This lesson plan aims to teach students about To Kill a Mockingbird by connecting the novel's themes of race, class and conflict in 1930s Alabama to real-world issues. Students will analyze historical facts and biases from the 1930s through group discussions and research using online newspapers. They will then create short digital presentations comparing modern issues to those explored in the novel. The plan outlines learning objectives, standards, materials, activities and assessments to guide students in interpreting the text and applying its lessons beyond the classroom.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
Teaching Controversial Issues: Bringing the "Fight" to the History Classroom, by Kevin Lydy and Arch Grieve. Presented at the First Annual WSU Network For Educational Renewal Conference in 2013.
Teaching Controversial Issues: Bringing the "Fight" to the History Classroom, by Kevin Lydy and Arch Grieve. Presented at the First Annual WSU Network For Educational Renewal Conference in 2013.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
This Grade 1 arts integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes activities and rubrics.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
Common Core Standards and Your NOVELNY/Gale Resources 10-8-13stacey_cengage
Informational text plays a big role in common core standards and every school in New York State has access to databases full of informational text from NOVELNY. This presentation will provide ways to implement these tools into lesson plans at all grade levels. We'll take advantage of NOVELNY's Gale resources to explore a variety of sources - newspapers, journal articles, reference books and more - while providing tips for isolating to documents that integrate reading, writing, and research related common core standards.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Lesson Objectives
Learners will be able to interpret
literary works and connect them to
real-life situations.
Learners will be able to compose
web 2.0 projects in connection
with literary works.
3. Oklahoma ELA Curriculum Standards 2015
“Standard 1: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion. Apply a knowledge of word
origins (words from other languages, history, or literature) to determine the meaning of new words encountered in reading and use of those
words accurately.”
“Standard 2: Comprehension - The student will interact with the words and concepts on the page to understand what the writer has said. Read
and understand grade-level-appropriate material.”
“Standard 3: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade-
level-appropriate historically or culturally significant works of British, American, and world literature.”
“Standard 4: Research and Information: The student will conduct research and organize information.”
“Standard 1: Writing Process - The student will use the writing process to write coherently.”
“Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using creative, narrative, descriptive,
expository, persuasive, and reflective modes.”
“Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English
conventions of the revising and editing stages of writing. Work independently and in self-directed writing teams to revise and edit. *Standard 1:
Listening - The student will listen for information and for pleasure.”
“Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.”
“Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers such as graphic artists,
illustrators, and news photographers represent meaning.”
“Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.”
“Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea.”
All information above by Oklahoma Curriculum for Language Arts, 10th Grade. Oklahoma ELA Curriculum Standards 2015. Retrieved on February 9,
2015, from http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20ELA.pdf
4. Learning Materials
• books,
• Post-Its,
paper
• pens,
• computers,
• internet
access,
• whiteboards,
• registration
for Prezi
education
accounts,
• Handheld
smart phone
and iPad
8. Read the quote and
write what you think
the quote means.
• Learners write thoughts on Post-Its.
• Learners discuss thoughts in groups.
• Teacher claps so students switch
groups.
Motivational Activity
10. Input (Continued)
Teacher sets
context of
lesson,
connecting quote
to lesson
objective:
Students will
identify
historical
facts relating
to 1930s
America and
Southern
Alabama in
the context
of race,
class, and
conflict.
11. Output
• Using smart phones, learners
search keywords “newspaper
articles about the economy,
wars, and racism from 1930s
America” to identify important
events occurring in 1930s
America (SparksNotes Editors,
2002).
• Students must compare and
contrast events from 1930s with
events today.
• Students make a list and be
prepared to share with the
class.
13. Culmination
• In groups of three or four with
iPads, learners search the
keywords “newspaper articles
about race from 1930s
Alabama” to locate one
example of bias (SparksNotes
Editors, 2002).
• Learners read the article to find
an example of the quote in
action: someone seeing what
they want to see or hearing
what they want to hear.
• Learners create a pecha kucha
to share with the class.
14. Extension
• Homework:
• Read the first 100 pages.
• Underline words, phrases, and
moments that describe each
character.
• Bring book and notes to next class.
Be prepared to discuss.
• Next class, students deconstruct
character descriptions using
examples from text.
15. Learner Accommodations
Learners with special learning needs
can use voice E-readers and braille
for visual impairments and voice
command, keyboards and wah pads
for physical impairments.
Advanced learners can facilitate
in group discussions and projects
to assist struggling learners.
17. Learning Theory Applications
sociocultural theory (Scott and Palincsar, 2013)
• Teacher as facilitator
• students work in a social environment to identify real-world
problems through groups, semiotics such as charts and
graphs, language, and technology (Scott and Palincsar, 2013).
• The lesson contributes to a larger, more challenging
portfolio.
• Students solve problems together that they cannot solve on
their own (Scott and Palincsar, 2013).
• Later, students work independently on research and Web 2.0
projects, using knowledge gained from working in groups
with teacher as guide on the side (Scott and Palincsar, 2013).
18. Strengths and Weaknesses
Strengths
Clear beginning, middle, & end
Staged steps from controlled to
freer practice
Pre-reading activities assist
students in understanding and
interpreting literary works
Weaknesses
Inconsistencies in LO and theory
Weak assessment
Pacing of lesson in context of
larger unit
How fast to progress through book
19. Content References
Anderson, L.W. & Krathwohl, D.R. (Eds) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives (6th edition). United States: Addison Wesley Longman, Inc.
Constantinides, M. (2010). What About Your Concept Checking Questions? The Famous CCQ’s. ELT Methodology. Retrieved on February 9,
2015, from http://marisaconstantinides.edublogs.org/2010/10/04/what-about-your-concept-questions-the-famous-ccqs/comment-
page-1/#.VP6RIvnF_Is
Maloy, R. W., Verock-O’Loughlin, R., Edwards, S. A., and Park Woolf, B. (2011).
Transforming learning with new technologies. Boston: Pearson/Allyn & Bacon.
unknown. n.d. Jenks 10th Grade Reserved Literature List. Retrieved February 9, 2015, from,
http://www.jenksps.org/pages/uploaded_files/10th%20Grade%20Reserved%20Literature%20List%20pdf.pdf
unknown. n.d. Oklahoma ELA Curriculum Standards, retrieved February 9, 2015, from,
http://ok.gov/sde/sites/ok.gov.sde/files/C3%20PASS%20ELA.pdf
Scott, S., Palincsar, A. (2013). Sociocultural Theory. Education.com. Retrieved March 9, 2015, from,
http://www.education.com/reference/article/sociocultural-theory/
SparkNotes Editors. (2002). SparkNote on To Kill a Mockingbird. Retrieved February 26, 2015, from,
http://www.sparknotes.com/lit/mocking/
USASchoolInfo. (2015). Memorial High School. Public School Information based on 2010-2011 school year. Retrieved on February 9, 2015,
from http://www.usaschoolinfo.com/school/memorial-high-school-tulsa-oklahoma.74334/enrollment
Image References
Clipart. Pen. Retrieved on March 15, 2015, from,
http://www.i2clipart.com/cliparts/0/1/4/5/clipart-pen-512x512-0145.png
Graphic. Quote. Retrieved March 16, 2015, from,
http://indulgy.ccio.co/C5/yF/sF/66709638199940697nnfBiBmLc.jpg
Graphic. Steps in learning. Retrieved March 16, 2015, from,
https://www.goldedgetraining.co.uk/Media/Default/Diagram/GET-5-Step-Online-Learning-Programme-500x217.jpg
Graphic. 21st Century Literacy. Retrieved March 16, 2015, from,
http://farm4.staticflickr.com/3037/3013729290_0d7a2b0f96.jpg
Graphic. Visual Literacy. Retrieved March 16, 2015, from,
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/KUW/Keeping%20up%20With%20Visual%20Literacy%20Figure%201.jpg
20. Image References (Continued)
Image. Book cover. To Kill a Mocking Bird. Retrieved on March 15, 2015, from,
https://lh5.googleusercontent.com/-dyU5Geja4vg/T2DEsyBpnwI/AAAAAAAAA2Q/uPbLQ6wyYNQ/w800-
h1185/To%2BKill%2Ba%2BMockingbird%252C%2BHarper%2BLee.jpg
Image. Children connect across world. Retrieved March 16, 2015, from,
http://advedupsyfall09.wikispaces.com/file/view/world-connect.jpg/92224326/world-connect.jpg
Image. 1939. People Demand Peace. The Washington Commonwealth Federation Newspaper.
Retrieved on March 13, 2015, from,
http://upload.wikimedia.org/wikipedia/commons/5/55/People_Demand_Peace.jpeg
Image. November 15, 1932. The Unemployed Citizen. Vol.III. No. 22. Retrieved on March 13,
2015, from,
https://depts.washington.edu/depress/images/radicals/unemfullfront-cr400.jpg
Photo. Book and questions. Retrieved March 16, 2015, from,
http://3.bp.blogspot.com/-Q00G4-KQxSA/UqTfFkRK3bI/AAAAAAAAH8w/UNh1klaCXv8/s640/IMG_3415.JPG
Photo. Boy reading book. Retrieved March 16, 2015, from,
http://www.gazettenet.com/csp/mediapool/sites/dt.common.streams.StreamServer.cls?STREAMOID=NRVUoojZCaxDpZRhjYMSks$daE2N3K4ZzOUsqbU5s
YtS3J1gsuxidLWCl57WUytiWCsjLu883Ygn4B49Lvm9bPe2QeMKQdVeZmXF$9l$4uCZ8QDXhaHEp3rvzXRJFdy0KqPHLoMevcTLo3h8xh70Y6N_U_CryOsw6FTOdK
L_jpQ-&CONTENTTYPE=image/jpeg
Photo. Braille e-reader. Retrieved March 16, 2015, from,
http://eandt.theiet.org/news/2014/apr/images/640_blind-e-reader3.jpg
Photo. Confused business man. Retrieved March 16, 2015, from,
http://www.eventmanagerblog.com/uploads/2013/10/av-assessment-quiz.jpg
Photo. Handheld device. Retrieved on March 15, 2015, from,
http://marshallbrain.com/gif/oqo.jpg
21. Image References (Continued)
Photo. iPad collaboration. Retrieved March 16, 2015, from,
http://www.maclife.com/files/u307916/2012/06/collaboration.jpg
Photo. Man and boy at computer. Retrieved March 16, 2015, from,
http://media2.intoday.in/btmt/images/stories/internet505_022214042532.jpg
Photo. Man smiling with book. Retrieved on March 15, 2015, from,
http://pad2.whstatic.com/images/thumb/d/db/Interpret-Poetry-Step-2.jpg/670px-Interpret-Poetry-Step-2.jpg
Photo. Post-It notes. Retrieved March 16, 2015, from,
https://corneliaweekes.files.wordpress.com/2013/05/dc321-post-it-notes-and-pins-fd984.jpg
Photo. Scottsboro boys and attorney. Retrieved on March 13, 2015, from,
http://www.blackpast.org/files/Scottsboro_Boys.jpg
Photo. Smart phones in the classroom. Retrieved March 16, 2015, from,
http://cdn.geardiary.com/wp-content/uploads/2013/02/20130212-101840.jpg
Photo. Students helping students. Retrieved March 16, 2015, from,
http://ak.picdn.net/shutterstock/videos/2302613/preview/stock-footage-smiling-students-working-while-helping-each-other-in-a-bright-room.jpg
Photo. Students with idea map. Retrieved March 16, 2015, from,
http://create-learning.com/wp-content/uploads/2014/08/solving-complex-problems-through-the-expertise-and-knowledge-of-the-team-Create-Learning-Team-
Bu.jpgPhoto.
Photo. Whiteboard. Retrieved on March 15, 2015, from,
http://magicalteaching.files.wordpress.com/2012/10/dyana-whiteboard-magic.jpg
Venn Diagram. Zone of Proximal Development. Retrieved March 16, 2015, from,
http://592f46.medialib.glogster.com/media/40d4a6b28028c2cabe37b8355bafe1823844eb3fff22ae063b72eb37cf803ff3/zone-of-proximal-development-wallpaper-
jpg.jpg
WordCloud. Web2.0. Retrieved on March 15, 2015, from,
http://roarmedia.com/wordpress/wp-content/uploads/2011/10/web3.png
Editor's Notes
S1: I designed my lesson plan around To Kill a Mocking Bird by Harper Lee. The course looks at historical setting during first day of the book, followed by character descriptions, then morals and themes, symbols and motifs.
S2: The two learning objectives for this lesson plan state that learners will interpret literary works and connect them to real-life situations, and learners will compose Web 2.0 projects in connection with literary works. Since this lesson introduces the novel, I pull a quote from the text for students to interpret in connection with historical events during the period in which the book was written along with current events happening today.
S3: I tried to incorporate all 10th Grade ELA curriculum standards in my plan. The students have the chance to work with vocabulary, comprehension, literature, research and information, writing and grammar, speaking, interpreting meaning, evaluating media, and composing visual messages.
S4: Most of the learning materials exist in the classroom or computer lab, including computers, iPads, internet access, whiteboards, and may be purchased or are already owned by the students, such as books, smart phones, Post-It notes, and free Prezi accounts.
S5: Resource accommodations enable students to perform tasks in low-, mid-, and high-tech environments. Though the lesson incorporate high-tech activities, the students may switch to low-tech library resources, should the technology fail. Though the final project for the lesson involves technology, students may convert the project to a low-tech poster with photocopied images or drawings and text.
S6: Content-based literacy skills come easily with interpreting literary work. As you can see, learners exercise seven content-based skills in this lesson. The graphic explains how the literary ties into the visual with the use of graphic organizers.
S7: The new media literacy skills highlighted in this lesson plan include networking, collaboration, and collective intelligence. Students work together to find information, give examples of claims made by the author, research historical and current-day events, and compare and contrast issues of race, class and conflict in the 1930s and now.
S8: For the motivational activity, the teacher posts or projects the quote you see here on the board. Students reflect on the quote and write on Post-It notes what they think the quote means. They mount the Post-Its on a board or wall for everyone to read. Learners get into groups and discuss their thoughts. The teacher claps to signal the students to change groups a few times, until they’ve heard the perspective of six different people.
S9: After groups discuss, the teacher facilitates an open-class discussion about the quote. Students share their understandings, and the teacher checks understanding by asking questions about vocabulary, concepts, and inferences.
S10: Teacher closes open-class discussion and informs students that the quote comes from the book they are about to read. The teacher explains the book is set in 1930s Alabama and explains that the reader must understand the events of the times in order to grasp the significance of the quote.
S11: The students begin researching information about 1930s America. The teacher gives them topics to keyword search, including the economy, war, and racism. The students are allowed to use their personal phones for this activity to add meaning and interest in the activity. As students search and create lists for later discussion, the teacher monitors the activity by walking around the room to confirm searching and list compiling is taking place.
S12: After students research data, the teacher guides them in compiling that data on a Venn diagram comparing those events with events today.
S13: After the group compilation of national issues, students regroup in small teams to look at race issues in 1930s Alabama in particular. This activity involves embedding the quote and headlines in the context of a larger issue of bias. The pecha kucha allows students to understand through creating.
S14: As the entire lesson consists of pre-reading activities to set the context of the novel, the extension lies in beginning the novel as homework and initiating analysis of another component of the literature, the character construction. The next lesson will involve character map graphic organizers and Popplets.
S15: Learners who need assistance due to visual or physical impairment may use braille iPads, voice e-readers, keyboards or wah pads. Advanced learners have the opportunity to assist group members in group activities.
S16: In addition to asking concept questions, assessment format includes constructed response, lists, comparison and contrast diagrams and pecha kuchas. These formats exemplify the Understanding through Creating and Interpreting through Changing Forms formats of assessment discussed in Anderson and Krathwohl.
S17: According to Scott and Palincsar, sociocultural theory is at work here: The teacher as facilitator with students working in social groups to solve problems together that they cannot solve individually, and using semiotics to do so. After performing these activities, students will hopefully be able to do so independently.
S18: Strengths of this lesson include clear staging from beginning to middle to end and from controlled to freer practice. The activities prepare students to understand later work with the novel. Weaknesses include poor alignment, inconsistencies in concepts addressed and theoretical strategies. Assessment definition could be clearer. The pace of the unit must also be considered.
S19-21: The remainder of my presentation gives credit to the researchers, publishers, and sites from which I put together this presentation.