This document outlines lesson plans for a unit on using gardens to survive a zombie apocalypse. It begins with discussing what a zombie apocalypse is. Students then read and discuss a short story about a zombie outbreak. As a class, they write their own short story combining details from Walden and the zombie genre. Later, students design survival gardens for different seasons using an online planner and present how their garden could help people in a zombie scenario.
Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
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Teacher's 6 Unit Lesson Plan for Integrating Holocaust History and Literature LRMdeGarcia
This 6 unit lesson plan is meant to be an implementation guide to supplement the use of the Webquest, A Brutal Arithmetic - Studying the Holocaust Using Jane Yolen's book, The Devil's Arithmetic. Both English Language Arts and History Social Science standards (California Department of Education) are imbedded in this presentation and companion Webquest. Both the lesson plans and the Webquest are primarily geared for inclusion in Writers Workshop and Literature Circle activities geared toward Grades 5-8.
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Miso is the easiest way to share what you're watching with friends on the iPhone. You can check-in, share what you're watching with friends, and unlock fun badges! You can download the app here: http://bit.ly/azvggB
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Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
Miso is the easiest way to share what you're watching with friends on the iPhone. You can check-in, share what you're watching with friends, and unlock fun badges! You can download the app here: http://bit.ly/azvggB
Watching Apart Together (on Over The Top TV)DDB Brussels
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Look, Watch, See, Lesson 1 of Misused and Misunderstood WordsMichele Snider
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This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
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Objective:
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. This unit would take place (hopefully) after a
field trip to George Washington’s birthplace in
Westmoreland County.
The inspiration for the unit is the garden at the
birthplace.
The twist is using a zombie apocalypse
http://www.youtube.com/redirect?q=http%3A%2F%2Fchannel.nationalgeographic.com%2Fseries%
2Fmysterious-science-episodes%2F5710%2FOverview&session_token=pa-
reqePGcuuasibXhNWT_EFyvR8MTM0MTM1MzM1NUAxMzQxMjY2OTU1
3. What is included in this presentation is not the
entire unit.
We followed one particular thread of our
overall unit.
4. Discuss what a zombie apocalypse
is. Students will be asked if anyone would like
to volunteer to lead this discussion; if not,
teacher will lead.
read and discuss a flash fiction story about a
possible zombie apocalypse - see URL below
(story is just under 1200 words)
5. Zombie Apocalypse questions:
What is an apocalypse?
What is a zombie?
What is a zombie apocalypse?
What movies, songs, tv shows, etc deal with zombie
apocalypses?
What is appealing about this genre?
Do you ever think about something like this happening?
What do you think it would take to survive something like
this?
6. Flash fiction zombie apocalypse story questions:
What is your initial response to the story? What stood out to you?
What is your initial response to the story? What stood out to you?
Did you like it? Why or why not?
How does this type of story compare to other genres we read
earlier in the semester?
Do any of you read or write this type of story?
How would you describe Bill, the main character?
The setting in this story was much more modern than I had
expected. What did you all think of that? Was it what you
expected when I told you what type of story this was? Why or
why not?
What do words like “still moist” or “bits of dead flesh” add to the
story?
What are some of the political allusions in this story? Why do you
think the author added them?
7. http://disperser.wordpress.com/2011/10/17/
flash-fiction-no-3-zombie-apocalypse-almost/
(story is approximately 1200 words long/
allow thirty minutes for reading and
discussion)
8. Students will take notes during flash fiction
coverage
Students will write a flash fiction story as a
class incorporating elements of Walden and
zombie apocalypse
9. Minifiction or the short short story in the classroom
Submitted by georginahudson on 13 November, 2010 - 20:06
Have you ever heard of “mini-fiction”? “flash-fiction”? “the short short story”?
Have you ever felt the need to move beyond the one-off news article reading lessons?
Have you tried to squeeze readers – either original stories written for learners or
adaptations of well-known books – in your class syllabus?
If the answer to the question above is yes, have you had the chance to exploit the
material at length?
I particularly love reading and have attempted to include fiction – especially readers - in
my classes.
The feeling I usually get is that I’m overlooking the material, asking learners about the
characters, the plot, their personal impression but without really finding the time to
work on the book in depth.
Mini-fiction is another tool we have at hand to provide learners with the opportunity to
read for pleasure in the classroom and to give teachers the chance to exploit the material
fully - concentrating on both content and form within a tight schedule.
10. So what’s mini-fiction?
It’s a new form of writing found under many names; flash fiction,
sudden fiction, nanofiction, microfiction or the short short story.
All of these have one thing in common: their extreme brevity,
minifiction´s defining characteristic.
Other features which characterise mini-fiction are:
ü intertextuality (an author’s borrowing and transformation of
a prior text or a reader’s referencing of one text in reading
another)
ü implicit meaning
ü humour and irony
ü memorable quality
ü abrupt beginning
ü unexpected ending
11. How can we use mini-fiction in the classroom?
Like with any other written text you’ve dealt with in class, you can engage your students
in:
ü Pre-reading tasks: predictions based on the title/pictures/first line, discussion
about the topic, raising awareness about the author, feeding students information about
the author
ü While-reading tasks: skimming (activities designed to find out the gist – general
information – for example questions/true or false/gaps) and scanning (reading quickly
through the text with a more definite purpose or to find specific pieces of information.
E.g – timetables, names, dates, the order action takes place, pieces of vocabulary and
grammar)
ü After reading tasks: drawing conclusions about the story, discussing the best part of
the story, talking about the best character, writing a review, retelling, discussing
intertextuality in the short short story, role-plays, etc.
In short, minifiction may give both teachers and students a sense of achievement out of
reading a story which is original and fun and whose length makes it simple to focus on
both the storyline and specific language items.
http://www.teachingenglish.org.uk/blogs/georginahudson/minifiction-or-short-short-
story-classroom
12. Using the information from the minilesson, the
teacher and students will work together to
write a flash fiction story incorporating details
from the students’ Venn Diagrams comparing
humans and zombies and tying together the
class’s reading of the beans section of Walden
and the idea of the zombie apocalyse.
13. participate in peer editing lesson using the
class’s flash fiction piece written on Day 2
14. Using the Peer Edit with Perfection tutorial,
students will edit the class’s flash fiction story.
15. Students will plot their own gardens
(referencing information completed during
homework for Day 1) using the Better Homes
and Gardens garden planner that they
registered for as homework- one per group
with teacher visiting each group to answer
questions or provide guidance
16. This was the homework from Day 1 that is
referenced in Day 4’s lesson plan:
Register for the Garden Planner needed for a
later assignment - students should use the
school’s address and whatever version of their
name they are comfortable putting on a
website
(http://www.bhg.com/gardening/design/nat
ure-lovers/welcome-to-plan-a-garden/)
17. Students will work together to plot a post-
apocalyptic garden for their particular season
Students know their focus is survival after an
apocalypse
The teacher will monitor computer usage and
answer questions or offer suggestions as
students use the Better Homes and Gardens
website.
18. As part of the group presentation discuss how
their season’s garden would help people
survive the zombie apocalypse. (note: add
questions in teacher’s notes that we want them
to answer)
19. Students will be presenting their gardener’s
journals, another part of the unit that is not
covered in this presentation.
20. As part of their presentations, students should
address the following questions:
Did you discover any plants that had multiple
uses?
If you had your garden as presented, could you
survive?
What questions do you have that are still
unanswered about your garden?
Would you eat what would be produced in your
garden?
How would your garden help your family survive
a zombie apocalypse?