Top Ten Texts and Strategies
High School History
TEXTS
1. O Brother, Where Art Thou?
a. Joel Coen
b. O Brother, Where Art Thou?
c. December 22, 2000
d. N/A
e. Buena Vista Pictures
This satirical comedy follows the path of three prison inmates - Ulysses McGill, Pete Hogwallop and Delmar O'Donnell. The trio escape from their chain gang and are in pursuit of $1,200,000 in treasure that McGill claims he knows the location of. Through their journey they fall off a train, hitch a ride on a handcar with a blind man that claims to be a prophet, are turned into the police by Hogwallop's cousin, travel with an aspiring musician, record a hit song called "The Man of Constant Sorrow," come to believe that Pete was turned into a toad by sirens only to find he had been jailed and break him out, find that McGill's wife has become engaged to another (in shame she had been telling their children he was dead), accidentally join a KKK rally, join together to become a band in an effort to win McGill's wife back (they succeed) and finally discover that the blind man on the handcar was indeed correct in his predictions.
This is a wonderful film that is based loosely on Homer's Odyssey. It is based in Deep South Mississippi and provides a great depiction of the Great Depression in that part of the country. There was a lot of poverty, no money and families had to work very, very hard just to put food on the table. I'd probably prefer to show this film as a reward for the class for positive performance, it certainly would be useful for learning purposes but is also great for personal enjoyment.
2. Ain't I a Woman
a. Sojourner Truth
b. Ain't I a Woman
c. May 29, 1851
d. Akron, Ohio
e. N/A
This speech was delivered by Sojourner Truth, a black woman that was born into slavery in the late 1700's in New York State. She gained her freedom in 1827 and quickly became well known as an anti-slavery/equal rights speaker. In this delivery, she goes on to note that she has muscles like a man, that she can farm like any other man, that she is just as smart as men, claims that God created men and women equal and that woman bore man.
This would be a wonderful addition to any material that has to do with slavery or equal rights. To this day there is not one 100% accurate copy of the speech, however it's been claimed that even then it would be impossible recreate the affect it had on the audience that day in Akron.
3. A Tale of Two Cities
a. Charles Dickens
b. A Tale of Two Cities
c. 1859
d. United Kingdom
e. Chapman and Hall
This novel is set in Paris and London during the French Revolution. The book covers the struggle the French poor had with the French aristocrats. It also showed many similar issues in England at the time. The book was released over the course of several months, with Dickens only releasing one or two chapters at a time a week. Charles Darnay and Sydney Carton are the two main characters and the story follows them through their high and low points during the Revolution.
This would be a great novel to make for required reading during a European History class. It provided a face for what was a very difficult time for all kinds of people during this time period.
STRATEGIES
1. Somebody Wanted But So. This exercise will promote organization and will allow students to focus on central themes/characters/events in the material. Here they'll indenting the WHO, then describe what it is they WANT, BUT what happened instead and SO what happened in the end.
a. This is a great organizational activity. Struggling readers can really benefit from this by identifying key characters and then indicating facts about them.
b. As a teacher you could very quickly see if a student has identified the correct facts about the reading, so assessment is pretty straight forward here.
c. This would help students separate characters, events and dates which would certainly help promote comprehension.
d. This could be done is small groups, as a class or individually. I'd prefer the students do this on their own, but if I see a particular student is struggling with the material I'd certainly have no problem pairing them with another student.
e. This exercise creates a framework for students to work within. Once they are confident who is who and what is what they'll better be able to concentrate on comprehension and literacy.
2. Retellings. This is another way for students to get setting, main characters and conflicts in order after they read a text. If a student is unsure of specifics and cannot give a full account of what they've just read they'll need to read it again so they're better able to get a grasp on the basic material. Once students do this they can then look more into details and start to construct their own opinions/feelings about what they're reading.
a. This is perfect for struggling readers. It helps them identify key information and then enables them to go further into details.
b. Assessment is pretty easy here. The summary they provide will quickly tell the teacher if they're understanding or not.
c. This facilitates comprehension as it pulls back the basic information and then allows students to try to further comprehend central ideas and themes in material.
d. At first, students could do this one on one with the teacher, but this could also be done as a small group or even as an entire class. It will also help students think about the material in device rent ways.
e. This method is great because it aids students in catching the crux of the material and then allows them to delve further into it, attempting to pick up details.
Literacy and Why it is so very Important
History is all about people, events and dates. Many of these people are very complicated, they stand for different things and they want to promote their ideas, beliefs and feelings. Having the ability to understand how and why these people thought and think the way they do is a big part of learning about why the world is the way it is today. History can be very bland, downright boring and monotonous, but comprehending how and why something happened the way it did yesterday is vital to either making sure it doesn't happen again or making it even better today. You will not be expected to remember every trivial date or happening in the history of the world, but you will be expected to understand why Martin Luther King, Jr sacrificed himself for mankind, why Adolf Hitler persecuted the Jews, why Americans reacted the way they did after 9/11 and why Ghandi was non-violent. It is one thing to know and remember what happened on July 4, 1776, but to understand what this country endured to get to that point is vastly more important. I hope you find it within you empathize and relate with those that have been oppressed, I want you can learn to be tolerant of those that make mistakes without knowing better and I expect you to always exhaust your resources before you form an opinion. To this day I remain a student of history and current events, I read several newspapers a day, watch the news throughout the evening and research historical figure and events that interest me frequently. A lot of reading will be required in my history classes, but I will always encourage my students to attempt to rewrite it.
Thursday, April 24, 2014
Thursday, April 3, 2014
Apartheid and Mandela
A Long Walk to Freedom, autobiography written by Nelson Mandela
Objectives
Students will be able to…
• Read and learn about the life of former South African President Nelson Mandela.
• Use group work to help form ideas and thoughts about the state of South Africa before, during and after Mandela's presidency.
• Be able to recall important dates and events in South African history.
• Have a clear understanding of what Apartheid is and the effects it had on South Africa.
Essential Questions
For Students:
• Are there significant lingering effects from Apartheid today?
• How did Mandela change the face of South African government?
• Can past/present issues in South Africa be related to any we have here in America?
For Educators:
• How can I have my students approach this material with an open mind, without previous prejudices and assumptions?
• Could I complement this material with various texts that may be pro-Apartheid?
Standards
• World History Competency Goal 8.6 - Explain how liberal democracy, private enterprise and human right movements have reshaped political, economic and social life in Africa, Asia, Latin America, Europe, the Soviet Union and the United States (e.g. UN Declaration of Human Rights, end of the a Cold War, apartheid, perestroika, glasnost, etc.).
Materials
• each student will have their own copy of, A Long Walk to Freedom
• easel and note pad for KWL exercise
• space to set up a role playing forum between the South African National Party, the Afrikaner minorities and an arbitrary third party.
Procedure
Pre-reading Strategy: To get the ball rolling, the entire class will be engaged in a KWL session. I will be able to determine what exactly and how much my students already know about Nelson Mandela, South Africa and Apartheid. If students are unsure of what exactly they want to learn, I will encourage them to think about their own history and past - what's important, who's important, what will be important in the future and what do you hope the key, defining moments will be? I want them to be prepared to learn about a very unique man who has had a difficult life, but still managed to be one of the most influential people in world history.
During reading Strategy: Students will read at assigned chapters at night for homework. All students will be encouraged to do a variety of things regardless of weather or not they find the text difficult - probable passage (in order to organize dates, locations, people, etc), reread (any reader should practice this) and in small groups in class they will say something out loud. Putting students in small groups to read and discuss the text will be vital, learning from one another and realizing that not only one but other students struggle and have similar/different viewpoints is a great way to learn.
After Reading Strategy:
As a class we would complete our KWL exercise and identify if we learned the things we wanted to, what exactly did we learn that we didn't already know and what our likes/dislikes were from the book. To wrap the lesson up, I'd put the class in three groups to act as opposed South African parties (two) and as a third arbitrary party. The pro and anti-Apartheid groups would debate their basis for their government based on what they've learned on that matter.this would be a great marker for a teacher to see what exactly here students have taken in here.
Assessment
• Exit Slips for related assigned reading
• All students will be expected to participate in the debate forum
• Students will be encouraged to take writing breaks
Modifications
Visual: The debate at the end will be complete with pictures, short video clips, etc.
Audio: Allowing students to read top get her and to one another will also help.
Kinesthetic: Being involved in the KWL before the lesson will get them started in the right direction. The debate will also allow them to be a part of something they have knowledge about and are hopefully passionate about.
English Language Learners: Being in small groups will help. Also, participating in entire class discussion will also help bring ELL's along.
Reflection
Strengths: I believe a story like that of Mandela is enough for any student to take an active interest in. Complete with a variety of others activities, this text can be very beneficial in their education regarding Apartheid.
Areas of improvement and how to modify: This book is over 600 pages. Given we would have at the most one to two weeks to cover the section, I'd likely pick pertinent passages, ones that I'd consider the most interesting and informational for my students to read. While I'd encourage them to read the book from cover to cover, I would also hope to pic their interests enough that they will want to anyway.
Objectives
Students will be able to…
• Read and learn about the life of former South African President Nelson Mandela.
• Use group work to help form ideas and thoughts about the state of South Africa before, during and after Mandela's presidency.
• Be able to recall important dates and events in South African history.
• Have a clear understanding of what Apartheid is and the effects it had on South Africa.
Essential Questions
For Students:
• Are there significant lingering effects from Apartheid today?
• How did Mandela change the face of South African government?
• Can past/present issues in South Africa be related to any we have here in America?
For Educators:
• How can I have my students approach this material with an open mind, without previous prejudices and assumptions?
• Could I complement this material with various texts that may be pro-Apartheid?
Standards
• World History Competency Goal 8.6 - Explain how liberal democracy, private enterprise and human right movements have reshaped political, economic and social life in Africa, Asia, Latin America, Europe, the Soviet Union and the United States (e.g. UN Declaration of Human Rights, end of the a Cold War, apartheid, perestroika, glasnost, etc.).
Materials
• each student will have their own copy of, A Long Walk to Freedom
• easel and note pad for KWL exercise
• space to set up a role playing forum between the South African National Party, the Afrikaner minorities and an arbitrary third party.
Procedure
Pre-reading Strategy: To get the ball rolling, the entire class will be engaged in a KWL session. I will be able to determine what exactly and how much my students already know about Nelson Mandela, South Africa and Apartheid. If students are unsure of what exactly they want to learn, I will encourage them to think about their own history and past - what's important, who's important, what will be important in the future and what do you hope the key, defining moments will be? I want them to be prepared to learn about a very unique man who has had a difficult life, but still managed to be one of the most influential people in world history.
During reading Strategy: Students will read at assigned chapters at night for homework. All students will be encouraged to do a variety of things regardless of weather or not they find the text difficult - probable passage (in order to organize dates, locations, people, etc), reread (any reader should practice this) and in small groups in class they will say something out loud. Putting students in small groups to read and discuss the text will be vital, learning from one another and realizing that not only one but other students struggle and have similar/different viewpoints is a great way to learn.
After Reading Strategy:
As a class we would complete our KWL exercise and identify if we learned the things we wanted to, what exactly did we learn that we didn't already know and what our likes/dislikes were from the book. To wrap the lesson up, I'd put the class in three groups to act as opposed South African parties (two) and as a third arbitrary party. The pro and anti-Apartheid groups would debate their basis for their government based on what they've learned on that matter.this would be a great marker for a teacher to see what exactly here students have taken in here.
Assessment
• Exit Slips for related assigned reading
• All students will be expected to participate in the debate forum
• Students will be encouraged to take writing breaks
Modifications
Visual: The debate at the end will be complete with pictures, short video clips, etc.
Audio: Allowing students to read top get her and to one another will also help.
Kinesthetic: Being involved in the KWL before the lesson will get them started in the right direction. The debate will also allow them to be a part of something they have knowledge about and are hopefully passionate about.
English Language Learners: Being in small groups will help. Also, participating in entire class discussion will also help bring ELL's along.
Reflection
Strengths: I believe a story like that of Mandela is enough for any student to take an active interest in. Complete with a variety of others activities, this text can be very beneficial in their education regarding Apartheid.
Areas of improvement and how to modify: This book is over 600 pages. Given we would have at the most one to two weeks to cover the section, I'd likely pick pertinent passages, ones that I'd consider the most interesting and informational for my students to read. While I'd encourage them to read the book from cover to cover, I would also hope to pic their interests enough that they will want to anyway.
Tuesday, April 1, 2014
Week 11
Improving Critical Thinking Skills in History
Improving Critical Thinking Skill in History - Carl Savich
Personally, this article could not have covered a better project. This is in my context area, with high school students that are at risk. I have always found it interesting when history is considered "dry" and "dead" when it was actually my favorite subject through grade school. I understand it is not for everyone, but it's based on human lives that have made impacts on the world we know today. I really think allowing students to read one specific subject matter from SEVERAL different texts is a wonderful idea. It forces students to see what is consistently written and what possibly may be unsubstantiated evidence of an event. While this helps students from their own reality of a topic, it also encourages critical reading in looking for similarities and differences between texts, even down to the finest of details. It's obviously important for the teacher to provide direction with a common goal in mind, possibly having students form their own historical timeline of an event, complete with details and footnotes. I also found the immersion approach of learning new material to be very interesting. Presenting students with information that is perhaps more subjective and allowing groups to state their case based on what they've just read, would be a fascinating way for a classroom to learn. While history is certainly very objective, it's also important to understand reasonings and thought processes that have gone into what it is we are learning. While a spirited debate about the American Revolution or Nazi Germany would indeed be beneficial, also having basic background knowledge of people, places, dates and events would be necessary to partake, meaning this is a great way for students to learn material that's also exciting and motivational. I honestly feel as if I was in an inquiry method classroom in high school. We participated in simulations, had many, many group and classroom discussions, were assigned individual research projects, were expected to have a variety of opinions and viewpoints, were given multiple texts and were expected to be able to critically read on our own and in groups. I really hope to set my classroom up in a positive setting - respectful debate, providing material that promotes students to think freely and at a high level all the while fostering an environment that my students look forward to class and are anxious to learn from me and from each other.
Improving Critical Thinking Skill in History - Carl Savich
Personally, this article could not have covered a better project. This is in my context area, with high school students that are at risk. I have always found it interesting when history is considered "dry" and "dead" when it was actually my favorite subject through grade school. I understand it is not for everyone, but it's based on human lives that have made impacts on the world we know today. I really think allowing students to read one specific subject matter from SEVERAL different texts is a wonderful idea. It forces students to see what is consistently written and what possibly may be unsubstantiated evidence of an event. While this helps students from their own reality of a topic, it also encourages critical reading in looking for similarities and differences between texts, even down to the finest of details. It's obviously important for the teacher to provide direction with a common goal in mind, possibly having students form their own historical timeline of an event, complete with details and footnotes. I also found the immersion approach of learning new material to be very interesting. Presenting students with information that is perhaps more subjective and allowing groups to state their case based on what they've just read, would be a fascinating way for a classroom to learn. While history is certainly very objective, it's also important to understand reasonings and thought processes that have gone into what it is we are learning. While a spirited debate about the American Revolution or Nazi Germany would indeed be beneficial, also having basic background knowledge of people, places, dates and events would be necessary to partake, meaning this is a great way for students to learn material that's also exciting and motivational. I honestly feel as if I was in an inquiry method classroom in high school. We participated in simulations, had many, many group and classroom discussions, were assigned individual research projects, were expected to have a variety of opinions and viewpoints, were given multiple texts and were expected to be able to critically read on our own and in groups. I really hope to set my classroom up in a positive setting - respectful debate, providing material that promotes students to think freely and at a high level all the while fostering an environment that my students look forward to class and are anxious to learn from me and from each other.
Thursday, March 20, 2014
Top Ten List - Part Two
Top Ten Texts and Strategies
High School History
TEXTS
1. The Declaration of Independence
a. Thomas Jefferson
b. United States Declaration of Independence
c. July 4, 1776 (signed)
d. Philadelphia, Pennsylvania
e. N/A
The Declaration of Independence was drafted and signed to declare that the original thirteen colonies would become separate from Great Britain and their intentions to become a new union, the United States of America. Thomas Jefferson was selected to author the document, nearly a year after the Revolutionary War broke out in America. Congress had agreed, at the request of John Adams that the document be ratified and signed on July 2nd. However, it was not until two days later (the American Independence Day) that 56 Continental Congress delegates signed the Declaration, making the colonies' intentions to leave the British Empire formal and final.
This document is vital to an American History course. It explains why the USA left Great Britain and what the new country intended to do with new freedom. This text is why America is what it is today and how this country was founded. Thomas Jefferson, Benjamin Franklin and John Adams are the Founding Fathers and it's important to know how they accomplished what they did with this one document.
2. The King's Speech (movie)
a. Tom Hooper (directed). David Seidler (screenplay).
b. The King's Speech
c. 2010
d. N/A
e. Momentum Pictures and The Weinstein Company
This British historical drama captures England in the mid-1920's. George V is the King of England and is an eloquent, masterful speaker. His two sons, Prince Albert, Duke of York and Edward, Prince of Wales are next in line for his throne. The eldest Edward does indeed take over when George dies, but gives up his crown to marry an American that constitutionally was illegal. Albert then steps in as King George VI as a stammering young man that is known worldwide for his unfortunate stuttering problem. His wife seeks the help of an Australian speech therapist, Lionel Logue and his condition gradually improves. In September 1939 George must address the entire nation that Germany has declared war on Britain and with the aid of Logue he delivers a strong speech and earns the support and adoration of England.
This would be a very interesting, attention getting background story leading into World War I. While the movie arguably isn't 100% historically accurate! this was a real issue that King George VI suffered with for most of his adult life. The ending is wonderful as it really united England and Britain ahead a very difficult five years in their struggles with Nazi Germany.
The Pillars of the Earth
a. Ken Follett
b. The Pillars of Earth
c. 1989
d. United Kingdom
e. Macmillan
When the White Ship sinks in 1120 in leaves no heir to the throne of King Henry I of England. Tom builder and his young pregnant wife have two children and he's then fired from work. As they search for work his wife dies while in labor. Tom abandons the new son to continue his search for work. Tom settles his family in Kingbridge to work on the construction of a new cathedral. A local bishop wants stone for the new cathedral and another local merchant wants the stone for a castle. Tom's eldest son becomes known as a bully in town and gets the bishops son, Jack expelled from the town for attempting to attack him. He leaves and goes to Spain to try and learn a better masonry technique. When Tom tries to marry a new woman name Ellen she is also expelled from the town. When she is allowed to return they marry. A local girl had become infatuated with the expelled Jack and has followed him in his quest throughout Western Europe. When they return together they are accused of fornication and having the abandoned son that is actually Tom's. As years and years of hunger and bleakness pass the cathedral is completed and The Pope makes Henry repent for all of the immoralities that have taken place in Kingbridge.
This is a novel that is very deep with twists and turns. While maybe obscure in the chronicles of time, this time period is well known for its development of architecture. Also encapsulated in this novel are themes of religious struggle and a brewing civil war. While this would only be recommended for high level and high honors readers, critical thinking would certainly be tested here.
STRATEGIES
1. Probable Passage. This teaching method provided a scaffold of information before students read a text. PP identifies characters, dates, key locations, etc. that allows students key ideas and points without giving them details and specific happenings. I'd like to use this ahead of a particular challenging subject or text. I'd identify general people, dates, times, locations, events in advance and let students attempt to appropriately chart them.
a. This would be very beneficial for struggling readers. This would give them basics and a foundation before diving into a text. Having the "dots" before they connect would be a great help.
b. Assessment would be saved for after the reading. Students would certainly know if this method helped them or not.
c. You'd like to think this would help reading comprehension, maybe simplify the passage or text.
d. This would be done in small groups of three or four with a variety of students. Everyone would benefit from this exercise.
e. Were students better able to recall specific characters, dates, themes, etc. in the text? Hopefully students were better able to connect the material together.
2. Say Something. This is a small group activity that allows readers to read and then stop in order to "think aloud" and speak about the material. Requiring a student to interrupt their reading and recant or recall what they've just gone over is a fantastic way to allow them understanding and hopeful comprehension of material. Allowing fellow students to take turns in this exercise would also allow for beneficial learning.
a. This exercise is 100% for struggling readers. Having them stop and talk aloud about what they've just read encourages thinking and being cerebral about the material.
b. Assessment could be given immediately. Stopping students and having them immediately discuss what they've just read is a great way to know and tell if they've gotten the information.
c. Doing this on a regular basis will only help comprehension. This isn't great way to think about and consider material.
d. Again, this would take place in a group and facilitate an environment for ALL students to be active in discussion.
e. The goal of this method is to encourage critical thinking. Stopping after reading a passage then speaking aloud about what you've just read is a great way to help comprehension and recall.
High School History
TEXTS
1. The Declaration of Independence
a. Thomas Jefferson
b. United States Declaration of Independence
c. July 4, 1776 (signed)
d. Philadelphia, Pennsylvania
e. N/A
The Declaration of Independence was drafted and signed to declare that the original thirteen colonies would become separate from Great Britain and their intentions to become a new union, the United States of America. Thomas Jefferson was selected to author the document, nearly a year after the Revolutionary War broke out in America. Congress had agreed, at the request of John Adams that the document be ratified and signed on July 2nd. However, it was not until two days later (the American Independence Day) that 56 Continental Congress delegates signed the Declaration, making the colonies' intentions to leave the British Empire formal and final.
This document is vital to an American History course. It explains why the USA left Great Britain and what the new country intended to do with new freedom. This text is why America is what it is today and how this country was founded. Thomas Jefferson, Benjamin Franklin and John Adams are the Founding Fathers and it's important to know how they accomplished what they did with this one document.
2. The King's Speech (movie)
a. Tom Hooper (directed). David Seidler (screenplay).
b. The King's Speech
c. 2010
d. N/A
e. Momentum Pictures and The Weinstein Company
This British historical drama captures England in the mid-1920's. George V is the King of England and is an eloquent, masterful speaker. His two sons, Prince Albert, Duke of York and Edward, Prince of Wales are next in line for his throne. The eldest Edward does indeed take over when George dies, but gives up his crown to marry an American that constitutionally was illegal. Albert then steps in as King George VI as a stammering young man that is known worldwide for his unfortunate stuttering problem. His wife seeks the help of an Australian speech therapist, Lionel Logue and his condition gradually improves. In September 1939 George must address the entire nation that Germany has declared war on Britain and with the aid of Logue he delivers a strong speech and earns the support and adoration of England.
This would be a very interesting, attention getting background story leading into World War I. While the movie arguably isn't 100% historically accurate! this was a real issue that King George VI suffered with for most of his adult life. The ending is wonderful as it really united England and Britain ahead a very difficult five years in their struggles with Nazi Germany.
The Pillars of the Earth
a. Ken Follett
b. The Pillars of Earth
c. 1989
d. United Kingdom
e. Macmillan
When the White Ship sinks in 1120 in leaves no heir to the throne of King Henry I of England. Tom builder and his young pregnant wife have two children and he's then fired from work. As they search for work his wife dies while in labor. Tom abandons the new son to continue his search for work. Tom settles his family in Kingbridge to work on the construction of a new cathedral. A local bishop wants stone for the new cathedral and another local merchant wants the stone for a castle. Tom's eldest son becomes known as a bully in town and gets the bishops son, Jack expelled from the town for attempting to attack him. He leaves and goes to Spain to try and learn a better masonry technique. When Tom tries to marry a new woman name Ellen she is also expelled from the town. When she is allowed to return they marry. A local girl had become infatuated with the expelled Jack and has followed him in his quest throughout Western Europe. When they return together they are accused of fornication and having the abandoned son that is actually Tom's. As years and years of hunger and bleakness pass the cathedral is completed and The Pope makes Henry repent for all of the immoralities that have taken place in Kingbridge.
This is a novel that is very deep with twists and turns. While maybe obscure in the chronicles of time, this time period is well known for its development of architecture. Also encapsulated in this novel are themes of religious struggle and a brewing civil war. While this would only be recommended for high level and high honors readers, critical thinking would certainly be tested here.
STRATEGIES
1. Probable Passage. This teaching method provided a scaffold of information before students read a text. PP identifies characters, dates, key locations, etc. that allows students key ideas and points without giving them details and specific happenings. I'd like to use this ahead of a particular challenging subject or text. I'd identify general people, dates, times, locations, events in advance and let students attempt to appropriately chart them.
a. This would be very beneficial for struggling readers. This would give them basics and a foundation before diving into a text. Having the "dots" before they connect would be a great help.
b. Assessment would be saved for after the reading. Students would certainly know if this method helped them or not.
c. You'd like to think this would help reading comprehension, maybe simplify the passage or text.
d. This would be done in small groups of three or four with a variety of students. Everyone would benefit from this exercise.
e. Were students better able to recall specific characters, dates, themes, etc. in the text? Hopefully students were better able to connect the material together.
2. Say Something. This is a small group activity that allows readers to read and then stop in order to "think aloud" and speak about the material. Requiring a student to interrupt their reading and recant or recall what they've just gone over is a fantastic way to allow them understanding and hopeful comprehension of material. Allowing fellow students to take turns in this exercise would also allow for beneficial learning.
a. This exercise is 100% for struggling readers. Having them stop and talk aloud about what they've just read encourages thinking and being cerebral about the material.
b. Assessment could be given immediately. Stopping students and having them immediately discuss what they've just read is a great way to know and tell if they've gotten the information.
c. Doing this on a regular basis will only help comprehension. This isn't great way to think about and consider material.
d. Again, this would take place in a group and facilitate an environment for ALL students to be active in discussion.
e. The goal of this method is to encourage critical thinking. Stopping after reading a passage then speaking aloud about what you've just read is a great way to help comprehension and recall.
Thursday, February 20, 2014
Top Ten List - Part One
Top Ten Texts and Strategies
High School History
TEXTS
1. The Diary of a Young Girl
a. Anne Frank
b. The Diary of a Young Girl
c. 1947
d. Amsterdam
e. Contact Publishing
During the Nazi Occupation of Holland a 12 year old girl was given a diary in June 1942. Three weeks later the Frank family found refuge in attic of Otto Frank's office building. Anne was very close with her father and deeply admired her older sister, Margot. She also became very close to the son of a family friend, Peter van Pels. After nearly 25 months of hiding the group was sent to Nazi concentration camps and Anne's father was the only one from the group to survive. Anne perished from typhus in March 1945, only two weeks before the camps were liberated by allied forces.
This autobiography would be recommended reading for students as we covered Nazi Germany and Word War II. This is an excellent account of how powerful the human spirit is even in the most dire of times. Many students in ninth are tenth grade would be the same age as Anne Frank by the time she died, so an important theme for me would appreciating life while teaching them about concentration camps and the horrible things the Nazi Gestapo did to those they persecuted.
2. Invictus (movie)
a. Directed by Clint Eastwood based on the book, Playing the Enemy: Nelson Mandela and the Game That Made a Nation, by John Carlin. Screenplay by Anthony Peckham.
b. Invictus
c. 2009
d. N/A
e. Spyglass
This biography recounts the time in Nelson Mandela's life from when he was released from prison in early 1990 and ends in 1995 with the playing of the 1995 Rugby World Cup. After being imprisoned for 27 years, Mandela is elected as the first black president in South African history in 1994. While attending a rugby between his native Springboks and England he notices the black South Africans cheering for the English and the whites cheering for the home team. With prejudice still fresh in their minds the blacks SA had no problem cheering against their rugby team as it was predominately white sport, anyway. Mandela meets with rugby captain Francois Pienaar and hopes to gain the support from the entire nation. The rugby group visits the island Mandela was exiled to and begins to understand where many of their fellow countrymen are coming from. The team gains national support heading entire the World Cup in South Africa and following their victory it is believed he country is indeed united.
This is a wonderful movie that highlights the troubles of Apartheid in South Africa. The country was torn apart by racism but Invictus goes to show how powerful sport really can be. Especially with the passing of Nelson Mandela in the past year it's so important to learn about and remember all he did for his country as the first black president.
STRATEGIES
1. K-W-L. This stands for: what I Know, what I want to Learn and what I Learned. This may be appropriate to use for a class regarding material you're unsure of how much they actually know. This strategy allows students to access information about the subject before actually diving right into it. Based on what they actually do know they can then form questions about what they hope to learn and then when the lesson is over, indeed see what it is they have absorbed. For me I know many people they have no idea what the War of 1812 really even way, expect that well it took place in 1812. Most students would tell me what they know, which would probably be very little, then hopefully by the end of the lesson be able to recall it was a battle between the US and Allies against the British and their Allies.
a. This would be great for struggling readers. This may help them put aside knowledge they may already have and allow them to truly focus on what it they've been charged to learn.
b. Assessment is simple here it is actual maintained by the final part of the strategy, what I Learned.
c. Just like assessment you can certainly judge if a student has understood the text. Comprehension will fall in place if students are able to recall what they've learned and answered what they had hoped to learn.
d. This is for everyone. Again, others may know more about a subject than others, but group talk here would certainly help those with less knowledge of the material, regardless of culture.
e. Has the student been able to determine the answers to what they had hoped to learn? If it was a difficult text in may take a few tries.
2. Tea Party. This is similar to KWL in that allows students to draw on prior knowledge of a certain subject before they're actually engaged in it. However, more importantly this gives students the opportunity to learn parts of the text from classmates first and then draw their own conclusions as to what they think they're actually learning about. I like the idea of student being given cards with bits of facts and texts to read aloud to classmates while in turn having their classmate read theirs to the,. Having students then return to small groups and discuss their own ideas will also help the class come to larger and hopefully more accurate conclusions. I think this would be a great way to introduce students to the start of World War II and the bombing of Pearl Harbor. My cards would carry specific dates, locations, side events, quotes from politicians and facts about the immediate aftermath of the event.
a. Assuming a struggling reader could accurately read from a card, I think this would be beneficial as it would allow them to learn from others.
b. This isn't a right or wrong activity. This simply gives students information on the front end about a subject before it's taught. Assessment could be measured with two separate, but similar classes, one that is taught the material with the Tea Party before hand and one that is taught the material without the Tea Party at all.
c. This activity will only help with comprehension. Again, putting bits and pieces of text out there for students to absorb before the lesson will only help reinforce the material.
d. This is also for everyone. Maybe some from a Latina background would have better idea of facts regarding the Aztecs, which would certainly only strengthen a group.
e. Initially, the information on the cards would not be too in depth. Basic, broad terms that could help students piece a text together would be very helpful here.
3. Rereading. This is a habit all students should get into, not only just weaker ones. Students often read a text, don't understand it, get frustrated and don't think it again moving forward, much less reread. This is important for anything regarding History texts. There are so many dates, locations, people, events, etc. to take in and remember a student really should have no other choice than to reread in my classroom.
a. This was made for a struggling reader. With assistance from a classmate or teacher, any students should become accustomed to rereading.
b. Assessment is certainly based on the retention and comprehension of knowledge. If a student doesn't quite get it then that's certainly a sign they need to practice this.
c. Reading more and more will only help comprehension. Maybe the student missed a line or didn't notice a date or a fact or a number until the second or third time they read a passage.
d. Again, this should be encouraged for everyone to do. Especially if a student is struggling with foreign concepts or ideas.
e. Rereading can only help in a critical reading exercise. Many students are incapable of fully grasping a text the first time they read it and should be encouraged to analyze it numerous times.
High School History
TEXTS
1. The Diary of a Young Girl
a. Anne Frank
b. The Diary of a Young Girl
c. 1947
d. Amsterdam
e. Contact Publishing
During the Nazi Occupation of Holland a 12 year old girl was given a diary in June 1942. Three weeks later the Frank family found refuge in attic of Otto Frank's office building. Anne was very close with her father and deeply admired her older sister, Margot. She also became very close to the son of a family friend, Peter van Pels. After nearly 25 months of hiding the group was sent to Nazi concentration camps and Anne's father was the only one from the group to survive. Anne perished from typhus in March 1945, only two weeks before the camps were liberated by allied forces.
This autobiography would be recommended reading for students as we covered Nazi Germany and Word War II. This is an excellent account of how powerful the human spirit is even in the most dire of times. Many students in ninth are tenth grade would be the same age as Anne Frank by the time she died, so an important theme for me would appreciating life while teaching them about concentration camps and the horrible things the Nazi Gestapo did to those they persecuted.
2. Invictus (movie)
a. Directed by Clint Eastwood based on the book, Playing the Enemy: Nelson Mandela and the Game That Made a Nation, by John Carlin. Screenplay by Anthony Peckham.
b. Invictus
c. 2009
d. N/A
e. Spyglass
This biography recounts the time in Nelson Mandela's life from when he was released from prison in early 1990 and ends in 1995 with the playing of the 1995 Rugby World Cup. After being imprisoned for 27 years, Mandela is elected as the first black president in South African history in 1994. While attending a rugby between his native Springboks and England he notices the black South Africans cheering for the English and the whites cheering for the home team. With prejudice still fresh in their minds the blacks SA had no problem cheering against their rugby team as it was predominately white sport, anyway. Mandela meets with rugby captain Francois Pienaar and hopes to gain the support from the entire nation. The rugby group visits the island Mandela was exiled to and begins to understand where many of their fellow countrymen are coming from. The team gains national support heading entire the World Cup in South Africa and following their victory it is believed he country is indeed united.
This is a wonderful movie that highlights the troubles of Apartheid in South Africa. The country was torn apart by racism but Invictus goes to show how powerful sport really can be. Especially with the passing of Nelson Mandela in the past year it's so important to learn about and remember all he did for his country as the first black president.
STRATEGIES
1. K-W-L. This stands for: what I Know, what I want to Learn and what I Learned. This may be appropriate to use for a class regarding material you're unsure of how much they actually know. This strategy allows students to access information about the subject before actually diving right into it. Based on what they actually do know they can then form questions about what they hope to learn and then when the lesson is over, indeed see what it is they have absorbed. For me I know many people they have no idea what the War of 1812 really even way, expect that well it took place in 1812. Most students would tell me what they know, which would probably be very little, then hopefully by the end of the lesson be able to recall it was a battle between the US and Allies against the British and their Allies.
a. This would be great for struggling readers. This may help them put aside knowledge they may already have and allow them to truly focus on what it they've been charged to learn.
b. Assessment is simple here it is actual maintained by the final part of the strategy, what I Learned.
c. Just like assessment you can certainly judge if a student has understood the text. Comprehension will fall in place if students are able to recall what they've learned and answered what they had hoped to learn.
d. This is for everyone. Again, others may know more about a subject than others, but group talk here would certainly help those with less knowledge of the material, regardless of culture.
e. Has the student been able to determine the answers to what they had hoped to learn? If it was a difficult text in may take a few tries.
2. Tea Party. This is similar to KWL in that allows students to draw on prior knowledge of a certain subject before they're actually engaged in it. However, more importantly this gives students the opportunity to learn parts of the text from classmates first and then draw their own conclusions as to what they think they're actually learning about. I like the idea of student being given cards with bits of facts and texts to read aloud to classmates while in turn having their classmate read theirs to the,. Having students then return to small groups and discuss their own ideas will also help the class come to larger and hopefully more accurate conclusions. I think this would be a great way to introduce students to the start of World War II and the bombing of Pearl Harbor. My cards would carry specific dates, locations, side events, quotes from politicians and facts about the immediate aftermath of the event.
a. Assuming a struggling reader could accurately read from a card, I think this would be beneficial as it would allow them to learn from others.
b. This isn't a right or wrong activity. This simply gives students information on the front end about a subject before it's taught. Assessment could be measured with two separate, but similar classes, one that is taught the material with the Tea Party before hand and one that is taught the material without the Tea Party at all.
c. This activity will only help with comprehension. Again, putting bits and pieces of text out there for students to absorb before the lesson will only help reinforce the material.
d. This is also for everyone. Maybe some from a Latina background would have better idea of facts regarding the Aztecs, which would certainly only strengthen a group.
e. Initially, the information on the cards would not be too in depth. Basic, broad terms that could help students piece a text together would be very helpful here.
3. Rereading. This is a habit all students should get into, not only just weaker ones. Students often read a text, don't understand it, get frustrated and don't think it again moving forward, much less reread. This is important for anything regarding History texts. There are so many dates, locations, people, events, etc. to take in and remember a student really should have no other choice than to reread in my classroom.
a. This was made for a struggling reader. With assistance from a classmate or teacher, any students should become accustomed to rereading.
b. Assessment is certainly based on the retention and comprehension of knowledge. If a student doesn't quite get it then that's certainly a sign they need to practice this.
c. Reading more and more will only help comprehension. Maybe the student missed a line or didn't notice a date or a fact or a number until the second or third time they read a passage.
d. Again, this should be encouraged for everyone to do. Especially if a student is struggling with foreign concepts or ideas.
e. Rereading can only help in a critical reading exercise. Many students are incapable of fully grasping a text the first time they read it and should be encouraged to analyze it numerous times.
Tuesday, February 18, 2014
Week Six
Gloria Ladson-Billings takes a look at struggling African-American students in the classroom, but also examines what exactly teachers can do to help shore up learning deficiencies and poor academic progress. Native American Cornel Pewewardy suggests that many Indian children often struggle in school because the material is not "culturally congruent" or "culturally compatible" and maintains that these would learn more efficiently if the home language is also used in the classroom. Ladson-Billings goes on to state that three things are vital In order for all children to find cultural relevance, in as many words - 1. Students must experience academic success, 2. Students must develop and maintain cultural competence and 3. Students must develop awareness of and challenge the status quo of the social order. Finally, the article emphasizes the importance of teachers to create, nurture and care about the relationships with their students. Relating to students is a big part of helping any student simply "get it" and knowing it's okay to fail the first time, that they'll be helped believe they'll eventually succeed is so important.
I really enjoy reading these kinds of articles. While there is certainly a lot to be said about teaching strategies and what more can be done to help students succeed. Having several teachers that I knew cared about me really improved my attitude towards school and learning. Believing in a student really does go a long way. As a coach now in my eighth year I can tell you a players performance can drastically change if they're injected full of confidence while also knowing it's okay to fail. Of course my players also understand they must work hard to succeed, especially after failure. I've always believed in this sports reference saying - it's not always about the X's and the O's, it's more about the Jimmy's and the Joe's - i.e. It's obviously very important to be prepared, to have thought out well lesson plans and to be knowledgeable in content area, but it's just as important if not more to get to know your students and form healthy, positive and trusting relationships.
I really enjoy reading these kinds of articles. While there is certainly a lot to be said about teaching strategies and what more can be done to help students succeed. Having several teachers that I knew cared about me really improved my attitude towards school and learning. Believing in a student really does go a long way. As a coach now in my eighth year I can tell you a players performance can drastically change if they're injected full of confidence while also knowing it's okay to fail. Of course my players also understand they must work hard to succeed, especially after failure. I've always believed in this sports reference saying - it's not always about the X's and the O's, it's more about the Jimmy's and the Joe's - i.e. It's obviously very important to be prepared, to have thought out well lesson plans and to be knowledgeable in content area, but it's just as important if not more to get to know your students and form healthy, positive and trusting relationships.
Tuesday, February 11, 2014
My First Lesson Plan
Lesson Plan - Abraham Lincoln and the Gettysburg Address
Objectives
What should students accomplish at the end of this lesson?
Make sure to use ACTIVE and MEASURABLE verbs in your objectives (See attached sheet on Bb).
Please write 3 to 5 in your own words.
Students will be able to…
1. Determine when and where President Lincoln delivered the Address.
2. Recall the general meaning behind the Address.
3. Provide proof that they comprehend and understand why the Address was so important in time.
Essential Questions
Please write TWO essential questions. The first should be a question that is posed for your students. This question should be worded so that it motivates students. The second question should be a question for you. This question should be worded so that it reminds you and your administration of your academic purpose.
For Students: What should you take away from The Gettysburg Address as it relates to your life today!
For Educators: Why is this moment in history worth remembering, teaching and learning about today?
Standards
Please include NO MORE than three standards from NCSCOS. These can be copied can pasted from the document.
1. The student will decipher, decode and comprehend the meanings of this document and translate how it may relate to his/her life today.
Materials
Please list all materials that you will need for this lesson.
Students will need copies of the original Gettysburg Address.
Students will also need a copy of the Gettysburg Address in legible text.
Procedure
This lesson is intended to scaffold students who struggle to read and write in your content area through a reading/writing strategy, such as a science lab report, a math problem, a literary analysis, and/or an argument paper. One of the BEST strategies to use in any content area is the me, we, few, you technique that you use for a specific reading/writing practice.
1. Opening: How will you hook your students? Consider pulling from something they know, such as music, television, graphic novels, etc.
My high school US History teacher had every member of class dress as Abraham Lincoln and take turns reading the Gettysburg Address. It seemed very redundant at the time but we all looked so ridiculous it relaxed us and opened our minds to comprehend and absorb the short speech.
2. Me: How will you model this reading/writing strategy?
I think going through each of the three paragraphs of the speech and breaking down each individual students into a language the students can wrap their minds around is crucial. Simply put, people just don't talk and speak as they did 150 years ago, so being able to get a basic of understanding of what was said is vital here.
3. We: How will you do the reading/writing strategy together as a group?
Again, I'd like to have the entire class read the speech together. Often hearing it while not reading it helps you absorb and actually "hear" the text.
4. Few: What kind of small group work can students do to practice this strategy? How will you hold them accountable? Remember, it is best to keep students in groups of two or three.
I'd like to have them break off into small groups of three or four and assign a few sentences to one sentence and then have them read it in their group and explain what it means to them and what they they think it means.
5. You: What kind of individual work will you expect students to do?
I think getting the who, what where, when and why in the form of a quiz the next day would be a good way to test for recall and comprehension.
6. Closure: How will close up the lesson? How will you return to the objectives and essential questions? Please explain how you will do this in the form of an exit slip or ticket-out-the-door.
I'd prefer the students think about this more after class and be able to recall information the next day or even the following week. This was a very important part of American History and I think it deserves more than just a day of attention.
Assessment
Please list all informal and formal assessments for this lesson. Make sure that your assessments will help you to know if students met your stated objectives.
A formal assessment here would be the quiz the following day or even being tested on the material on an End of Grade exam.
An informal assessment here would consist on determining overall comprehension of the material compared to fellow classmates.
Modifications
Because you will have a variety of learners in your classroom, please explain how you will modify for each of them. For example, you could state that you will provide all instructions on a power point for visual learners; you will state the directions twice for audio learners; you will have students stand up and sit down during an anticipation guide; you will ask students to work in pairs to assist students who are learning English.
I know visual learning is important so taking students to a place where they can almost picture Lincoln giving his speech would be a great tool to help them. I'd even prefer to dress as Lincoln myself and begin instruction reciting the speech to them via an actual recording of the speech in Lincoln's voice. I think putting students in small groups and having them be responsible for a small section of the Address would be a great way to hold them accountable for their work. After each group discusses their section I'd have them decide which section they thought was either most important or which one they liked most and explain why to the the entire class. This reminds me a little of a paideia seminar and I certainly think that or something similar would be appropriate for this content.
Visual - Original copies of the Gettysburg Address, teacher dressed as Lincoln
Audio - An actual recording of the speech
Kinesthetic - The students reading the speech amongst each other and determining which sections of the speech appeal to them
English Language Learners
Reflection
One of the tactics that successful teachers use is prediction; they ask themselves, “what could happen and I will I modify for it when I’m teaching?” This helps teachers become more comfortable trying new strategies when planned lessons are not working. In this section, write down what you think will be the strengths of the lesson. Also write down what areas might be weak and how you could modify for it with different learners.
Strengths: Group work and holding each student responsible for their own learning and work. Also using discrepant events initially will demand their attention.
Areas of improvement and how to modify: This may be difficult for ELLs or students that are LD. If they are unable to keep up in the small group I'd certainly take extra time with any student that was struggling.
Objectives
What should students accomplish at the end of this lesson?
Make sure to use ACTIVE and MEASURABLE verbs in your objectives (See attached sheet on Bb).
Please write 3 to 5 in your own words.
Students will be able to…
1. Determine when and where President Lincoln delivered the Address.
2. Recall the general meaning behind the Address.
3. Provide proof that they comprehend and understand why the Address was so important in time.
Essential Questions
Please write TWO essential questions. The first should be a question that is posed for your students. This question should be worded so that it motivates students. The second question should be a question for you. This question should be worded so that it reminds you and your administration of your academic purpose.
For Students: What should you take away from The Gettysburg Address as it relates to your life today!
For Educators: Why is this moment in history worth remembering, teaching and learning about today?
Standards
Please include NO MORE than three standards from NCSCOS. These can be copied can pasted from the document.
1. The student will decipher, decode and comprehend the meanings of this document and translate how it may relate to his/her life today.
Materials
Please list all materials that you will need for this lesson.
Students will need copies of the original Gettysburg Address.
Students will also need a copy of the Gettysburg Address in legible text.
Procedure
This lesson is intended to scaffold students who struggle to read and write in your content area through a reading/writing strategy, such as a science lab report, a math problem, a literary analysis, and/or an argument paper. One of the BEST strategies to use in any content area is the me, we, few, you technique that you use for a specific reading/writing practice.
1. Opening: How will you hook your students? Consider pulling from something they know, such as music, television, graphic novels, etc.
My high school US History teacher had every member of class dress as Abraham Lincoln and take turns reading the Gettysburg Address. It seemed very redundant at the time but we all looked so ridiculous it relaxed us and opened our minds to comprehend and absorb the short speech.
2. Me: How will you model this reading/writing strategy?
I think going through each of the three paragraphs of the speech and breaking down each individual students into a language the students can wrap their minds around is crucial. Simply put, people just don't talk and speak as they did 150 years ago, so being able to get a basic of understanding of what was said is vital here.
3. We: How will you do the reading/writing strategy together as a group?
Again, I'd like to have the entire class read the speech together. Often hearing it while not reading it helps you absorb and actually "hear" the text.
4. Few: What kind of small group work can students do to practice this strategy? How will you hold them accountable? Remember, it is best to keep students in groups of two or three.
I'd like to have them break off into small groups of three or four and assign a few sentences to one sentence and then have them read it in their group and explain what it means to them and what they they think it means.
5. You: What kind of individual work will you expect students to do?
I think getting the who, what where, when and why in the form of a quiz the next day would be a good way to test for recall and comprehension.
6. Closure: How will close up the lesson? How will you return to the objectives and essential questions? Please explain how you will do this in the form of an exit slip or ticket-out-the-door.
I'd prefer the students think about this more after class and be able to recall information the next day or even the following week. This was a very important part of American History and I think it deserves more than just a day of attention.
Assessment
Please list all informal and formal assessments for this lesson. Make sure that your assessments will help you to know if students met your stated objectives.
A formal assessment here would be the quiz the following day or even being tested on the material on an End of Grade exam.
An informal assessment here would consist on determining overall comprehension of the material compared to fellow classmates.
Modifications
Because you will have a variety of learners in your classroom, please explain how you will modify for each of them. For example, you could state that you will provide all instructions on a power point for visual learners; you will state the directions twice for audio learners; you will have students stand up and sit down during an anticipation guide; you will ask students to work in pairs to assist students who are learning English.
I know visual learning is important so taking students to a place where they can almost picture Lincoln giving his speech would be a great tool to help them. I'd even prefer to dress as Lincoln myself and begin instruction reciting the speech to them via an actual recording of the speech in Lincoln's voice. I think putting students in small groups and having them be responsible for a small section of the Address would be a great way to hold them accountable for their work. After each group discusses their section I'd have them decide which section they thought was either most important or which one they liked most and explain why to the the entire class. This reminds me a little of a paideia seminar and I certainly think that or something similar would be appropriate for this content.
Visual - Original copies of the Gettysburg Address, teacher dressed as Lincoln
Audio - An actual recording of the speech
Kinesthetic - The students reading the speech amongst each other and determining which sections of the speech appeal to them
English Language Learners
Reflection
One of the tactics that successful teachers use is prediction; they ask themselves, “what could happen and I will I modify for it when I’m teaching?” This helps teachers become more comfortable trying new strategies when planned lessons are not working. In this section, write down what you think will be the strengths of the lesson. Also write down what areas might be weak and how you could modify for it with different learners.
Strengths: Group work and holding each student responsible for their own learning and work. Also using discrepant events initially will demand their attention.
Areas of improvement and how to modify: This may be difficult for ELLs or students that are LD. If they are unable to keep up in the small group I'd certainly take extra time with any student that was struggling.
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