Author:
Margaret Delgado-Chernick
Subject:
Critical Thinking, Interdisciplinary, Project-based, and Real-World Learning, Personal Management, Reading Informational Text, Speaking and Listening
Material Type:
Lesson Plan
Level:
High School
Grade:
10
Tags:
  • Annotating
  • Authentic Audience
  • Collaboration
  • Debate
  • Informational Text
  • Project-based Learning
  • Research
  • Student Choice
  • License:
    Creative Commons Attribution Non-Commercial No Derivatives
    Language:
    English
    Media Formats:
    Downloadable docs

    Classroom Cell Phone Policy

    Overview

    The goal of this lesson is to give students ownership over classroom policies by asking them to research and support a cell phone policy that they believe should be used in our classroom. Students will discuss and debate the policy after researching and then they will create the policy that we will follow for the first quarter. After the first quarter, we will reevaluate the policy for effectiveness. 

    Students will use research and speaking and listening standards to complete this PBL for an authentic purpose. It is important to actually implement the policy for that particular class, or students will not feel the 

    Introduce the Topic

    Students generally have a lot of opinions on cell phones. We'll brainstorm what they already think before we begin looking at the research. This will get them thinking about the issue. 

    Then, as they read and annotate, they will collect pieces of information to revise their ideas and argue their points. I begin annotating for the year with the CWRP process. * for intriguing ideas, F for important facts, three comments that show student reaction to the text. 

    1. Write and discuss current feelings about cell phones in the classroom before researching. 

    2. Provide students with reading to introduce viewpoints. Ask them to annotate. Be sure to model annotating. I use the CWRP annotating guide when I begin annotating for the year. 

    Collecting information to make a decision.

    Many teachers give students selected resources to keep students connected to reliable sources. I really believe they need to be exposed to reliable sources, but they also need to be given free reign to search all sources and determine credibility. In this exercise, they will be asked to search on their own for answers, but they will be required to note how they determined the credibility of the source that they find. 

    In small groups, students should discuss what they found out from the articles. It helps to guide them by telling them to record "What We Know" and "What We Need To Know". In small groups, they will list what the articles revealed to them and what unanswered questions they still have. 

    From the "Need to Know" list, each member of the group should pick a point to research. Students will search for the answers of the questions that they listed on the "Need to Know" List. 

    As a class, we will list and discuss the most important pieces of information that we learned. 

    Discussion and Debate

    It is important to discuss with students the fact that an individual rarely gets a policy passed alone. Groups of like-minded people collaborate for greater voice. 

    This is also an excellent opportunity to lay ground rules for discussion and debate. This activity will set the tone for conversation and participation in the classroom for the rest of the year. 

    Students will look at the information that has been collected and individually draft a policy that they feel prepared to defend. Then, the debate and discussion will begin. 

    First, they will divide into groups of students with similiar opinions. They will use the individual policies to draft a common policy. Then, they will choose a spokesperson to introduce and explain the policy. 

    After the policies have been introduced, the floor will be open for students to respectfully question and discuss the different options. As the discussion progresses, students will be able to amend the wording of the policies on the board. 

     

    Crafting the policy

    After some debate, the teacher will ask students for closing arguments. 

    After closing arguments are given, teacher will put the policies to a vote. 

    Once the class has voted on a policy, it will be in place for the first quarter. 

    A pre-written letter will be sent home to parents describing the process. The finalized policy will be included in the letter. Parents will be asked to sign that they understand the policy. They will also be asked if they wish to send any feedback to the class on the policy.