1. The lesson plan introduces a life mapping activity where students create timelines of their lives and major events to understand different perspectives.
2. Students will then explain their life maps and share major events in their lives to see similarities and differences in experiences.
3. The teacher explains that understanding different backgrounds is important, as an author's writing is influenced by their own experiences, just as students' perspectives affect how they view the world.
This document discusses managing mixed ability language classes. It defines mixed ability as classes with diversity in students' language levels, learning styles, interests and backgrounds. This creates challenges like stronger students getting bored and weaker students not understanding. The document provides ideas to address this, such as catering to different learning speeds/styles, classroom management, learner training, motivation, and open-ended activities. It emphasizes celebrating student diversity and using each student's strengths.
This document contains a dossier for a master trainer course on teaching English as a foreign language. It includes 6 tasks that cover topics like language awareness, language and culture, the language learning process, language teaching, planning and evaluation, and self-assessment. It also contains a lesson plan example for a lesson on the present progressive tense. The lesson plan outlines the objectives, procedures, activities, and assessment for a 60 minute lesson. It provides details on warm-up activities, vocabulary presentation, exercises to practice the target grammar point, and a production activity where students write emails describing what they are doing on vacation.
This document describes the Torrance Incubation Model (TIM) educational framework for designing and delivering learning infused with creativity. The TIM model was developed based on E. Paul Torrance's original incubation model and provides stages for finding problems, deepening expectations, and extending learning. It can be used as a framework for individual lessons, learning sequences, or entire programs. The document provides examples of applying the TIM stages to a sample high school lesson on designing symbols for a fictional country's independence flag. It describes addressing both content and creativity goals at each stage of the lesson.
The document summarizes the content of chapters from a book called "Val's Diary". It provides details from two diary entries written by the main character Val. In the first entry, Val writes about going to a party with her parents at a place called Greenhill, as her parents wanted to move there to escape traffic and pollution in the city. The second entry describes Val's family arriving in Greenhill, and notes the buildings in the new town, including a church and clothing store.
This document provides instructions for a school assignment to create a "Road Map of My Life" presentation. Students must include at least 10 important stops from their life story illustrated with pictures and descriptions. They must also include 4 stages of development. The presentation will be graded based on the number of stops and pictures included, how the stages of development are addressed, and an optional oral presentation. It is due on Thursday, September 1st.
The Ideal Child Concept Detail - Recruitmentstheidealchild
The document introduces The Ideal Child, an after-school program that focuses on holistic child development. It notes that children's daily routines currently lack free play, family time, and well-rounded development. The program aims to close this "gap" by providing all-round personality development, academics, sports, and outdoor activities in one location using a unique PIESE methodology. This new approach to child development is said to produce brighter, more well-rounded children and help make them future-ready. The company is seeking passionate teachers and details responsibilities, compensation, and benefits of employment. News coverage of The Ideal Child program is also mentioned.
The document discusses the importance of knowing yourself and provides methods for doing so. It recommends four ways to get to know yourself: 1) introspection by paying attention to your experiences and reactions, 2) observation of yourself and getting feedback from others, 3) giving and receiving feedback from others kindly, and 4) using assessment tools like personality tests. It also provides tips for self-reflection like noticing where your body is tense and relaxed, and turning off internal thoughts to notice what comes up. The overall message is that truly knowing yourself helps you discover your strengths and weaknesses, improves self-confidence, and guides you towards your goals and dreams.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
This document discusses managing mixed ability language classes. It defines mixed ability as classes with diversity in students' language levels, learning styles, interests and backgrounds. This creates challenges like stronger students getting bored and weaker students not understanding. The document provides ideas to address this, such as catering to different learning speeds/styles, classroom management, learner training, motivation, and open-ended activities. It emphasizes celebrating student diversity and using each student's strengths.
This document contains a dossier for a master trainer course on teaching English as a foreign language. It includes 6 tasks that cover topics like language awareness, language and culture, the language learning process, language teaching, planning and evaluation, and self-assessment. It also contains a lesson plan example for a lesson on the present progressive tense. The lesson plan outlines the objectives, procedures, activities, and assessment for a 60 minute lesson. It provides details on warm-up activities, vocabulary presentation, exercises to practice the target grammar point, and a production activity where students write emails describing what they are doing on vacation.
This document describes the Torrance Incubation Model (TIM) educational framework for designing and delivering learning infused with creativity. The TIM model was developed based on E. Paul Torrance's original incubation model and provides stages for finding problems, deepening expectations, and extending learning. It can be used as a framework for individual lessons, learning sequences, or entire programs. The document provides examples of applying the TIM stages to a sample high school lesson on designing symbols for a fictional country's independence flag. It describes addressing both content and creativity goals at each stage of the lesson.
The document summarizes the content of chapters from a book called "Val's Diary". It provides details from two diary entries written by the main character Val. In the first entry, Val writes about going to a party with her parents at a place called Greenhill, as her parents wanted to move there to escape traffic and pollution in the city. The second entry describes Val's family arriving in Greenhill, and notes the buildings in the new town, including a church and clothing store.
This document provides instructions for a school assignment to create a "Road Map of My Life" presentation. Students must include at least 10 important stops from their life story illustrated with pictures and descriptions. They must also include 4 stages of development. The presentation will be graded based on the number of stops and pictures included, how the stages of development are addressed, and an optional oral presentation. It is due on Thursday, September 1st.
The Ideal Child Concept Detail - Recruitmentstheidealchild
The document introduces The Ideal Child, an after-school program that focuses on holistic child development. It notes that children's daily routines currently lack free play, family time, and well-rounded development. The program aims to close this "gap" by providing all-round personality development, academics, sports, and outdoor activities in one location using a unique PIESE methodology. This new approach to child development is said to produce brighter, more well-rounded children and help make them future-ready. The company is seeking passionate teachers and details responsibilities, compensation, and benefits of employment. News coverage of The Ideal Child program is also mentioned.
The document discusses the importance of knowing yourself and provides methods for doing so. It recommends four ways to get to know yourself: 1) introspection by paying attention to your experiences and reactions, 2) observation of yourself and getting feedback from others, 3) giving and receiving feedback from others kindly, and 4) using assessment tools like personality tests. It also provides tips for self-reflection like noticing where your body is tense and relaxed, and turning off internal thoughts to notice what comes up. The overall message is that truly knowing yourself helps you discover your strengths and weaknesses, improves self-confidence, and guides you towards your goals and dreams.
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
Make Your Next Training an EPIC Experience!Sharon Bowman
The document discusses how to create memorable and impactful training experiences called "EPIC experiences". EPIC is an acronym that stands for experiences that are Emotional, Participatory, Image-rich, and Connected. It provides tips for making training more EPIC, such as using stories, humor, engaging activities, and relating content to trainees' lives. The goal is to create experiences that trainees will remember and apply what they learn.
This document outlines the 7 steps for planning a project-based unit anchored in literature (PUBLIT). The steps include: 1) generating an essential understanding from the text; 2) developing an essential question; 3) devising a culminating project; 4) breaking the project into skills-based tasks; 5) sequencing the tasks; 6) connecting the tasks to understandings and questions; and 7) scheduling the unit. Students are assigned to apply these steps to plan a PUBLIT unit based on one of their summer reading texts.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
This document contains a weekly learning plan for a Grade 11 class in the subject of Understanding Culture, Society, and Politics (UCSP). The plan covers two days and includes objectives, topics, and classroom and home-based activities. The objectives are to describe the goals of anthropology, sociology, and political science, and appreciate their value. Topics include the nature, goals, and perspectives of these fields. Classroom activities involve presentations, pre-tests, photo analysis, discussions, and assessments. Home-based activities consist of research using provided organizers and creating a collage reflecting understanding of the topics.
Useful instructional strategies for literature—based instructionAlex Carillo
The document outlines six strategies for teaching literature: Carry On, Close Viewing Protocol, Route-to-Life, Sealing a Time Capsule, Read n' Feel, and MasterPoem. Each strategy is described in detail, including the rationale and step-by-step procedures for implementing them. The strategies are designed to make literature teaching more interactive and help students take responsibility for their own learning.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document outlines principles and methodologies related to teaching English as a foreign language. It discusses several key approaches:
[1] Neuro-Linguistic Programming (NLP) which focuses on how language shapes thinking and experiences. NLP aims to help students achieve goals through positive thinking and communication patterns.
[2] Communicative Language Teaching (CLT) which emphasizes using language functionally through meaningful tasks and developing students' communicative competence. Classroom activities aim to engage students in authentic communication.
[3] Competency-Based Language Teaching (CBLT) which is built around competencies like life skills that enable students to function effectively in society. Instruction focuses on demonstrating mastery of specific
The document discusses ways to improve plenaries or proofs of progress (POPs) at the end of lessons. It notes that often plenaries were the weakest part of lessons, with insufficient time and little student participation. Effective POPs consolidate learning, have students reflect on and articulate what they learned, and provide evidence of understanding linked to learning objectives. A variety of short POP activities are described, such as linking words, concept cartoons, and traffic light cards, that check understanding and allow students to demonstrate their progress.
1) The document outlines a daily lesson log for an English class taught by Teacher Jennifer T. Digan.
2) The lesson objectives are for students to identify different communicative styles, participate actively in group activities, and express themselves in different communicative situations through dialogues and skills.
3) The content of the lesson is on communicative styles by Martin Joos (1967), which includes intimate, casual, consultative, formal, and frozen styles. Students will participate in activities to act out dialogues using different styles and identify examples of each style.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
This document discusses differentiating instruction in the classroom. It begins by stating that differentiating instruction is not unfair, as some claim, but rather helps teachers address student differences and needs. The document then discusses how differentiating instruction based on student readiness, interest, and learning profile can help all students experience challenge and success. It provides examples of differentiating content, process, and product. Finally, it discusses universal design for learning and how differentiating instruction and UDL share the goal of reaching all learners.
This document discusses reflection, peer observation, and the UK Professional Standards Framework (UK PSF) in the context of a teaching development module. It introduces the concepts and importance of reflective practice, peer observation, and the UK PSF for professional development in higher education. It outlines intended learning outcomes related to discussing experiential learning, recognizing the value of peer observation, examining the UK PSF, explaining reflective practice, and developing a strategy to embed reflection. The document provides information on reflection models and cycles, conducting peer observations, and using reflection to enhance teaching practice.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
The document discusses introducing "Habits of Mind" to South Molton Community College staff and students. It describes habits of mind as patterns of behavior that lead to productive actions. The goal is to develop responsible, independent learners for the 21st century by making habits of mind explicit in lessons and across the school. Staff will work in trios to identify how to introduce habits of mind in their subject areas and share practices school-wide.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
Make Your Next Training an EPIC Experience!Sharon Bowman
The document discusses how to create memorable and impactful training experiences called "EPIC experiences". EPIC is an acronym that stands for experiences that are Emotional, Participatory, Image-rich, and Connected. It provides tips for making training more EPIC, such as using stories, humor, engaging activities, and relating content to trainees' lives. The goal is to create experiences that trainees will remember and apply what they learn.
This document outlines the 7 steps for planning a project-based unit anchored in literature (PUBLIT). The steps include: 1) generating an essential understanding from the text; 2) developing an essential question; 3) devising a culminating project; 4) breaking the project into skills-based tasks; 5) sequencing the tasks; 6) connecting the tasks to understandings and questions; and 7) scheduling the unit. Students are assigned to apply these steps to plan a PUBLIT unit based on one of their summer reading texts.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
This document contains a weekly learning plan for a Grade 11 class in the subject of Understanding Culture, Society, and Politics (UCSP). The plan covers two days and includes objectives, topics, and classroom and home-based activities. The objectives are to describe the goals of anthropology, sociology, and political science, and appreciate their value. Topics include the nature, goals, and perspectives of these fields. Classroom activities involve presentations, pre-tests, photo analysis, discussions, and assessments. Home-based activities consist of research using provided organizers and creating a collage reflecting understanding of the topics.
Useful instructional strategies for literature—based instructionAlex Carillo
The document outlines six strategies for teaching literature: Carry On, Close Viewing Protocol, Route-to-Life, Sealing a Time Capsule, Read n' Feel, and MasterPoem. Each strategy is described in detail, including the rationale and step-by-step procedures for implementing them. The strategies are designed to make literature teaching more interactive and help students take responsibility for their own learning.
Unit 2 only the strong survive grade 6 language baissaigon
This unit plan focuses on how basic needs relate to different environments. Students will read the novel Kensuke's Kingdom and examine different environments like forests and deserts. They will develop an understanding of needs versus wants and survival techniques. Formative assessments include journaling and interviews, while summative assessments involve creating a survival guide and comparing environments using diagrams. The unit aims to develop skills in writing, questioning, presentation, and collaboration. Teaching strategies include novel discussions, videos, and a potential field trip. Exams interrupted completing all activities, but cross-curricular connections were made between subjects.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
The document outlines principles and methodologies related to teaching English as a foreign language. It discusses several key approaches:
[1] Neuro-Linguistic Programming (NLP) which focuses on how language shapes thinking and experiences. NLP aims to help students achieve goals through positive thinking and communication patterns.
[2] Communicative Language Teaching (CLT) which emphasizes using language functionally through meaningful tasks and developing students' communicative competence. Classroom activities aim to engage students in authentic communication.
[3] Competency-Based Language Teaching (CBLT) which is built around competencies like life skills that enable students to function effectively in society. Instruction focuses on demonstrating mastery of specific
The document discusses ways to improve plenaries or proofs of progress (POPs) at the end of lessons. It notes that often plenaries were the weakest part of lessons, with insufficient time and little student participation. Effective POPs consolidate learning, have students reflect on and articulate what they learned, and provide evidence of understanding linked to learning objectives. A variety of short POP activities are described, such as linking words, concept cartoons, and traffic light cards, that check understanding and allow students to demonstrate their progress.
1) The document outlines a daily lesson log for an English class taught by Teacher Jennifer T. Digan.
2) The lesson objectives are for students to identify different communicative styles, participate actively in group activities, and express themselves in different communicative situations through dialogues and skills.
3) The content of the lesson is on communicative styles by Martin Joos (1967), which includes intimate, casual, consultative, formal, and frozen styles. Students will participate in activities to act out dialogues using different styles and identify examples of each style.
This document discusses developing thinking skills in students. It provides various strategies and considerations for supporting the development of thinking skills, including using questioning techniques, cognitive conflict, and non-traditional stimuli like films and artifacts. Developing higher-order thinking in students is important because it allows them to learn how to think, not just what to think. Teachers can support this development by using open-ended questions, group activities, and reflective practices to help students think critically about their own learning.
This document discusses differentiating instruction in the classroom. It begins by stating that differentiating instruction is not unfair, as some claim, but rather helps teachers address student differences and needs. The document then discusses how differentiating instruction based on student readiness, interest, and learning profile can help all students experience challenge and success. It provides examples of differentiating content, process, and product. Finally, it discusses universal design for learning and how differentiating instruction and UDL share the goal of reaching all learners.
This document discusses reflection, peer observation, and the UK Professional Standards Framework (UK PSF) in the context of a teaching development module. It introduces the concepts and importance of reflective practice, peer observation, and the UK PSF for professional development in higher education. It outlines intended learning outcomes related to discussing experiential learning, recognizing the value of peer observation, examining the UK PSF, explaining reflective practice, and developing a strategy to embed reflection. The document provides information on reflection models and cycles, conducting peer observations, and using reflection to enhance teaching practice.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
The document discusses introducing "Habits of Mind" to South Molton Community College staff and students. It describes habits of mind as patterns of behavior that lead to productive actions. The goal is to develop responsible, independent learners for the 21st century by making habits of mind explicit in lessons and across the school. Staff will work in trios to identify how to introduce habits of mind in their subject areas and share practices school-wide.
This document provides a daily lesson log for a Grade 9 English class. It outlines the objectives, content, learning resources and procedures for the week. The objectives are to develop the learner's understanding of Anglo-American literature and use of language techniques. The content focuses on living with purpose. A variety of references, textbooks and materials are listed as learning resources. The procedures detail the daily plans, which include reviewing poems, identifying themes and tones, discussing concepts, and practicing new skills like analyzing quotations and crafting interpretations.
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
1. Teacher: Claire Lambrecht Course: Literature, Lesson Plan Date: 8/2/06 Rough? Final? Final
Expository Writing
FIVE-STEP LESSON PLAN
LESSON CYLCE: GO PRE-PLANNING: KNOW, SO, SHOW
OBJECTIVE. CONNECTION TO THE (BIG) GOAL.
What will your students be able to do? How does the objective connect to the summer (big) goal?
SWBAT articulate personal experiences. 1. Investment strategy to pull students into the course reading material.
2. Relates to Standard 11.3.3 about historical, cultural, political themes in
a text.
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will turn in life map with short explanation of events.
KEY POINTS.
What three-five key points will you emphasize?
1. Personal experiences influence the way people look at the world.
2. Literature is not created in a vacuum. Rather, it is a product of personal experience.
OPENING. (10-15 min.) MATERIALS.
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Journal Entry-Summer (Summer Nights-Grease Soundtrack, Summer of ’69-Bryan Adams) -Notebook or paper
1. What was the most fun or most challenging part of your summer vacation? Provide three -Pencils
supporting sentences.
2. Share out? Anyone have any fun stories to tell?
Opening
1. Literature is the study of life. It is the way that people record history.
2. What people write about is influenced by what they experience: What they see or feel.
(Example: Two people singing the duet from the film Grease were talking about the same
summer, yet they had very different memories of their summer vacation.)
3. In studying literature, it is important to identify the perspective or viewpoint of the author.
Today we are going to identify our own viewpoints by making Life Maps.
INTRODUCTION TO NEW MATERIAL. (10-15 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why We Do a Life Map -Teacher’s Life Map
1. A Life Map is a fun way to track major events in our history. Rather than have you write a
long autobiography, were going to substitute some of that writing with project.
2. The benefit of doing a Life Map is to familiarize ourselves with the idea of perspective and
to better understand what experiences we, as readers, bring to a published work.
Directions
1. First off, think of major events in your life thusfar. Where have you lived? Worked?
Traveled? Who are the major people in your life? What are some of your major
accomplishments? Are you involved in any clubs or activities? When did those begin?
2. Use those ideas to draw a timeline of your life drawing pictures of major events.
Teacher Example
GUIDED PRACTICE. (10 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Class Example -Chalkboard
1. Before we get started on our own, let’s do an example as a class.
2. Superman?
2. INDEPENDENT PRACTICE. (25-35 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Life Map Time (20-25 min) -Construction paper
1. Take a piece of construction paper and create your life map. -Markers
2. When you have completed your Life Map, flip the paper over and provide a brief
explanation of your Life Map, major events, etc.
Student Sharing (5-10 min)
1. How many of you have lived in more than one house?
2. How many of you have a brother or sister?
3. How many of you have traveled to another country?
4. How many of you play sports?
5. How many of you are in a club?
6. How many of you…
CLOSING. (5 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?
As you can see, each one of you has very different experiences from everyone else. Everyone -Classroom Expectations
is bringing a different set of perspectives into this classroom. There are many similarities worksheet
between you, but also many differences. It is important to understand the way in which our -pencils
background affects the way we look at the world.
The same holds true for other people. The way that a book or song is written is influenced by
the people that write that novel or write that song. I could write a great story about December
in Minnesota (cold and snowy), but I would have a hard time explaining what winter is like
here at Campbell High School.
As such, there is something valuable to learned in reading novels, hearing stories, and
listening to music; all of these things give us a feel for what life is like for another person.
CEMENTREINFOR
HOMEWORK (if appropriate). How will students practice what they learned?
1. Go home and listen to some music. Choose a song and try to identify or make an educated guess about the experiences
that may have caused the author to write what he or she did.