Middle School English Language Arts Instructional Guide

Standard: Speaking and Listening 1

Learning Intentions and Success Criteria

Learning Intentions:

Participate e ff ectively in a range of conversations and collaborations on topics, texts, and issues.

● Students will be able to participate effectively in various conversations and collaborations. ● Students will be able to demonstrate respect for multiple perspectives by acknowledging comments, claims, and evidence. ● Students will be able to pose questions, acknowledge new information, and justify responses with reasoning and elaboration. ● Students will be able to keep discussions focused on the topic at hand. Success Criteria: ● I can participate effectively in conversations and collaborations on different topics. ● I can respectfully acknowledge comments, claims, and evidence from multiple perspectives. ● I can pose questions, acknowledge new information, and justify responses with reasoning and elaboration. ● I can keep discussions on topic and avoid distractions.

a. Respectfully acknowledge comments, claims, and evidence from multiple perspectives and identify contradictions when applicable. b. Participate in conversations by posing questions, acknowledging new information, qualifying or justifying responses with reasoning and elaboration, and keeping the discussion on topic.

Nouns (Know)

Verbs (Do)

● Conversations ● Collaborations ● Topics ● Texts ● Issues ● Comments ● Claims ● Evidence ● Perspectives ● Contradictions ● Reasoning ● Elaboration

● Participate ● Pose Questions ● Acknowledge New Information

● Qualify ● Justify

Sample Question Stems and Prompts for Discussion

● "How can we effectively participate in conversations on various topics?" ● "Why is it important to acknowledge and respect multiple perspectives in discussions?" ● "What strategies can we use to pose meaningful questions during conversations?" ● "How can we ensure that our responses in discussions are well-reasoned and elaborated?"

Last Updated May 30th, 2024 Middle School ELA, Page 115