Students will synthesize document analysis with what they have learned about this time period through in class activity and assigned outside work. Materials – DBQ packet Activities – 1. Individual – students analyze primary source documents (see activity sheet below). 2. Whole class – students discuss and debate document analysis.
The standards were developed to set the criteria of what each student needs to know by subject and grade level. Therefore, the subject matter being taught all year in the classroom must cover the requirements of the standards. Tests are not just questions requiring a factual answer, but require students to use the facts or skills they know to solve problems. Here are some things parents can do to help students develop skills needed to perform better on the tests: DAY OF TESTS • Talk to your child
Second, is the Text meaning maker, this allows the student to ask what does the text mean to me? Third part of the model is Text user who asks, What do I do with this text? And finally, Text analyst which is where students are asked what does the text do to me? This essay will outline in greater detail only two of the four models, those being Text code breaker and Text user. This essay will look at these models and how they can be used in a classroom situation to assist students’ learning.
CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
Lesson Plans April Wise-Russ EDU 352 Instructor: Michael August 5, 2013 Lesson Plan 1 Introduction This is a lesson based on civics and government designed to show that conflict in legislative process can be productive. It is designed to show students that when people disagree they have to work together to find a solution. It is a suggested lesson for grades 3, 4 and five. Although the background concepts introduced are related to government and compromise and veto, students are going to try to achieve consensus by planning a class party. I think it is a sophisticated topic for this level of students however the teacher brings it down to the level of the class by relating it to coordinating
Each student will post a presentation to the class discussion board and answer questions posed by peers. The presentation must discuss the above elements. Creativity is encouraged! 7. Grades are based on the following rubric Self Exploratory Behavior Change Project | Exemplary | Accomplished | Developing | Limited | Not demonstrated | PRESENTATION (maximum points) | 100 | 80 | 50 | 20 | 0 | Is the behavior clearly defined?
The discussion should include why you like the book, why the theme is relevant to you and others, why others should read the book and what you learned from the book. Use examples to support your opinion LETTERS OF RECOMMENDATIONTwo letters of recommendation from a teacher, a mentor or coach, or the community service supervisorTHE RESEARCH PROJECTThe project is career/ job/ trade focused. The student will research his/her future employment answering the following: * Why did you choose this career/trade * What schooling, certification or credential is required * How long does it take to become a professional in the field * What are requirements for the field (tests…) * Interview someone in the field The research paper on the career/trade will be 3-5 pp. not including title page, bibliography, or outline.THE PRESENTATIONYour presentation can be a digital, multimedia presentation or the traditional presentation.No partners allowed for research projects/presentations.COMMUNITY SERVICE REFLECTIONWhile the community service reflection is no longer included in the senior portfolio, your experiences with your community service need to be included in either your Autobiographical Journey
Here again is a series of invitations to use the classroom to model the assessment of change, applying materials from the historians' treatments but adding some definite highlights. Dealing with continuity and change over time in world history often invites students to make active use of more general periodization, to contribute a framework for more specific changes in, say, trade patterns or cultural contacts. Reminding students to test the general factors involved in periodization to the question at hand is already a step forward, providing global context for key developments over time. This same relationship will help students
- Post assessment: Student comprehension will be formatively assessed by the instructor upon efficient completion of assignment; and at the end of the unit students will be given a summative assessment. - Plan for Further Instruction for Students Who Need It: Review worksheet; work one-on-one with money manipulatives, have parents work with student at home. -State adaptations /modifications for ELL/ESE students. Provide for accommodations and cultural needs of ELL/ESE students. According to student’s IEP, some examples