Begin by selecting a recorder who will be responsible for taking notes and reporting back to the entire class when we reassemble. Then the recorder should read these instructions aloud to the rest of the group.
Imagine that you are going to write an essay on a topic related to issue of "class tracking" raised in Anyon or issues of gender discussed in Sadker and Sadker. Your thinking about your topic may draw on one article in particular, or it may draw on relations between these two articles, or on relations among one or both of today's articles and the two we read Wednesday. It may be that the response page you wrote for today has already started you thinking about a topic. Take five minutes to free-write about whatever you think you might want to write about--that is, just write without worrying about editing and revising; just try to get some preliminary thoughts down in whatever form works for you: lists, phrases, complete sentences, questions, possible evidence, etc. You are in no way committing yourself to actually writing the essay you begin to think about here.
After the five minutes are up, take turns telling the rest of your group about your preliminary thoughts. Try not to get too anxious about what you have to present: people will be at different stages of thinking, but nobody is likely to have an argument worked out. After each person presents, every other member of the group must respond with at least one question. The presenter should try to answer each question in turn. Questioners might request definition or clarification of particular terms, solicit more evidence, ask whether the presenter has considered x or y, and so on. The idea here is simply to open up new avenues of thought.
After you've all presented, decide as a group which of your topics seems most promising and select that one to present to the entire class. This is where the reporter comes in: he or she should take a few notes about the selected topic. The entire class will then discuss the group topics.