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Sofia Hibbs, 8th Grade English |
Topic of the Week
Who is responsible for children's health? Target Words |
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[clip length—5:40] TEACHER: Alright. So what I would like to do now, I’m gonna give you two minutes in your table groups, and we’re gonna look through and we’re gonna discuss how many perspectives or points of view can you find in here? What are they? What do people think about the question? Which is— What’s the question? It’s at the top of the page. STUDENT: Who is responsible for children’s health? TEACHER: Thank you, Karina. Who is responsible for children’s health? Okay, there’s gonna be some different ideas. You know by the end of week, we will have decided on at least one of three or four positions. Okay? And some of these positions are in here now. So you’re gonna have two minutes to discuss in groups—and I’ll come around and help you—what those positions are, and then we’re gonna share out on the board. Okay? Alright, go ahead and start. STUDENT 1: We have to, um, talk about what are the points of view. It’s how— one of them is how many children suffer from health… STUDENT 2: This one and this one and this one. STUDENT 1: …conditions?. How many students suffer from conditions? ’Cause it’s all— because it’s a [inaudible] base. And then there’s— STUDENT 2: I don’t understand. STUDENT 1: The issues, um, There has to be something else in that paragraph that explains that, ’cause this is only, like— STUDENT 2: But look, though. Is it… STUDENT 1: The health issues are multidimensional... STUDENT 2: Many— STUDENT 1: …many different causes. STUDENT 2: Well, one— one— one thing is many children suffer from health conditions that are caused from STUDENT 2: Or— STUDENT 1: Or how’s— Wait. It’s lunch time. The sixth graders— STUDENT 2: There are many things children can do to improve their health. Doctors say that primary students STUDENT 1: Or by eating healthier food and exercising every day. And then there’s one where it talks about how they only have— There’s a point of view where the school only gives them one… day of exercise. STUDENT 2: Yeah, and there’s a perception that says parents should take responsibility for teaching the children healthy behavior. TEACHER: So what are the different perspectives being discussed here? Meaning, what are the different arguments, you think? The question is, Who is responsible for children’s health? STUDENT 1: Ourselves. TEACHER: Okay. So you think it’s you? What do other people think? In this article, what are they thinking? STUDENT 1: That the doctors— TEACHER: Okay, so that’s one perspective. What else? STUDENT 1: Um… Probably our parents. They think it’s our parents, ’cause— TEACHER: Okay. So write that down. Doctors, parents, what else? --- TEACHER: So who do you think’s responsible for kids’ health? STUDENT 1: Our parents. STUDENT 2: Ourselves. I think it’s us and our parents. TEACHER: Parents, and us and your parents. Okay. So you can write that down. STUDENT 3: And also, like, it depends on the age. Like if you’re a little kid, then the parents are— TEACHER: Ah. Nice. Okay. So you’re thinking beyond just the question. It depends. There are factors that influence that question. Do you not have a pen or pencil? STUDENT 1: Yeah. TEACHER: Okay, come on, dude. [moves to another table] What do you guys think? Do you have a pen or a pencil that you can write with, instead of writing a highlighter in here? There you go. What do you think? STUDENT 1: About the sides? TEACHER: Yeah. STUDENT 1: The first one is just saying about details… TEACHER: Uh-huh. STUDENT 1: …of what kids have to face. TEACHER: Okay. And then what? STUDENT 1: And then, like, information. TEACHER: Okay. STUDENT 2: I think— I think it’s true that the parents should decide what the kids eat. TEACHER: Okay. So you’re saying parents. STUDENT 2: Yeah. TEACHER: Okay. STUDENT 1: Just like here, it says it’s supposing... TEACHER: Mm-hm. STUDENT 1: …thinking, like, parents should watch what the kids eat. TEACHER: Okay. What do you guys think? STUDENT 1: I think it depends on the parents. So like, if the parent isn’t— isn’t there or doesn’t … TEACHER: Ah. STUDENT: …the child. TEACHER: What do you think, Paul? STUDENT 3: I think the same as him, like, what if— TEACHER: Parents? STUDENT 3: What if the parent was raised like that, too? TEACHER: [over student] Ah. What if the parent was rai— Interesting point. Good. These are all good. Yeah. [moves to another table] STUDENT 1: Okay. It says— so we— we’ve got two points of view about this whole thing. So the school is giving them healthy food, right? TEACHER: Mm-hm. STUDENT 1: But it say— the— they demand that it— you should get P.E. for a whole week. But… TEACHER: [over student] Ah, at some school they get it one day, okay. Interesting. STUDENT 2: So that’s not really healthy, just because --- TEACHER: Okay. Thank you very much, you guys. I really appreciate a lot of the discussion that I heard. You guys were on it. And I heard some really interesting ideas, too. A lot of you were saying it’s not just a simple cut and dried, this-is-the-answer question. It depends on things. Okay?
- Students work in groups to identify various perspectives within the passage. - Teacher assists groups.
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