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Content: British Literature - Frankenstein
Prompt:  Who/What is the antagonist of Frankenstein?

Purpose Building Big Idea(s): Who/what is to blame for the violence throughout the novel of Frankenstein?  Who/What is the real villain in the story?

Need to talk: Co-build a list of all the possible answers.  Once you’ve exhausted the list, agree on the first option to explore further.  Together, explore reasons and evidence from the novel that that person/concept/thing is to blame for the violence. Select at least one additional option from your list to explore further.   Then decide which option has more weight and why.

Clear Directions: Ask questions to clarify each others thinking What do you mean by “____”?  What view would be in opposition to what you are saying?, etc.

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Content:
Prompt:

Purpose Building Big Idea(s):

Need to talk:

Clear Directions:

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Content: United States History and Geography - Civil War
Prompt: Discuss what caused the war

Purpose Building Big Idea(s): Work together to build up an idea about what was the main cause of the war.

Need to talk: Students A and B read two different primary source excerpts to share.

Clear Directions: You need to ask at least one clarify and one support question as your partner shares.

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Content: HS ELD/ELA
Prompt: How does the theme of betrayal show up in Julius Caesar? What is an example of betrayal from your own life or current events?
Need To Talk: Talking to process their thinking before they write/share personal stories. Building upon others ideas, making ideas more clear. Practice speaking to multiple partners to expand and improve their ideas.
Big Ideas: Theme of betrayal; text to self connection
Scaffolds/Supports: Venn Diagram and graphic organizers to compare and contrast. Language frames for compare and contrast.

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Content: Inverses of Simple Quadratic and Cube Functions

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Content: Inverses of Simple Quadratic and Cube Functions

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Prompt: How can we solve Square Root Functions

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Content: Study Habits--The Study Cycle
Prompt: What are the 5 stages of the Study Cycle? How is the Study Cycle a little different at our school?

Purpose Building Big Idea(s): Reflect on the learning process and how units are structured to support learning.

Need to talk: Students take turns reading the article on the study cycle. They then discuss how they follow each part of the cycle within their classes and at home.

Clear Directions: Share with your partner an example of how you engage in the stage of study cycle within a class. Reflect on how this helps you learn. Then think about how the study cycle looks different at our school. Share one example with your partner.

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Content: Global Warming
Prompt: How does carbon dioxide effect global warming?
Purpose Building Big Ideas: Discuss the phenome of global warming
Need to talk: discuss amongst table groups
Clear directions: each students writes on their own whiteboard what they think, then share with their group, discuss whether agree or disagree, ask student to share what someone else said.

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Purpose/Big Idea:
Need to talk: Vocabulary used to solve the functions. List of steps to solve functions.

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Content: Biology: DNA
Prompt: How does DNA influence the protein's your body makes
Need to Talk: Student working together to identify which genes are mutated and how they affect the protein
Clear Directions: "Identify the gene that is mutation, what type of mutation it is, and how the protein changes"

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Purpose-Building Big Idea:  In the novel, The Giver, the Community decides for the people that safety is preferable over freedom by creating a tightly controlled world that is structured to prevent discomfort or pain either physical or emotional. In the real world, must we give up some of our freedom to be safer?

Need to Talk: Can you think of a time you had to give up some freedom in order to be safe?  Is it always necessary to give up freedom in exchange for safety? With a partner, take turns sharing your experience.

Clear Directions: Consider modern-day situations where freedom and safety can’t fully co-exist. Some ideas to consider are:  9/11 and airport security, gun control and the 2nd Amendment, the age requirement for voting or to drive. Choose one of the situations listed, or add one of your own.  What are the risks and freedoms involved in the situation you chose?  Use the T chart handout to record your ideas.

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Purpose-building Big Idea:  In early America, all of the early presidents except John Adams held enslaved people in their homes and on their land. Some spoke out against slavery while not releasing their own enslaved people to freedom.  Why is doing what’s best or right difficult for some, but not as difficult for others?

Need to talk: What are the obstacles people face to not doing the “right” or best thing? In your small group, make a list of each obstacle. What advantages are there to doing the best thing? Make a second list of each advantage.

Clear Directions: Which of the two lists is more impactful? Why?  Now think about a time you had to make a difficult choice between what was right and what was popular.  What things on each list likely impacted your ultimate choice? Compare your obstacles and advantages in your situation with those of the others in your group. What patterns emerge?