Lesson Plan: Jigsaw Discussion

# of Days 2
Prior Knowledge Students may have engaged in jigsaw discussions in other classes, but
it seemed unfamiliar to most. Over the past several weeks, the
students read and annotated several current event articles that
related to our unit essential questions. I provided scaffolds along the
way in order to prepare them for the jigsaw discussion. We read the
first article aloud, annotating as we read along. They read the second
set of articles in teams (one team read the “pro” article and the other
read the “con”) and engaged in a debate. For the third set, they read
independently and then discussed with a partner. The last set of
articles they will be reading will be for the jigsaw discussion.
Lesson Objective(s) Students will be able to present information, findings, and supporting
evidence that is appropriate to task, purpose, and audience.
Students will be able to critically evaluate an author’s main ideas and
articulate their opinions on the topic.
Students will be able to make connections between texts, current
events, and their own lives.
Lesson Assessment Jigsaw discussion - students will engage in a jigsaw discussion of the
articles they read. They will be assessed on their teaching of their
article as well as their engagement in the discussion (speaking and
listening). The students used Equity Maps to record their discussions.
Standards CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light
of the evidence and reasoning presented.

CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Materials Needed Several current event articles (the number is dependent upon the
number of “home” groups):
Parents and lawmakers are deeply divided on whether to arm teachers
10-year-old boy invents winning game inspired by sister with autism
Teen activist killed fighting a silver mine to save community's land
Super Bowl ads entertain — and offend — viewers
Schools failing to teach "Hard History" on slavery in U.S.

Discussion assignment sheet


Differentiated Instruction
Sentence Stems
Students will be involved in two separate groups for the jigsaw
discussion. The first group is the “home” group -- the group that they
work with for all of their preparation. Each member of this group is
reading the same article and working together on how they will teach
it to their jigsaw groups the next day. Home groups will be
strategically organized based on lexile, so students who struggle more
with reading will be grouped together and given an easier text; the
same goes for more advanced readers on the opposite end.
Additionally, a student with visual impairments will be given larger
copies of all of the materials.

Time Learning Task Methods or Procedures

Day 1
10 minutes Independent Reading Students read independently.
10 minutes Introduce Discussion Before students enter class that day, the desks should
be arranged in five groups of six. The groups and group
numbers should be displayed on the board, and the
desk groupings should have a number posted on them.
For example, group 1 would sit at table group 1, for
example. The articles will already be set out at the
groups so that students have the articles appropriate to
their lexiles.

The teacher explains that each group will read its article
aloud to the table so that everyone moves at the same
pace. Then, as a group, the students will work together
to answer the three main questions on the assignment
sheet. The students may use either textual evidence or
specific examples from the text to support their
answers They will then prepare for possible questions
that their jigsaw groups might have for them during the
discussion.

The teacher asks students if they have any questions.

30 minutes Prepare for Discussion Students have the remaining thirty minutes in class to
read their articles and prepare for the discussion.
Day 2
10 minutes Meet with home group Before the students come in, the desks are arranged in
six groups of five (previously five groups of six), and
their new groups are listed up on the board.

For the meeting with the home group, the students

should roll their chairs around to sit closer to one
another (as they are originally seated with the jigsaw
group). Students should go over their final plans for the
discussion and make sure that everyone is prepared.
15-20 Teaching The teacher displays the directions for Equity Maps up
minutes on the board and walks them through the process of
recording their discussions.

Students move back to their jigsaw discussion groups.

The jigsaw groups have one member from each of the
home groups, resulting in all five members having a
 different article.

The students begin with each one taking three minutes

to teach their article. In order to teach it, the student
will answer the questions that his or her home group
prepared the previous day. The rest of the group should
take notes as the person is speaking so that they are
prepared to ask questions at the end of their “lesson.”
When the student is finished, the rest of the group
should ask meaningful questions about the article.

The students should cycle through all five group

members with this process.

After between fifteen and eighteen minutes, the

teacher should encourage the students to shift to the
“connection” portion of the discussion.
10-15 Discussion The groups should draw connections between the
minutes articles, To Kill a Mockingbird, and their own views.
They should also ask and answer questions as they
arise. The teacher should project the sentence stems up
on the board to help facilitate the discussion.

After ten minutes, the teacher should let the students

know that they have five minutes to begin wrapping up
their connection discussions.
25 minutes IR/Study for Unit Test When students complete their discussions, they should
take the rest of class to read their IR books or study for
the unit test.