This document outlines a lesson plan on yellow journalism for 8th grade social studies students. The lesson will have students define yellow journalism, analyze examples of it using a graphic organizer, and create a Glog demonstrating their understanding. Students will search online for three different media examples to analyze. The goal is for students to critically examine media messages, representations, and target audiences to become more informed media consumers.
This lesson plan teaches students about yellow journalism and its role in causing the Spanish-American War. Students will analyze different media examples using a graphic organizer to identify the audience, message, and biases. They will then create a Glog demonstrating their understanding of yellow journalism. The goal is for students to think critically about the media they consume and understand how messages can be manipulated.
Literacy lesson Interactive PerspectiveImsoreal Ja
This literacy lesson focuses on the American Revolution for 4th grade students. The teacher will assess students' interests and knowledge about the American Revolution beforehand. Students will then learn about the causes and key events of the American Revolution through discussion and reading two texts on the topic. They will analyze how the colonists would have felt facing new restrictions without warning and discuss how the American Revolution contributed to the Declaration of Independence. For assessment, students will discuss in pairs and write short responses. They will also conduct additional research at home.
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
Lesson Plan on the Impact of Settlement on the Native AmericansElisabeth Miller
This lesson plan outlines a student teaching lesson on the last Native American wars of western expansion. The lesson aims to help students understand the challenges Native Americans faced as the West developed, specifically the violence with the U.S. military. Key objectives are for students to identify how lives changed with the Transcontinental Railroad and to examine events through the perspectives of Native Americans and the military. The plan includes a Prezi presentation, video, timeline, and worksheet for a "RAFT" activity where students write from the perspective of a participant in an event. Formative and summative assessments are discussed along with accommodations and reflections.
1) This lesson plan aims to teach 11th grade US History students about the Vietnam War through an analysis of protest songs from the era. Students will be placed into groups and research different songs, examining lyrics and messages. They will then create a PowerPoint presentation combining the songs and imagery from the time period.
2) Students will be assessed based on their contribution to the group PowerPoint and two individual essay responses analyzing a song and their perspective during the war as either a hawk or dove. The lesson incorporates technology, group work, and interviews to provide students with diverse perspectives and learning experiences.
Slave Power and Abolition - Roots of the Civil WarAndy Wassel
This document describes a unit plan for an 11th grade US History class on the causes of the Civil War. It includes:
1) The anchor text, research question, learning objectives, and an authentic problem for students to explore.
2) Three assessment options for students - creating political ads, cartoons, or debate skits. It also includes a flow chart and cartoon/activity options.
3) A reflection on choosing the top left assessment option of developing three non-paper assessments, and an assumption that students would choose creating political ads using Animoto. The teacher plans to provide research time and assign roles to challenge students.
This lesson plan outlines a fourth grade lesson about major battles of the Revolutionary War and its outcome. Students will be divided into groups to research different battles using a webquest and create a newspaper article about their assigned battle. They will share their articles using Dropbox and write blog entries describing their experience learning about the battle. To conclude, students will present PowerPoints about famous Revolutionary War figures and discuss the terms of the Treaty of Paris that ended the war. The teacher will assess student understanding through class discussion, checking their work, and using a rubric to grade the PowerPoint presentations.
Copy Of Lesson Plan #2 Wwii Battles With Tec...[1]shelbycarbaugh
1) This lesson plan involves students researching and reporting on major World War 2 battles through creating video news reports in groups.
2) Students will be placed into groups and assigned a specific battle to research, with roles including anchors, reporters, and interviewees.
3) By researching their assigned battle and creating a video news report, students will analyze why their battle was a strategically important turning point in the war and how resources and location impacted the Allied strategy.
This lesson plan teaches students about yellow journalism and its role in causing the Spanish-American War. Students will analyze different media examples using a graphic organizer to identify the audience, message, and biases. They will then create a Glog demonstrating their understanding of yellow journalism. The goal is for students to think critically about the media they consume and understand how messages can be manipulated.
Literacy lesson Interactive PerspectiveImsoreal Ja
This literacy lesson focuses on the American Revolution for 4th grade students. The teacher will assess students' interests and knowledge about the American Revolution beforehand. Students will then learn about the causes and key events of the American Revolution through discussion and reading two texts on the topic. They will analyze how the colonists would have felt facing new restrictions without warning and discuss how the American Revolution contributed to the Declaration of Independence. For assessment, students will discuss in pairs and write short responses. They will also conduct additional research at home.
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
Lesson Plan on the Impact of Settlement on the Native AmericansElisabeth Miller
This lesson plan outlines a student teaching lesson on the last Native American wars of western expansion. The lesson aims to help students understand the challenges Native Americans faced as the West developed, specifically the violence with the U.S. military. Key objectives are for students to identify how lives changed with the Transcontinental Railroad and to examine events through the perspectives of Native Americans and the military. The plan includes a Prezi presentation, video, timeline, and worksheet for a "RAFT" activity where students write from the perspective of a participant in an event. Formative and summative assessments are discussed along with accommodations and reflections.
1) This lesson plan aims to teach 11th grade US History students about the Vietnam War through an analysis of protest songs from the era. Students will be placed into groups and research different songs, examining lyrics and messages. They will then create a PowerPoint presentation combining the songs and imagery from the time period.
2) Students will be assessed based on their contribution to the group PowerPoint and two individual essay responses analyzing a song and their perspective during the war as either a hawk or dove. The lesson incorporates technology, group work, and interviews to provide students with diverse perspectives and learning experiences.
Slave Power and Abolition - Roots of the Civil WarAndy Wassel
This document describes a unit plan for an 11th grade US History class on the causes of the Civil War. It includes:
1) The anchor text, research question, learning objectives, and an authentic problem for students to explore.
2) Three assessment options for students - creating political ads, cartoons, or debate skits. It also includes a flow chart and cartoon/activity options.
3) A reflection on choosing the top left assessment option of developing three non-paper assessments, and an assumption that students would choose creating political ads using Animoto. The teacher plans to provide research time and assign roles to challenge students.
This lesson plan outlines a fourth grade lesson about major battles of the Revolutionary War and its outcome. Students will be divided into groups to research different battles using a webquest and create a newspaper article about their assigned battle. They will share their articles using Dropbox and write blog entries describing their experience learning about the battle. To conclude, students will present PowerPoints about famous Revolutionary War figures and discuss the terms of the Treaty of Paris that ended the war. The teacher will assess student understanding through class discussion, checking their work, and using a rubric to grade the PowerPoint presentations.
Copy Of Lesson Plan #2 Wwii Battles With Tec...[1]shelbycarbaugh
1) This lesson plan involves students researching and reporting on major World War 2 battles through creating video news reports in groups.
2) Students will be placed into groups and assigned a specific battle to research, with roles including anchors, reporters, and interviewees.
3) By researching their assigned battle and creating a video news report, students will analyze why their battle was a strategically important turning point in the war and how resources and location impacted the Allied strategy.
This lesson plan outlines a World War I lesson for 9th grade students. Students will research the causes and consequences of WWI, including the rise of communism in Russia, military technology used, problems created by the Treaty of Versailles, and alliances and boundary changes. Students will work in groups to research these topics and create a presentation to upload to a class website. Formative assessments include group work and a Kahoot quiz, while the presentation serves as a summative assessment.
The document outlines a unit plan for an 8th grade language arts class focusing on media literacy. The unit objectives are to help students acknowledge different types of media, introduce related vocabulary, review media's impact on popular culture, teach analytical skills, and have students create their own zines. Key activities include identifying common media, analyzing magazines and ads, learning about zines as an alternative media, and creating an original zine over the course of 4 class periods and 1 week.
This document outlines the course description, goals, themes, textbook, and major assignments for an Advanced Placement United States History class. The year-long course is a rigorous survey of American history from pre-Columbian era to present. Solid reading, writing, and study skills are needed. Emphasis is placed on critical thinking, essay writing, and interpreting primary sources. Major assignments include unit essays, a document-based question essay, and a term paper. The course follows a textbook and uses primary source documents.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
This document outlines a lesson plan for an 8th grade Civil War history class focusing on political cartoons. Students will learn about the role of newspaper media and political cartoons during the Civil War in shaping public opinion. They will analyze examples of Civil War cartoons and create their own, reflecting different attitudes of the time. The lesson involves students researching cartoons online, analyzing their meanings, and presenting their own cartoons to the class, which will be evaluated based on historical accuracy and symbolic content.
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over one 2-hour period on a Friday morning. The teacher will use a video and storytelling to engage students and introduce key concepts like Hitler's path to power and dictatorship. Students will then debate in groups about the positive and negative impacts of Hitler's rule. Formative assessment techniques will be used during the lesson, including observation, questioning, and peer assessment. At the end, students will summarize what they learned and answer questions about connections between World War I, World War II, and Hitler's downfall.
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place in a classroom of diverse learners in Orlando East, South Africa. The teacher will begin with an introductory video and questions to assess prior knowledge. Then, they will engage learners through telling a story about Hitler's experiences and rise to power. Learners will discuss in groups the positive and negative impacts of Hitler. To conclude, the teacher will have learners summarize what they learned and address whether WWII was caused by WWI, and assign homework on justifying Hitler's actions and comparing events to South African history.
This lesson plan introduces 10th and 11th grade students to the system of checks and balances outlined in Federalist No. 51 by James Madison. Students will work in pairs to read and discuss Federalist No. 51, taking notes and filling out handouts as they do so. Their understanding will be assessed through a quiz, observations of their pair work, and responses to discussion questions about checks and balances and its role in the American government. The goal is for students to understand this important aspect of the US Constitution.
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
This lesson plan introduces new vocabulary words related to experiences in America through a tableau activity. Students will be assigned to groups, each with a vocabulary word to act out without speaking. They will look up the word's definition, use it in a sentence, and collaboratively create and perform a silent pose to depict the word. Afterwards, students will reflect on how the words relate to past and current events in America and whether their meanings may change over time. The goal is for students to expand their vocabulary and understand experiences of people in the US through an engaging, collaborative activity.
This document provides feedback on an interdisciplinary unit plan for an MYP 2 unit titled "This Land is Whose Land?" taught by teachers of language and literature and individuals and societies at Boerum Hill School For International Studies. The feedback reviewer provides detailed comments and suggestions to strengthen various elements of the unit plan, including clarifying the disciplinary grounding in each subject, describing the learning processes and content for each discipline, identifying how approaches to learning skills will be taught and practiced, and specifying strategies for differentiation. The reviewer recognizes positive aspects but recommends changes to improve the unit plan's description of how students will develop understandings across and within the disciplines to achieve the interdisciplinary objectives.
This document outlines a lesson plan for teaching students about "muckrakers" during the Progressive Era. Students will take on the role of muckrakers by researching issues of the time via provided websites and creating a newspaper article exposing corruption using Microsoft Publisher. They will then critique each other's articles on a Wikipedia page. The lesson is divided into four class periods to allow time for research, writing, design, presentation and feedback. Key figures like Ida Tarbell and organizations like child labor will be covered. The goal is for students to understand the work of muckrakers in revealing social problems and pushing for reform.
This lesson plan outlines a sociology unit on mass media over two weeks. Week 1 focuses on defining mass media and its history, as well as newspaper types and their connection to social class. Week 2 examines how the media influences public opinion and social control, and theories around media effects from the hypodermic needle model to uses and gratifications. Students will learn about topics like agenda setting, gatekeeping, bias, and moral panics. The lessons incorporate class discussions, readings, and written assessments.
The document outlines a lesson plan for a Media and Information Literacy course. The plan covers four days and includes objectives, content, learning resources, procedures, and a reflection. Key points include:
- The objectives are to understand the historical background of media, theories of media systems, and concepts of media ownership and regulation.
- Content will introduce media literacy, information literacy, and digital literacy, and cover design elements and principles for a poster project.
- Procedures include reviewing concepts, presenting examples, discussing skills, and a performance task where students create a digital poster.
- The reflection evaluates learning outcomes and addresses challenges for improvement.
The document provides guidelines for students taking the MS1 examination in media studies following issues that arose from the January 2009 exam. It outlines that many students were underprepared to take the exam in January as the course is designed to be taught over the full AS year. It provides guidance on answering different types of questions, including spending adequate time analyzing stimuli for all questions and using detailed examples from multiple media forms and formats in responses. It emphasizes developing coherent, structured essays applying media concepts rather than simply describing or listing theories.
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides an outline for a lesson plan for an 11th grade AP U.S. History class. There are 22 students from various backgrounds. The objectives are for students to recognize events shaping American motives in war and military prowess by commenting on a blog, creating a Glogster displaying their understanding of the American army, and discussing the meaning of a Photoshop image. Methods will include Glogster and blog projects followed by group discussions. Students will be required to participate in discussions and complete projects, which will be assessed along with informal exit slips to evaluate learning and need for revision.
This lesson plan outlines a World War I lesson for 9th grade students. Students will research the causes and consequences of WWI, including the rise of communism in Russia, military technology used, problems created by the Treaty of Versailles, and alliances and boundary changes. Students will work in groups to research these topics and create a presentation to upload to a class website. Formative assessments include group work and a Kahoot quiz, while the presentation serves as a summative assessment.
The document outlines a unit plan for an 8th grade language arts class focusing on media literacy. The unit objectives are to help students acknowledge different types of media, introduce related vocabulary, review media's impact on popular culture, teach analytical skills, and have students create their own zines. Key activities include identifying common media, analyzing magazines and ads, learning about zines as an alternative media, and creating an original zine over the course of 4 class periods and 1 week.
This document outlines the course description, goals, themes, textbook, and major assignments for an Advanced Placement United States History class. The year-long course is a rigorous survey of American history from pre-Columbian era to present. Solid reading, writing, and study skills are needed. Emphasis is placed on critical thinking, essay writing, and interpreting primary sources. Major assignments include unit essays, a document-based question essay, and a term paper. The course follows a textbook and uses primary source documents.
This document outlines a 7-day unit plan for an 11th grade U.S. History class covering World War II that includes objectives, an overview of daily topics, assessments, teaching tools, and several individual lesson plans with goals, activities, and assessments. The unit will examine important figures, events, cultural aspects, and historical documents from World War II.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
This document outlines a lesson plan for an 8th grade Civil War history class focusing on political cartoons. Students will learn about the role of newspaper media and political cartoons during the Civil War in shaping public opinion. They will analyze examples of Civil War cartoons and create their own, reflecting different attitudes of the time. The lesson involves students researching cartoons online, analyzing their meanings, and presenting their own cartoons to the class, which will be evaluated based on historical accuracy and symbolic content.
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over one 2-hour period on a Friday morning. The teacher will use a video and storytelling to engage students and introduce key concepts like Hitler's path to power and dictatorship. Students will then debate in groups about the positive and negative impacts of Hitler's rule. Formative assessment techniques will be used during the lesson, including observation, questioning, and peer assessment. At the end, students will summarize what they learned and answer questions about connections between World War I, World War II, and Hitler's downfall.
The lesson plan aims to teach grade 11 learners about the rise of Nazi Germany. It will take place in a classroom of diverse learners in Orlando East, South Africa. The teacher will begin with an introductory video and questions to assess prior knowledge. Then, they will engage learners through telling a story about Hitler's experiences and rise to power. Learners will discuss in groups the positive and negative impacts of Hitler. To conclude, the teacher will have learners summarize what they learned and address whether WWII was caused by WWI, and assign homework on justifying Hitler's actions and comparing events to South African history.
This lesson plan introduces 10th and 11th grade students to the system of checks and balances outlined in Federalist No. 51 by James Madison. Students will work in pairs to read and discuss Federalist No. 51, taking notes and filling out handouts as they do so. Their understanding will be assessed through a quiz, observations of their pair work, and responses to discussion questions about checks and balances and its role in the American government. The goal is for students to understand this important aspect of the US Constitution.
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
This lesson plan introduces new vocabulary words related to experiences in America through a tableau activity. Students will be assigned to groups, each with a vocabulary word to act out without speaking. They will look up the word's definition, use it in a sentence, and collaboratively create and perform a silent pose to depict the word. Afterwards, students will reflect on how the words relate to past and current events in America and whether their meanings may change over time. The goal is for students to expand their vocabulary and understand experiences of people in the US through an engaging, collaborative activity.
This document provides feedback on an interdisciplinary unit plan for an MYP 2 unit titled "This Land is Whose Land?" taught by teachers of language and literature and individuals and societies at Boerum Hill School For International Studies. The feedback reviewer provides detailed comments and suggestions to strengthen various elements of the unit plan, including clarifying the disciplinary grounding in each subject, describing the learning processes and content for each discipline, identifying how approaches to learning skills will be taught and practiced, and specifying strategies for differentiation. The reviewer recognizes positive aspects but recommends changes to improve the unit plan's description of how students will develop understandings across and within the disciplines to achieve the interdisciplinary objectives.
This document outlines a lesson plan for teaching students about "muckrakers" during the Progressive Era. Students will take on the role of muckrakers by researching issues of the time via provided websites and creating a newspaper article exposing corruption using Microsoft Publisher. They will then critique each other's articles on a Wikipedia page. The lesson is divided into four class periods to allow time for research, writing, design, presentation and feedback. Key figures like Ida Tarbell and organizations like child labor will be covered. The goal is for students to understand the work of muckrakers in revealing social problems and pushing for reform.
This lesson plan outlines a sociology unit on mass media over two weeks. Week 1 focuses on defining mass media and its history, as well as newspaper types and their connection to social class. Week 2 examines how the media influences public opinion and social control, and theories around media effects from the hypodermic needle model to uses and gratifications. Students will learn about topics like agenda setting, gatekeeping, bias, and moral panics. The lessons incorporate class discussions, readings, and written assessments.
The document outlines a lesson plan for a Media and Information Literacy course. The plan covers four days and includes objectives, content, learning resources, procedures, and a reflection. Key points include:
- The objectives are to understand the historical background of media, theories of media systems, and concepts of media ownership and regulation.
- Content will introduce media literacy, information literacy, and digital literacy, and cover design elements and principles for a poster project.
- Procedures include reviewing concepts, presenting examples, discussing skills, and a performance task where students create a digital poster.
- The reflection evaluates learning outcomes and addresses challenges for improvement.
The document provides guidelines for students taking the MS1 examination in media studies following issues that arose from the January 2009 exam. It outlines that many students were underprepared to take the exam in January as the course is designed to be taught over the full AS year. It provides guidance on answering different types of questions, including spending adequate time analyzing stimuli for all questions and using detailed examples from multiple media forms and formats in responses. It emphasizes developing coherent, structured essays applying media concepts rather than simply describing or listing theories.
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides an outline for a lesson plan for an 11th grade AP U.S. History class. There are 22 students from various backgrounds. The objectives are for students to recognize events shaping American motives in war and military prowess by commenting on a blog, creating a Glogster displaying their understanding of the American army, and discussing the meaning of a Photoshop image. Methods will include Glogster and blog projects followed by group discussions. Students will be required to participate in discussions and complete projects, which will be assessed along with informal exit slips to evaluate learning and need for revision.
This lesson plan teaches kindergarten students about campaign posters through examining historical examples and creating their own. Students will analyze presidential campaign posters to identify important elements like slogans, images, and names. Then divided into political parties, they will each design a poster for their mock candidate. The lesson incorporates writing, art, social studies, and speaking/listening skills.
This document discusses the backwards design process for creating unit plans, with a focus on developing culminating performances. It provides examples of essential questions and culminating tasks for different grade levels and subjects. The key aspects of culminating performances are that they allow students to demonstrate transferred understanding of major unit concepts through complex, authentic assessments. Students may investigate topics to understand significant ideas, then apply their knowledge through projects involving presentation, research, design, or other meaningful tasks. Technology can enhance culminating performances by supporting authentic assessments that mirror real-world applications of 21st century skills.
The document is a daily lesson log for a Grade 12 Media and Information Literacy class. It outlines the objectives, content, learning resources, and procedures for lessons across a week about text media and information. The objectives are for students to understand dimensions of text information/media, how it is produced and disseminated, and to evaluate reliability and validity of sources. Activities include discussing concepts, creating typography posters on advocacy issues, and presenting/reflecting on outputs. Formative assessments evaluate student learning throughout the week.
This document outlines a civics lesson plan on how a bill becomes a law. The objectives are for students to describe the legislative process and illustrate current bills in Congress. Activities include completing graphic organizers on the steps, watching a video, group discussions of bills, and independent responses. Exceptionalities accommodated include ESL students, social anxiety, cognitive delay, and ADHD through grouping, note requirements, and additional time.
1. The document discusses the cultural legacy of pre-Columbian civilizations in North America.
2. Students will read about the main features of Amerindian or native civilizations and create an infographic on one assigned tribe or region in a Google Slides document with a partner.
3. The infographic must include a location map, information on the tribe's culture, clothing, history, and modern way of life.
This document discusses using newspapers in the classroom to teach English as a second language. It outlines the history of newspapers in education, advantages like exposing students to current events and cultural aspects, and potential activities at different levels. Examples include having beginners write sentences about pictures and advanced students discuss the causes and effects of news articles. The document concludes that newspapers improve reading skills and cultural knowledge in a low-cost, up-to-date way.
This technology integration plan outlines how students will learn about the American Revolution through role playing, group work, hands-on activities, and technology. Students will research a person of their choice who influenced the Revolution, develop interview questions, and become experts on that person. They will then complete a webquest where they travel back in time to develop reasons for peace and write a persuasive letter to the British. The teacher will facilitate and provide modeling, while students work collaboratively in groups. Student learning and integration strategies will be evaluated through rubrics, self-evaluations, and daily reflective journals.
The document discusses the use of comics in education. It provides background on the history and commercial success of comics, and describes how the format engages readers. Several researchers are mentioned who have explored how comics can promote reading. The document also outlines how comics can be used as an instructional tool in the classroom, providing examples of possible student projects and the necessary equipment. Copyright considerations for student work are discussed, as are how comics address various state learning standards.
This document outlines a unit plan for teaching about the American Revolution using technology. It includes 5 phases: 1) reflecting on how technology fits into the content, 2) determining the advantages of using technology, 3) deciding objectives and assessments, 4) designing instructional methods, and 5) preparing the instructional environment. The unit would have students research different perspectives of revolutionary events using online sources and create projects to demonstrate their understanding. It aims to give students a more global understanding of this period in history by accessing international viewpoints.
This document provides a daily lesson plan for a Grade 12 class on media and information literacy. The plan covers defining key concepts such as media literacy, information literacy, and technology literacy. Students will create a log of their weekly media use and interactions. They will discuss the value of being literate in media and information. The lesson involves motivating students by having them log their media use, introducing learning objectives, providing instruction on media definitions and fake news, and evaluating student understanding through group discussions.
This document outlines a lesson plan for a class on media and information literacy. The lesson has four sessions and aims to help students understand key concepts of media literacy, information literacy, and digital literacy. It also aims to teach students design elements and principles for creating posters. The lesson plan details learning objectives, content that will be covered in each session, required materials, teaching procedures, and assessments. Activities include discussing media habits, analyzing posters, and creating a digital poster to influence responsible media use among peers. The lesson aims to empower students to be critical thinkers and producers of media.
- The document describes an English unit designed for 30 12-13 year old students at a Chilean high school that incorporates ICT resources to promote language learning.
- The unit focuses on describing physical appearance and uses a reading passage and speaking presentations. Students first analyze descriptions of famous people, then research and present on their favorite celebrity using Google Docs, PowerPoint, and in-class presentations.
- The teacher models the task, provides feedback on students' Google Docs drafts, and assesses students using a rubric on pronunciation, fluency, vocabulary and use of visual aids in their presentations.
Similar to Yellow journalism and textual analyses (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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2. 8th Grade
Social Studies
Average class size ( 25-30) students
Heterogeneous mix of students
Extension Activity of U.S imperialism
Estimated class time: 6 class days or 6-40
minute periods
3. Standards/Key Ideas/ Performance Indicators
SS1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in
the history of the United States and New York
Key Idea - SS1.2: History of the United States and New York
Important ideas, social and cultural values, beliefs, and traditions from New
York State and United States history illustrate the connections and
interactions of people and events across time and from a variety of perspectives.
Performance Indicator - SS1.I.2B:
students investigate key turning points in New York State and United States
history and and explain why these developments are significant
Performance Indicator - SS1.I.2C:
Students understand the relationship between the relative importance of
United States domestic and foreign policies over time.
Performance Indicator - SS1.I.2D:
Students analyze the role played by the United States in international politics,
past and present
4. 1. Media Literacy Education requires inquiry and critical thinking
about messages we receive and create
2. Media Literacy Education expands the concept of literacy ( i.e.,
reading and writing) to include all forms of media
3. Media Literacy Education builds and reinforces learners of all
ages. Like print literacy, those necessitate integrated, interactive, and
repeated practices.
6. Media Literacy Education affirms that people use their individual
skills, beliefs, and experiences to construct their own meaning and
media messages
5. Prior to this lesson, students learned the
reasons for U.S imperialism during the mid
to late 19th century as well as different
examples of imperialism.
One example of imperialism was the United
States involvement in the Spanish American
War. There were several reasons for U.S
involvement in the Spanish American War,
but a major cause was Yellow Journalism.
6. Students will define Yellow Journalism
Students will textually analyze three different types
of media text: videos, newspaper headlines,
images, political cartoons; that that can be
categorized as Yellow Journalism
When performing their textual analyses, students
must
Analyze the media to determine target audience
7. Analyze the media to determine representation
and reality
Analyze the media to determine message and
meaning
Students will produce their own media text
that demonstrates their comprehension of
Yellow Journalism
8. Class presentation- PowerPoint- on Spanish
American War
World Wide Web Search Engines: Google or
Bing
9. Lesson plan overview and rubric
Introductory activity
NAMLE modified key questions graphic
organizer that allows students to complete
their textual analysis
Computer lab time: access to computer and
internet
10. School District Email
Glogster student registration
Glogster tutorial
Projector/laptop for warm-up activity
Computer lab with teacher station- need
overhead and screen- to give Glogster
tutorial
11. Start class by googling tmz.com and choose one of
the headlines that appear on the main page
It is important that you choose a headline that students are
familiar with ( i.e. Jennifer Lopez, Kanye West)
After projecting the headline and the accompanying
article, distribute the key questions graphic
organizer.
Explain to students that media has hidden messages
that we, as consumers, need to critically analyze for
their true meaning.
Give students a 10-15 minutes to complete the
textual analyses of tmz.com article or whatever
media that you prefer.
12. After students have completed textual their
analyses, begin whole class discussion based on the
key questions/ideas: who is the intended Audience;
Messages and Meanings; and Representation and
Reality.
It is important that you select multiple students per
question to reinforce the idea that there can be various
interpretations of the same media text.
After completing the warm up activity, reintroduce
the term yellow journalism and have students recall
it’s definition and how it was a catalyst to the start
of the Spanish American War.
13. • Next, distribute project description and rubric to
students and then begin discussion on assignment .
• When discussing the assignment
Inform students that they will be working with
various media texts that they must analyze- this will
be the same process as the warm up activity
Inform students that must select three different types
of media and it can be of any form: videos, articles,
newspaper headlines, etc…
Inform students that media text they select must
demonstrate yellow journalism
14. Bring students to the computer lab
Ensure that they all have a copy of their rubric
Inform students that they will spend the period
searching on Bing or Google looking for different media
that they could use as examples of yellow journalism
Students are free to use any form of media they
choose, but it must be appropriate for school
As they select their media text that demonstrates
yellow journalism, they must complete the key
questions graphic organizer for each example
15. Students will return to the computer lab to select their different media
examples
Inform students that they will have twenty minutes to complete their
media and all key questions on the graphic organizer must be complete
• Stop students after twenty minutes and inform them that if they did not
select all their media and complete the key questions graphic organizer,
they can do so after the Glogster tutorial
• Assist students with establishing Glogster accounts.
Direct students to Glogster, but you must use the academic version
( edu) so that many of the sites function are free
Students will need their school email address. Personal email addresses
will direct students to the commercial/private version of Glogster
where you must pay for many of the functions
After students have completed the registration process, ensure that
they write down their username and password in a place that they will
remember
16. • Students will return to the computer lab to work to work on their Glog
• Students will log onto gloster.com using their username and password
• You will demonstrate how to use the different functions of Glogster so
they may complete their assignment
As you demonstrate how to use the site, explain to the students that many of the
functions works the same as Microsoft Office products
• After tutorial, remind students that
They must have selected three different types of media and also have the key question
graphic organizer complete before they begin to produce their Glog.
Their media must be examples of yellow journalism
• Inform students that they will have two additional class periods to
complete the final assignment
If students do not finish, inform them that they can work on the assignment at home
For students who do not have web access in their homes, make time available afterschool
for them to finish.
Teacher example: please copy and paste web address in browser
http://tomeally.edu.glogster.com/glog-yellow-journalism/
17. Audience 1. Who made this message?
2. Why do you think it was made?
3. Who is the target audience?
Message and 1. What is the media text about?
Meaning 2. Are there any stereotypes in the media?
Representatio 1. Is this fact or opinion?
n and Reality 2. Are there any bias that exist in text?
18. The Spanish-American War was a major turning
point in American History. Overnight, the U.S
transformed from a powerful industrial nation to a
military world power. One of the major causes of the
Spanish-American was was yellow journalism, which
still exist. For this project, you will:
1.Define yellow journalism
2.Select three different types of media that are
examples of imperialism
3.Contextually analyze each form of media using the
key questions graphic organizer
4.Produce a Glog that demonstrates your
comprehension of yellow journalism
19.
20. •This lesson combines key social studies terms-
yellow journalism- with textual media analyses.
• As students work their way through this
assignment, they become aware of the key
elements that are hidden in media: message and
meaning, representation and reality, and target
audiences.
•My hopes are that students will become critical
consumers of media. That is, in absences of the
teacher, students will be able understand media
for what it truly is, thus becoming critically
autonomous (Buckingham, 107)