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Layered curriculum - Caroline and Elizabeth

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    Layered curriculum - Caroline and Elizabeth Layered curriculum - Caroline and Elizabeth Document Transcript

    • PRESENTATIONADIFFERENTIATED UNIT OF STUDY
      Caroline Tanner &
      Elizabeth Ben Gida
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      LAYERED CURRICULUM
      A teaching model that divides the learning process into three layers based on the complexity of the students thought process
      A layered curriculum asks students at each layer to:
      LAYER C: Gather Information
      LAYER B: Apply or manipulate information
      LAYER C: Critically evaluate an issue
      Nunley, K, (2006). Differentiating the High School Classroom. Thousand Oaks, CA, Corwin Press
    • Investigating History
      Stage 4 Topic 1
      Inquiry questions
       
      What is History?
      How do historians investigate the past?
      Why is conserving our heritage important?
      Objectives – Students Learn to:
       
      • interpret and construct time lines
      • define the terms that describe historical periods of time
      • sequence societies and events within specific periods of time
      • ask historical questions
      • distinguish between fact and opinion
      • draw some conclusions about the usefulness of sources including a website
      • examine differing historical perspectives and interpretations
      • explain cause and effect
      • identify significant people of the past
      • examine the motives for people’s actions in the past
      • explain the consequences of people’s actions
      • describe some aspects of family/community heritage
      • appreciate the value of preserving and conserving our heritage
       
       
       
      5
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      Outcomes 
      4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy
      4.4 identifies major periods of historical time and sequences people and events within specific periods of time
      4.5 identifies the meaning, purpose and context of historical sources
      4.6 draws conclusions about the usefulness of sources as evidence in an inquiry
      4.7 identifies different contexts, perspectives and interpretations of the past
      4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research
      4.9 uses historical terms and concepts in appropriate contexts
      4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.
    • 7
      POINTS SYSTEM
      To complete this unit students must earn a minimum of 100 points.
      Layer C must be completed before moving onto Layer B
      Layer B must be completed before moving onto Layer A
      • Students are allowed to
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      LAYER C
      Gathering Information
      Activities worth 10 points each
      Minimum 60 points required
      *Compulsory Activities
      1. Note-making from lectures – make notes from a minimum of 4 of the 10min introductory lectures at the beginning of each lesson*
      2. Note-making from text – make notes from a minimum of 3 texts on either The Rosetta Stone, Heinrich Schliemann, Stonehenge, or The Tollund Man completing the Note-Making Handout*
      3. Terminology quiz – Definitions of Time* (5 points)
      4. Create your own personal timeline*
      5. Dictagloss – with a partner complete the dictagloss activity heritage sites
      6. Read a chapter from the text on life in Ancient Rome and complete the end of chapter questions
      7. Cloze passage – complete the Cloze Passage activity (5 points)
      8. Source work – Complete Analysing Sources Handout
      9. Significant Historical Figures – choose a significant historical figure and complete Significant Historical Figure Handout
      10 Film as a Source – write down 10 new ideas learn’t from the film on life in Ancient Egypt viewed in class
      11. Researching Ancient Greece – complete Graphic Organiser
      13. Hieroglyphics – write a message in hieroglyphics for another class member (5 points)
      14. Interview – create at least 10 questions and interview an older family member
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      GRAPHIC ORGANISER
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      Hieroglyphics
      Can you write your name in hieroglyphics?Can you write a message in hieroglyphics for someone else to decode?
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      LAYER B
      Apply or Manipulate Information
      Activities worth 20 points each
      Minimum 20 points required
      Create an online timeline – using the information gathered for your personal and historical timeline
      Life story – present your findings from the interview with an older family member either as a poster, powerpoint, essay, or photo essay (feel free to experiment with a different method of presentation with teacher approval)
      A Day in the Life of... – write a minimum of 5 journal entries for a person (your choice – real or fictional) living in Ancient Rome or Ancient Egypt
      Significant Historical Figure – using the information gathered on the SHF Handout write a 500word exposition on why your chosen person is historically significant
      World Heritage Sites – choose one world heritage site from the dictagloss activity write an article for a travel magazine
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    • TRAVEL MAGAZINE ARTICLE
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      LAYER ACritically evaluate an issueActivities worth 20 points each20 points only required
      The Rosetta Stone Debate – Where does it belong? In groups of 6 hold a formal debate for the class
      Heinrich Schliemann and The City of Troy True or False? – in pairs, conduct an interview (live, radio, video) with Schliemann investigating his claims
      Unlocking the Mystery of Stonehenge – individually or in pairs present a powerpoint presentation or video discussing the main theories on what it is, why it was built, and how it was built. Finish the presentation with your own theory and evidence to back it up.
      The Tolland Man – play the role of detective and complete the report on How did the Tolland Man Die? Report to be presented to the class
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      SCHLIEMANN INTERVIEW
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      SCHLIEMANN INTERVIEW
    • ROSETTA STONE DEBATE
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    • WHERE DOES THE ROSETTA STONE BELONG?
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    • THANKYOU
      GOODBYE
      AND
      GOOD LUCK!
      31