Unit Plan Day 3 - ASSURE
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This document outlines a lesson plan for teaching 7th grade students about the creation of the Greek mythological universe. The plan analyzes the students and their learning styles. The objective is for students to describe the primeval gods and goddesses and the cosmogony of the Greek mythology universe through videos, primary sources, and blogs. The plan incorporates videos, primary source readings, and a blog assignment to accommodate different learning styles. Students will participate through discussion, video watching, and by creating biopoems to post on the class blog. Their biopoems will be used to evaluate students' understanding and determine if any revision is needed.
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Unit Plan Day 4 - ASSURE
This document outlines a lesson plan for teaching 7th grade students about the rise of the Olympians in Greek mythology. The lesson plan incorporates a variety of methods, including a Powtoon video, family tree poster, podcast, student-created Voki character, and WebQuest. It analyzes the learners, states the objective of explaining the Olympians' rise to power, selects multimedia methods and materials to accommodate different learning styles, outlines how the materials will be utilized, requires student participation through discussion and multimedia activities, and describes how student understanding will be evaluated through informal assessment and a character study assignment.
Revised Assure
1) The students are from Russia and have varying ages and visual impairments. They will learn about the Fourth of July through audio lessons including videos, podcasts, and activities involving the national anthem, American flag, fireworks sounds, and a picnic.
2) Lessons will include short lectures on the holiday's history via video, listening to the national anthem and podcasts, passing an American flag around the class, and a mock picnic with fireworks sounds and typical American food.
3) The class will be evaluated based on student feedback on what they liked and disliked, how much they learned, and what can be improved for a smoother lesson with better activity flow.
CI 350 assignment 1
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Revised ASSURE Method
This lesson plan aims to teach Russian immigrant students ages 10-19 about July 4th celebrations in America. Over two class periods, students will discuss how birthday celebrations are similar to July 4th festivities. They will listen to patriotic music and read about Independence Day. Students will then create an itinerary of 3 July 4th activities and present it to the class, explaining their choices. A variety of tactile materials like an American flag, fireworks skewers, and watermelon will be used to engage students' non-visual learning styles. Presentations on the second day will indicate if students achieved the lesson objective and allow revisions to be made.
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Unit Plan Day Five - ASSURE
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This document outlines a lesson plan for teaching 7th grade students about the history of ancient Greece. The lesson plan incorporates a variety of methods, including a PowerPoint presentation detailing Greece's history from the Bronze Age to Classical Greece, primary sources like translations of Linear B tablets and excerpts from The Iliad, class discussion, and a homework assignment where students will blog about the most interesting aspect of Greece's history that they learned. The goal is for students to think like historians and piece together Greece's cultural progression from the evidence provided, while catering instruction to their interests. Student comprehension will be evaluated through class discussion and their blog posts.
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Revised Assure
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This lesson plan aims to teach Russian immigrant students ages 10-19 about July 4th celebrations in America. Over two class periods, students will discuss how birthday celebrations are similar to July 4th festivities. They will listen to patriotic music and read about Independence Day. Students will then create an itinerary of 3 July 4th activities and present it to the class, explaining their choices. A variety of tactile materials like an American flag, fireworks skewers, and watermelon will be used to engage students' non-visual learning styles. Presentations on the second day will indicate if students achieved the lesson objective and allow revisions to be made.
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This document outlines a lesson plan for teaching 7th grade students about Greek heroes and mythological creatures. The lesson plan incorporates various learning styles through videos, primary source readings, and a Pinterest activity where students create boards and pin mythological creatures. For homework, students are asked to design their own mythological creature and write a short story about it, which they will post to a class blog. The lesson is designed to foster discussion and engagement through various active learning components and multimedia sources. Student understanding will be informally assessed through class discussion and formally through their mythological creature assignments.
Unit Plan Day Two - ASSURE
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- Evaluation of student learning through their group presentations, which will be video recorded. The teacher will provide feedback and ensure the objectives of naming holidays, their locations and traditions, researching skills, and presenting information are met.
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Ci 350
1) Digital communication through devices like cell phones is becoming more common than face-to-face interaction, as seen when the author noticed everyone at a campus food court looking at their phones.
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3) Updating textbooks is impossible to keep fully current, so technology and online sources are important to supplement materials and current events in social studies.
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This document discusses language acquisition and its importance in education. It defines language acquisition as the process of learning one's native language and additional languages. Language is important for communication, mental development, and understanding other cultures. In 21st century education, students use language to learn about and share their own and other cultures. They understand how media influences language and culture. Technology like podcasts can help students practice language skills and receive feedback. Previous approaches relied more on rote learning while modern approaches use engaging technology to create less anxiety and more relevant learning.
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Kristin Hayes discusses a new program called Dipity that allows users to create online timelines for free. With the free plan, users can create up to 3 timelines with 150 events each. Dipity also offers paid membership plans ranging from $4.95 to $99.95 per month. The author has created a timeline of important dates from the Ancient World to provide students historical context. Dipity timelines can include a variety of media like photos, videos, and links. The author believes Dipity is a useful program that can enhance learning across different subject areas.
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The document provides instructions for a group project on mythological creatures from ancient Greek mythology. Students will be divided into groups to research and present on different creatures. They are provided with resources on mythological creatures and instructed to decide how to divide the research, select the creatures to present on, and choose a format to present their findings to the class. Their presentation will be evaluated based on their analysis of the source materials and how well they transform it into a cohesive presentation.
Unit powerpoint2
This lesson plan is designed for an 11th grade classroom in West Virginia with 22 students ranging from 16 to 18 years old. The majority are middle-class Caucasian students from Appalachia, though there are also two African American students and one Pakistani American student. The lesson aims to teach students about Greek mythology through identifying components of myths, describing prominent gods and goddesses, and evaluating primary sources from Ancient Greece. Students will demonstrate their learning through various activities like writing, illustrations, videos, and discussions over the course of the week-long unit.
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This lesson plan is for a 4th grade classroom with 20 religiously diverse students. The plan aims to teach students about 5 major December holidays through lectures, videos, maps, and group presentations. Students will learn the holidays' names, locations, origins, and traditions. They will research in groups and present speeches. The teacher will use a KWL chart, maps, computers, a projector, and video camera. Students will participate through discussions, videos, a map game, and presentations which the teacher will evaluate based on content, research, and presentation skills. The teacher will assess the lesson and make revisions based on student feedback.
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- 1. Kristin Hayes CI 350 Harold Blanco Day Three: The Creation of the Greek Mythological Universe I. Analyze the learners: This lesson is designed for 7th grade students at a West Virginia middle school ranging from 12 to 14 years old. There are eighteen students, and the male students outnumber the female students. Sixteen of the students are Caucasian students while the remaining two students are Asian- American. Most of the students identify themselves as Protestants; however, there is one Buddhist student. Most of the students are visual, auditory, and kinesthetic learners though one student has displayed a musical learning style and has verbalized that he is able to remember content through song. Previous learning competencies of the students include a basic and minimal knowledge of Greek life and mythology derived from popular media such as movies, TV shows, and books. II. State Objective: Students will describe the primeval Greek gods and goddesses as well as the cosmogony of the Greek mythology universe through videos, primary sources, and blogs at the end of the unit with 100% accuracy.
- 2. III. Select methods, media, and materials: Because my students encompass a variety of learning styles, I will incorporate different methods, media, and materials into my lesson: Videos: I have two videos that will be beneficial to the lesson. The first video discusses Hesiod’s version of the cosmogony which we will be reading in class as a primary source. The second video is a crossover between narration, music, and images in which the story of the cosmogony is told. Primary Sources: For this lesson, I will provide two different versions of the cosmogony. This shows the strong tradition in ancient Greece of oral storytelling. Blog: For homework, students will post their biopoem on the class blog. IV. Utilize Media and Materials: Prior to the lesson, I will post the biopoem structure as well as my example onto the blog to show to the students during class. This will ensure that the students know exactly what I am looking for in this assignment. I will make enough copies of the cosmogonies we will read in class. Also, I will review the two videos that I will be showing in class to make sure that the content is appropriate for the students.
- 3. V. Require Learner Participation: We will begin class by reading both Hesiod and Aristophanes’ versions of the cosmogony. I will then prompt discussion by writing on the Smartboard two columns labeled “Similarities” and “Differences” and ask the students to pick out these characteristics based on the readings. We will then watch two videos to help illustrate primary sources that can be confusing for students. After watching the video narrating the Greek creation story, I will introduce biopoems. I will show them an example of one I wrote about the primeval god, Eros. Requiring the students to post on the class blog website will permit students who do not feel comfortable speaking in class a chance to express themselves. Also, I will be able to see whether students understood the cosmogony through information the students provided for the biopoem. VI. Evaluate and Revise: I will first informally assess the students’ apprehension of the primary sources through the discussion of similarities and differences between the cosmogonies. To formally assess the students’ knowledge on the lesson, I will review the biopoems that will be posted to the class blog site. How well the students incorporate the aspects of the lesson into their biopoems will allow me to make the decision whether to revise my lesson or not.