This blog is devoted to helping secondary teachers incorporate effective reading instruction in their content lessons.
Thursday, June 16, 2011
Literacy Conference - Day Two Text Set Activity
List your texts for your text set here. Include your subject area and a brief explanation of why you included each piece of text. Don't forget to include either your initials or your first name and last initial.
N.M. Our subject is Shaping identity. We chose "Legal Alien" "Culture of Many" "Disguises" and "I, Too, Am an American". We felt that these choices would allow us to differentiate.
English 2 and 3 worked together to plan a unit on character development. To introduce the lesson we will use the quote by Ghandi: "Be the change you wish to see in the world". The students will do a quick write on this quote. The song we will play is "Man in the Mirror" by Michael Jackson. To further student interest, we will play a clip from "Pay it Forward". We will give the students a choice of using "Giving Tree" and "1000 Dresses" for our children's book selection. For a novel study, we chose "Lord of the Flies" to teach students not to follow the group. The majority is not always correct. All of these works were chosen to show the students the only person we have control over is ourselves. If we respect each other, the world will be a better place to live.
Ms. Bither and Mr. Bonk and myself designed a text set for our lesson plan to introduce the concept of Islam. We incorporated 4 different text sets: 1. An informational reading about Islam in today's religious/social/political/cultural environment and the conflicts it produces. This would be perfect as a handout for students to use one of the three essential reading habits. 2. A Poem about what it means to be a Muslim. This would act as tool for comprehension and critical thinking for point of view. 3. A KWL graphic organizer for assigned reading in the Chapter dealing with Islam. This is to activate and build the background knowledge essential for comprehension of the concept of Islam. 4. Children's book: this was used to explain the concept of Islam with an easy to read timeline showing how Islam was founded, spread and eventually developed a schism between two different sects of followeres.
Unit Topic: President Jackson and the Indian Removal Act
Content Goals: Understand the views of the Native Americans, Andrew Jackson, other minorities, Armed forces, and US citizens during this act. Why did Jackson focus on Native Americans in one particular area of our country? What lasting effects on the US did the Indian Removal Act have on our country? on minorities? on the presidency?
Textbook: Read a louds dealing with the Indian Removal Act. Determine POV and Validity and Reliablity. Informational Article: Find articles about the Trail of Tears. Give students a choice of taking the POV of either Jackson, a Native American, a southern African American, a Army Captain, or a northern white US citizen. Students will highlight passages and discuss why and how they relate to their POV. Short Story: Students can construct a short story or play about the events leading up to the Trail of Tears from the election of Jackson. Poem: visual representations created by students dealing with poems they have found about the Trail of Tears. Picture: Use paintings and pictures found and students muse create a chart about what they observe in the pictures and then what they can infer about the pictures. Cartoon: Students must find at least 3 political cartoons dealing with the Indian Removal Act, but one must be student produced. Primary Source: Find Primary Source documents and compare and contrast the information found to the textbook. Why doesn't the textbook use this information? Quotations: Take the Indian Removal Act and the Trail of Tears and have the students use one word to describe each. Have the students the pass their word to another student and that student must write another word. Go around until the group has a 7-10 word quote dealing with both topics. Video: Have you tube videos playing in the background while students are working. Use videos before and after activities are going on.
At 9:42 on this May morning the children's rooms are concentrating too. Like a tendril growing toward the sun, Ruth moves her book into a wedge of light that settles on the floor like a butterfly. She turns a page. Fred is immersed in magic, cool as a Black Angus belly-deep in a farm pond.
The only sounds: pages turning softly. This is the quietness of bottomland where you can hear only the young corn growing, where a little breeze stirs the blades and then breathes in again.
I mark my place. I listen like a farmer in the rows.
M. Zultevicz
ReplyDeletePlease refer to J Fluent
N.M.
ReplyDeleteOur subject is Shaping identity. We chose "Legal Alien" "Culture of Many" "Disguises" and "I, Too, Am an American". We felt that these choices would allow us to differentiate.
See Fluent
ReplyDeleteMJS
English 2 and 3 worked together to plan a unit on character development. To introduce the lesson we will use the quote by Ghandi: "Be the change you wish to see in the world". The students will do a quick write on this quote. The song we will play is "Man in the Mirror" by Michael Jackson. To further student interest, we will play a clip from "Pay it Forward". We will give the students a choice of using "Giving Tree" and "1000 Dresses" for our children's book selection. For a novel study, we chose "Lord of the Flies" to teach students not to follow the group. The majority is not always correct. All of these works were chosen to show the students the only person we have control over is ourselves. If we respect each other, the world will be a better place to live.
ReplyDeleteAshton Schneider
Please refer to Ashton for what our group came up with for the text set activity.
ReplyDeleteMegan
Refer to Ashton's response.
ReplyDeleteRebecca
Ms. Bither and Mr. Bonk and myself designed a text set for our lesson plan to introduce the concept of Islam. We incorporated 4 different text sets:
ReplyDelete1. An informational reading about Islam in today's religious/social/political/cultural environment and the conflicts it produces. This would be perfect as a handout for students to use one of the three essential reading habits.
2. A Poem about what it means to be a Muslim. This would act as tool for comprehension and critical thinking for point of view.
3. A KWL graphic organizer for assigned reading in the Chapter dealing with Islam. This is to activate and build the background knowledge essential for comprehension of the concept of Islam.
4. Children's book: this was used to explain the concept of Islam with an easy to read timeline showing how Islam was founded, spread and eventually developed a schism between two different sects of followeres.
Michael Aiken
11th Grade US History
ReplyDeleteUnit Topic: President Jackson and the Indian Removal Act
Content Goals: Understand the views of the Native Americans, Andrew Jackson, other minorities, Armed forces, and US citizens during this act.
Why did Jackson focus on Native Americans in one particular area of our country?
What lasting effects on the US did the Indian Removal Act have on our country? on minorities? on the presidency?
Textbook: Read a louds dealing with the Indian Removal Act. Determine POV and Validity and Reliablity.
Informational Article: Find articles about the Trail of Tears. Give students a choice of taking the POV of either Jackson, a Native American, a southern African American, a Army Captain, or a northern white US citizen. Students will highlight passages and discuss why and how they relate to their POV.
Short Story: Students can construct a short story or play about the events leading up to the Trail of Tears from the election of Jackson.
Poem: visual representations created by students dealing with poems they have found about the Trail of Tears.
Picture: Use paintings and pictures found and students muse create a chart about what they observe in the pictures and then what they can infer about the pictures.
Cartoon: Students must find at least 3 political cartoons dealing with the Indian Removal Act, but one must be student produced.
Primary Source: Find Primary Source documents and compare and contrast the information found to the textbook. Why doesn't the textbook use this information?
Quotations: Take the Indian Removal Act and the Trail of Tears and have the students use one word to describe each. Have the students the pass their word to another student and that student must write another word. Go around until the group has a 7-10 word quote dealing with both topics.
Video: Have you tube videos playing in the background while students are working. Use videos before and after activities are going on.
-Joe Evans
Please refer to Ashton Schneider's post.
ReplyDelete