Slide 3
Slide 4
Formal (
Intelligent and Articulate
)
Job Interview
-History Book
Interaction with police, sales clerks, waiters, medical staff, etc.
-Newspaper
Speaking with girlfriend or boyfriend’s parents
-Parent-Teacher
Conference
-Essay
Informal
-Text Message
-Instant Message
-Rally
-Lunch line
-Journal entry
-Note to friend
-Grocery list
-Hanging out with friends or family
Job Interview -Text Message
-History Book -Instant Message
Interaction with police, sales clerks, waiters, medical staff, etc.
-Rally
-Lunch line
-Journal entry
-Newspaper
Speaking with girlfriend or boyfriend’s parents
-Parent-Teacher
Conference
-Essay
-Note to friend
-Grocery list
-Hanging out with friends or family
The difference between academic discourse and non-academic discourse is ______________________________.
Objective
I will engage effectively in a collaborative discussion
Check for understanding with sentence frame
This is taken directly from the
Speaking and Listening Standards
1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade
7/8/9-10/11-12 topics, texts, and issues, building on others ’ ideas and expressing their own clearly.

Slide 5
Slide 6
Slide 7
Slide 8
Go through each. They discuss or demonstrate each.
Make sure they do this as they speak throughout the period.
Use throughout the class period to emphasize that they are speaking for others to hear, not just the teacher.
Explaining the reasoning that lead to your conclusion
Appropriate for initial discourse lesson. Once students have practiced Unpacking and
Paraphrasing, move on to other categories of discourse (see following slides)
Have students find this section on handout
Have different groups choral read sentence starters(boys/girls/left side of room/grade levels/etc)
Select the slides you will use for lesson. As the year progresses, move on to new and deeper levels of discourse.
Explain how your thinking is similar or different than the speaker.
Explain why you might agree with the speaker or what you did differently if you disagree.

Slide 9
Slide 10
Slide 11
Slide 12
Select the slides you will use for lesson. Perhaps two each time. As the year progresses, move on to new and deeper levels of discourse.
Select the slides you will use for lesson. Perhaps two each time. As the year progresses, move on to new and deeper levels of discourse.
Select the slides you will use for lesson. Perhaps two each time. As the year progresses, move on to new and deeper levels of discourse.
Problem 1
Insert a problem for students to work on here.

Shouldn’t take too long to solve

-Should have multiple solution paths to lead to interesting discourse
Give time for students to solve problem.
As they work, circulate and look for students with differing solutions/strategies. Tell them you will be asking them to share using an Unpacking or Drawing
Conclusions sentence starter and ask them to prepare.
After students present, have students TPS a paraphrase, clarification, or affirming response.
Practice as many times as needed.

Slide 13
Slide 14
Slide 15
Slide 16
Modeling:
Unpacking My Thinking
Watch me and
LISTEN
Carefully!
Guided Practice
Unpacking your Thinking

Select a sentence starter.

Revise what you wrote on your paper to prepare to unpack your thinking.

Practice unpacking your thinking with your elbow partner.

Be prepared to unpack your thinking for the whole class if called upon.
Modeling:
Paraphrasing
Watch me and
LISTEN
Carefully!
Teacher models first problem
Use the starter “ My perspective is
___ because ___.
”
We start here because discourse can only happen when students truly listen to each other and feel their input is valued. This is only a first step. Over time, add in the rest of the sections.
Refer to handout and look at sentence starters
RS student to unpack problem 1
Teacher models paraphrasing and coaches student to respond
Do at least twice with students based on student responses

Slide 17
Slide 18
Slide 19
Slide 20
Guided Practice
Paraphrasing

LISTEN carefully to your classmate.

Be prepared to paraphrase them using a sentence starter.
Problem 2
Insert another problem for students to work on here.

Shouldn’t take too long to solve

-Should have multiple solution paths to lead to interesting discourse

Your Turn for Discourse
Partner A : Unpack your Thinking


Partner B : Paraphrase
Switch roles and repeat the process.
Remember to use your discourse sentence starters when sharing.
THINK ~ WRITE ~ DISCUSS
Ticket Out the Door
Explain what discourse is and how discourse will improve your learning.
Frontload students that they will be expected to paraphrase the next speaker.
RS a student to unpack (problem 1)
Think about how you would paraphrase ___. Use starters.
Ask for a volunteer to paraphrase.
Provide feedback.
Give time for students to solve problem. They may want to write down their unpacking. give directions for partner discourse
Teachers circulate and monitor discourse, scaffolding as necessary for pairs
Appropriate to use for first lesson.
May create different questions for future lessons.