Monday, September 22, 2008
Thursday, September 11, 2008
Language Arts: Week of Sept 15 - 19, Lesson 2, The Concepts of Change
Subject: Language Arts
Persuasion – Lesson 2, The Concept of Change
What we will learn (objectives):
Introduce the concept of change
What we will read or study (content):
Change Model
How we will study it (process):
Monday, Sept 15, Tuesday Sept 16, Wednesday, Sept 17
Tell students that they will be reflecting on the concept of change in literature and their own lives. Students will be divided into groups of 4 – 5, with a large paper and markers. Students will practice classifying in their groups first (using grocery store as an example; Action Strategies, pg. 131). Then students will discuss questions and write down their answers, followed by brief class discussion. Students will use Response Montage to state their generalizations (Action Strategies, pg. 94). See worksheet 1 below.
Thursday, Sept 17
Using Core Generalization Cards, discuss using Tableaux (Action Strategies, pg. 117). Each team picks a card and has 5 – 10 minutes to create a snapshot/slide show of their core generalization. See worksheet 2 below.
Thursday, Sept 18 and Friday, Sept 19
Students will work in their groups to complete the Change Model handout.
How we will know we learned something (product):
Large paper list
Change Model, to be displayed in class, as well as individual copies for personal use
Wednesday, Sept 17
Homework:
Write a 5-paragraph essay arguing that one of the five generalizations about change is true. Give at least three reasons to support your main idea, and explain reasons carefully. Include a conclusion.
Continue reading the novel you were assigned.
Friday, Sept 19 (possibly)
Extension:
Look through a newspaper or magazine. Find some articles that talk about change. Read one and determine which of the generalizations about change it supports.
Interview a person who has lived in more than one country. Ask this person to compare the types of changes they have experienced in the 2 countries.
Worksheet 1
With your team:
Brainstorm ideas about change and write down all the responses:
What ideas come to mind when you think about change?
What kinds of things change? What is it about them that changes?
How do you know when something has changed? What evidence do you look for to determine whether a change has occurred?
Now, categorize/classify the ideas that you wrote down, putting them into groups and giving each group a title.
Use these questions to guide you:
How could you categorize these ideas into groups?
What could you call each group? Why?
Do all of your changes fall into groups? Might some of them belong in more than one group?
Is there a different way you might categorize your ideas? What other categories might you use?
What are some of the characteristics of change, based on the ideas you have written?
Brainstorm a list of ideas that do not change:
What are some things that do not change? What are some things that always seem the same or always happen the same way?
What evidence or proof do you have that these things do not change?
How might you group the things that do not change? What can you call each group?
How are the groups of things that do not change similar to or different from the groups of things that do change?
Think about the following ideas and whether they show change:
Routines
Habits
Rules and regulations
Table manners
Laws
Customs of cultures
Explain your answers. If they show change, where would they fit into your categories? If they do not, where would they fit?
Each student will make a generalization about change:
A generalization is something that is always or almost always true. What generalization can you make about change?
Use your team’s examples and categories to guide your thinking.
Each student will write one generalization statement and then recite it for the Response Montage.
Worksheet 2
Your team will pick a Core Set of Generalizations card and you will have 5 – 10 minutes to create a tableaux – snapshot or slide show - based on your card.
Snapshot: Imagine a snapshot of the action.
Slide Show: Put together several Tableaux to tell a story of how several ideas relate to each other.
Core Set of Generalizations:
Change is linked to time
Change may be positive or negative
Change may be perceived as orderly or random
Change is everywhere.
Change may happen naturally or be caused by people.
How do the five generalizations about change apply or not apply to:
Non-living things (chair, scissors)
Traditions (special holidays, celebrations of birth, passage and death)
Religious rituals (Christmas, Hanukkah)
Universal truths (all living things die, all triangles have three sides)
With your team, copy the Change Model onto larger paper and complete. Complete the Change Model (Handout 2A) individually as well.
Persuasion – Lesson 2, The Concept of Change
What we will learn (objectives):
Introduce the concept of change
What we will read or study (content):
Change Model
How we will study it (process):
Monday, Sept 15, Tuesday Sept 16, Wednesday, Sept 17
Tell students that they will be reflecting on the concept of change in literature and their own lives. Students will be divided into groups of 4 – 5, with a large paper and markers. Students will practice classifying in their groups first (using grocery store as an example; Action Strategies, pg. 131). Then students will discuss questions and write down their answers, followed by brief class discussion. Students will use Response Montage to state their generalizations (Action Strategies, pg. 94). See worksheet 1 below.
Thursday, Sept 17
Using Core Generalization Cards, discuss using Tableaux (Action Strategies, pg. 117). Each team picks a card and has 5 – 10 minutes to create a snapshot/slide show of their core generalization. See worksheet 2 below.
Thursday, Sept 18 and Friday, Sept 19
Students will work in their groups to complete the Change Model handout.
How we will know we learned something (product):
Large paper list
Change Model, to be displayed in class, as well as individual copies for personal use
Wednesday, Sept 17
Homework:
Write a 5-paragraph essay arguing that one of the five generalizations about change is true. Give at least three reasons to support your main idea, and explain reasons carefully. Include a conclusion.
Continue reading the novel you were assigned.
Friday, Sept 19 (possibly)
Extension:
Look through a newspaper or magazine. Find some articles that talk about change. Read one and determine which of the generalizations about change it supports.
Interview a person who has lived in more than one country. Ask this person to compare the types of changes they have experienced in the 2 countries.
Worksheet 1
With your team:
Brainstorm ideas about change and write down all the responses:
What ideas come to mind when you think about change?
What kinds of things change? What is it about them that changes?
How do you know when something has changed? What evidence do you look for to determine whether a change has occurred?
Now, categorize/classify the ideas that you wrote down, putting them into groups and giving each group a title.
Use these questions to guide you:
How could you categorize these ideas into groups?
What could you call each group? Why?
Do all of your changes fall into groups? Might some of them belong in more than one group?
Is there a different way you might categorize your ideas? What other categories might you use?
What are some of the characteristics of change, based on the ideas you have written?
Brainstorm a list of ideas that do not change:
What are some things that do not change? What are some things that always seem the same or always happen the same way?
What evidence or proof do you have that these things do not change?
How might you group the things that do not change? What can you call each group?
How are the groups of things that do not change similar to or different from the groups of things that do change?
Think about the following ideas and whether they show change:
Routines
Habits
Rules and regulations
Table manners
Laws
Customs of cultures
Explain your answers. If they show change, where would they fit into your categories? If they do not, where would they fit?
Each student will make a generalization about change:
A generalization is something that is always or almost always true. What generalization can you make about change?
Use your team’s examples and categories to guide your thinking.
Each student will write one generalization statement and then recite it for the Response Montage.
Worksheet 2
Your team will pick a Core Set of Generalizations card and you will have 5 – 10 minutes to create a tableaux – snapshot or slide show - based on your card.
Snapshot: Imagine a snapshot of the action.
Slide Show: Put together several Tableaux to tell a story of how several ideas relate to each other.
Core Set of Generalizations:
Change is linked to time
Change may be positive or negative
Change may be perceived as orderly or random
Change is everywhere.
Change may happen naturally or be caused by people.
How do the five generalizations about change apply or not apply to:
Non-living things (chair, scissors)
Traditions (special holidays, celebrations of birth, passage and death)
Religious rituals (Christmas, Hanukkah)
Universal truths (all living things die, all triangles have three sides)
With your team, copy the Change Model onto larger paper and complete. Complete the Change Model (Handout 2A) individually as well.
Social Studies: Week of Sept 8 - 12, Chap 1, The Tools of History
Shared with Mr. Cavanaugh, Social Studies teacher, as sample activities for students to complete during Chapter 1 World History, Connections to Today. We will be creating more appropriate activities in the coming weeks.
Provided the following library books for in-class student research:
Archeology (Eyewitness Books), by Jane McIntosh
Early Man, by F. Clark Howell and Time Life Books
Scientists at Work – Archaeologists, by Rose Inserra
The Search for Early Man, by Horizon Magazine and John E. Pfeiffer
Stone Age People, by Keith Branigan
The Story of Life, From the Big Bang to You, by Kim Marshall
Language Arts: Week of Sept 2 - 12, Lesson 1, Intro and Pre-Assessment
This lesson took longer due to Six Traits Writing and Learnia assessments.
Subject: Language Arts
Persuasion – Lesson 1, Introduction and Pre-Assessment
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Administer pre-assessments for literature and persuasive writing
What we will read or study (content):
The Road Not Taken by Robert Frost
How we will study it (process):
Pre-assessment and discussion
Students will draw a picture about a time when they had to make a decision, much like the poem. Students will then write a 5-paragraph essay, make a 5-slide PowerPoint presentation or create a tri-fold brochure about their decision, using the drawing for support.
Share with class sample powerpoint.
Explain that we will be studying many types of changes and the students will be reading selections from Asian, African, Hispanic and Native American cultures. Students will read selections and then respond to them in writing, followed by class discussion.
Introduce first two novels by watching 2 short films from United Streaming: Chinese Immigration (Railroad, Immigrant Bonding) and World War II, Japanese-American Experience (Day of Infamy and Removal).
How we will know we learned something (product):
Pre-assessment for Literature and Writing is completed
5-paragraph essay/5-slide powerpoint is complete.
Homework:
Begin reading the Asian-American book on your list.
Extension:
Students will choose 1.
Read “Birches”, “Putting in the Seed” and “After Apple Picking”, by Robert Frost. Make a chart comparing the 3 poems. List the pieces of the poems that relate to the idea of persuasion and change and present to the class in 2-minutes
Read “The Gift Outright” by Robert Frost. This poem was read at the inauguration of President Kennedy: think about why it may have been appropriate for such an occasion. Give a 2-minute speech to the class arguing for or against the choice of the poem for the inauguration. (Spend some time discussing/researching President Kennedy)
Research the life of Robert Frost. Find out why people thought he was representative of rural areas, of the region in which he lived and of the America of his time. Do you agree or disagree with this image? Give a 5-minute speech to the class to defend your point of view.
Worksheet
Your Road Not Taken
Name: Date:
Think of a time when you had to make a decision that was like choosing between two roads.
o Create a drawing which represents your choice as a decision between two roads. Illustrate the roads so that the picture explains more about the choice that was made, including such details as obstacles in the roads and the potential destinations.
Next, choose one activity:
o write a five paragraph essay
o make a 6-slide PowerPoint presentation
o create a tri-fold brochure
Use your drawing for support.
See other side for expectations.
Be ready to share your drawing and essay/PowerPoint/brochure on .
Expectations:
5-paragraph Essay:
1st paragraph: Introduction to the essay, explaining the main theme of the piece.
2nd paragraph: Explain the decision that was made and the changes it created in your life.
3rd paragraph: Describe the road not taken and the changes it could have made.
4th paragraph: Argue that one path was better than the other, explaining the factors that made the difference and whether you are pleased with the outcomes.
5th paragraph: Conclusion to the essay
Tri-fold brochure:
You must include all the information above, but in an appropriate manner for a brochure. For example, you should use bullets. Please see the template and example brochure.
6-slide PowerPoint:
You must include all the information above, but in an appropriate manner for a PowerPoint presentation. For example, you should use bullets. Please see the template and example PowerPoint.
Subject: Language Arts
Persuasion – Lesson 1, Introduction and Pre-Assessment
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Administer pre-assessments for literature and persuasive writing
What we will read or study (content):
The Road Not Taken by Robert Frost
How we will study it (process):
Pre-assessment and discussion
Students will draw a picture about a time when they had to make a decision, much like the poem. Students will then write a 5-paragraph essay, make a 5-slide PowerPoint presentation or create a tri-fold brochure about their decision, using the drawing for support.
Share with class sample powerpoint.
Explain that we will be studying many types of changes and the students will be reading selections from Asian, African, Hispanic and Native American cultures. Students will read selections and then respond to them in writing, followed by class discussion.
Introduce first two novels by watching 2 short films from United Streaming: Chinese Immigration (Railroad, Immigrant Bonding) and World War II, Japanese-American Experience (Day of Infamy and Removal).
How we will know we learned something (product):
Pre-assessment for Literature and Writing is completed
5-paragraph essay/5-slide powerpoint is complete.
Homework:
Begin reading the Asian-American book on your list.
Extension:
Students will choose 1.
Read “Birches”, “Putting in the Seed” and “After Apple Picking”, by Robert Frost. Make a chart comparing the 3 poems. List the pieces of the poems that relate to the idea of persuasion and change and present to the class in 2-minutes
Read “The Gift Outright” by Robert Frost. This poem was read at the inauguration of President Kennedy: think about why it may have been appropriate for such an occasion. Give a 2-minute speech to the class arguing for or against the choice of the poem for the inauguration. (Spend some time discussing/researching President Kennedy)
Research the life of Robert Frost. Find out why people thought he was representative of rural areas, of the region in which he lived and of the America of his time. Do you agree or disagree with this image? Give a 5-minute speech to the class to defend your point of view.
Worksheet
Your Road Not Taken
Name: Date:
Think of a time when you had to make a decision that was like choosing between two roads.
o Create a drawing which represents your choice as a decision between two roads. Illustrate the roads so that the picture explains more about the choice that was made, including such details as obstacles in the roads and the potential destinations.
Next, choose one activity:
o write a five paragraph essay
o make a 6-slide PowerPoint presentation
o create a tri-fold brochure
Use your drawing for support.
See other side for expectations.
Be ready to share your drawing and essay/PowerPoint/brochure on .
Expectations:
5-paragraph Essay:
1st paragraph: Introduction to the essay, explaining the main theme of the piece.
2nd paragraph: Explain the decision that was made and the changes it created in your life.
3rd paragraph: Describe the road not taken and the changes it could have made.
4th paragraph: Argue that one path was better than the other, explaining the factors that made the difference and whether you are pleased with the outcomes.
5th paragraph: Conclusion to the essay
Tri-fold brochure:
You must include all the information above, but in an appropriate manner for a brochure. For example, you should use bullets. Please see the template and example brochure.
6-slide PowerPoint:
You must include all the information above, but in an appropriate manner for a PowerPoint presentation. For example, you should use bullets. Please see the template and example PowerPoint.
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