Lexi Hartley December 2014 Social Studies Methods Dr. Stoddard

Size: px
Start display at page:

Download "Lexi Hartley December 2014 Social Studies Methods Dr. Stoddard"

Transcription

1 Lexi Hartley December 2014 Social Studies Methods Dr. Stoddard Socratic Seminar: The Butter Battle Book Context Overview: This is a middle school Socratic Seminar discussion lesson on Dr. Seuss s 1984 story The Butter Battle Book. This lesson has two purposes: to help prepare students to participate in a seminar discussion and to review Cold War concepts with students. In this lesson, students will both read and discuss a text in class. This lesson is designed for a class with two teachers with access to two different spaces, such as a class taught by a student teacher and a supervising teacher or a content teacher and a special educator collaborationist; however, it can be modified to fit a singular classroom or a setting with one teacher. Background: This lesson is a Socratic Seminar lesson designed for a sixty-minute seventh grade classroom. In a Socratic Seminar, students participate in a student-led discussion or a core or important text with teacher guidance. The students discuss open-ended questions using specific examples from the text as evidence. Instead of addressing the teacher, the students address each other. Although the teacher might provide a warm-up activity or an opening question, in a Socratic seminar, the students provide the majority of both discussion questions and answers. The goal of a Socratic seminar is for students to explore the main ideas and values of a text by answering open-ended discussion questions using evidence. Socratic Seminars also allow students to practice their discussion skills such as voicing their opinion, supporting their opinion with evidence, listening to a classmate s opinion and expressing their disagreement with a classmate. Furthermore, Socratic Seminars are a good way to help students learn how to interpret texts that are extremely important or multi-layered. This lesson is intended to be taught as a review activity at the end of a unit on the Cold War. By this point, students will have learned concepts such as the nuclear arms race and mutually assured destruction, as well as specific examples of Cold War events such as the dropping of the atomic bombs on Hiroshima and Nagasaki and the building of the Berlin Wall. Rationale: The Butter Battle Book tells the story, in typical Dr. Seuss rhyme, of the Yooks and the Zooks, two neighboring civilizations engaged in a conflict over a trivial issue. The Yooks and the Zooks build progressively more complicated weapons, an allegory for the nuclear arms race of the Cold War. Although The Butter Battle Book had no impact on the actual events of the Cold War, it provides an excellent overview of Cold War concepts. It also conveys the fear and uncertainty that individuals in the United States felt during the Cold War. This text is a good base text for a Socratic Seminar because it lends itself to many topics of discussion, including a review of the Cold War concepts and elements that are included, a discussion of Dr. Seuss s motivation to write the story, and a discussion of the story s open-ended close. Additionally, the text is extremely accessible to students of all reading abilities and levels, and is extremely engaging for all students. Since the text is so accessible for students, and may even be familiar to

2 some students outside of school, it is an especially good choice for an introductory Socratic Seminar in the beginning of the school year. Connection to Standards: This lesson aligns to the VA Standards of Learning USII.8: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by c) identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. This lesson also aligns to the National Council for the Social Studies (NCSS) s standards for the strands of Science, technology and society, global connections and power, authority and governance. This lesson also scores highly on many Powerful and Authentic Social Studies (PASS) Standards, including Standard 1: Higher Order Thinking, Standard 3: Substantive Conversation and Standard 4: Connections to the Wider World. Instructional Objectives: Students will be able to relate the text The Butter Battle Book to Cold War concepts including mutually-assured destruction and nuclear arms race by relating specific aspects of the text to these concepts in a Socratic Seminar discussion (content, skills). Students will be able to theorize the reason why an author would chose to convey a political message in an entertainment medium such as a film or fiction book as demonstrated by their discussion in a warm-up activity, a Socratic seminar and their reflective journal response at the end of the Socratic seminar (skills). Students will be able to hold a student-lead discussion using textual evidence to support their points as evidenced by referencing the text, responding to others questions thoughtfully and appropriately, and posing discussion in a Socratic Seminar discussion (skills). Assessment: Students will be assessed by their participation in the pre-seminar ticket, the seminar, and the post-seminar self-evaluation/journal. The pre-seminar ticket asks the students to complete some basic comprehension questions, while the post-seminar self-evaluation/journal asks the students to reflect on their experience as well as journal about a topic in the reading. During the seminar, I will keep a running record of all students who participate meaningfully in the discussion by asking a discussion question, answering a question using evidence, or building on or disagreeing with a classmates point. I will then collect all seminar tickets at the end of the class and I will collect the post-seminar self evaluation/journal at the start of the next class. Students will receive two possible points for completion for filling in their seminar ticket, two possible points for talking at least once constructively during class, and six points for filling in their post-seminar reflection and homework journaling assignment. On the post-seminar reflection and journaling assignment, I will also provide feedback on students performance during the seminar; I will note if participated and whether I agree with their self-assessment or not.

3 Resources Needed: Seminar entrance ticket Class set of texts: The Butter Battle Book, Dr. Suess Seminar/discussion rules displayed on whiteboard throughout discussion Projector/computer for Do Now Post-Seminar Reflection/Journaling sheet Instructional Plan: Classroom Set-up: The classroom that I teach in has students sitting in pairs of three in classroom pods. Although the students will eventually rearrange their desks into a circle, they will complete the reading and seminar ticket while sitting in pods. In many Socratic seminars, the students actually complete the reading at home, but I only have access to thirty copies of the book--enough for one class only--so the students will not be able to take the books home. Do Now (3 minutes) As the students enter the classroom, they will see the following Do Now projected onto the board. They will also have a classroom copy of Dr. Seuss s The Butter Battle Book on their desk. The Do Now will say: 1. Do not touch the book on your desk. 2. Do you know any children s books or movies that have a political message for adults? If you can think of any examples, write them down on your Do Now Sheet. After around two minutes of brainstorming, I will lead the students in a short discussion of some movies or books that are geared towards children but have a political message for adults. If the students can t think of any examples, I will note that movies such as Wall-E, The Lorax (book and movie) and Happy Feet all have a political message, mainly about the state of the environment. I will then explain that today we will be reading a book that was written in 1984 for children but really discusses the Cold War for adults. Reading/Seminar Ticket: (15 minutes) I will then explain that we will be reading this book, The Butter Battle Book, as a class outloud. At this point, I will hand out the seminar ticket sheets. I will explain that students should try to answer these questions as we read to help prepare for the discussion. I will also explain that some of the questions, like the last one, require a bit more thought, so we will take a few minutes after we finish reading to answer that question. We will then read the text, with a new student reading every few pages. The reading itself should take approximately twelve minutes, with three minutes left for the students to finish their seminar ticket. Seminar Ticket: 1. Why are the two groups at war? 2. Make a list of each time the Yooks get a new weapon and how the Zooks react. 3. How does this story relate to what we are studying in history class?

4 Discussion Norms: (3 minutes): I will then explain some of the norms and behaviors for the class discussion that we will be having. I will project these norms on the whiteboard and keep them projected for students to refer back to during the seminar. The discussion norms and behaviors I will teach include: 1. Students will sit in a circle. 2. Address each other when you speak, not the teacher. 3. Build off each other s arguments. Use the suggested phrases on the board to show that you agree or disagree with a classmate. 4. Refer back to the text, and talk about specific points. Tell the rest of the class the page number where you found the part of the text that you are talking about. 5. Be respectful of one another. 6. Be sure to participate at least once! I will be keeping track of who participates, and you will receive a participation grade. Suggested Phrases: To show you agree with someone or to build on their argument: I agree with Joe because I want to add to what Sarah said I also think that because To show that you disagree with someone: I think Matt makes some very good points, but I also think I respectfully disagree with Suzy because Room Set Up: (3 minutes): At this point, I will explain that half of the class will go the library with my cooperating teacher for their discussion. The rest of the students will be tasked with moving the rest of the desks aside and arranging the remaining desks into a circle for discussion. I will explain that we will only have three minutes to complete this procedure, so all students must remain on task. Seminar Discussion: (20 minutes) I will begin the seminar by asking the students a warm-up question. I will explain, To begin, please turn to your partner and tell them what they thought of the ending. After a minute of discussion, I will give the class the opening question: How does this book relate to what we are studying in history class? From then on, the students will have control of the discussion, hopefully building on and expanding each other s points and suggesting their own question. If I notice that students are simply repeating each other s points or if the discussion lulls or comes to a halt, I will provide an opportunity for students to bring up their own questions by asking Are there any other questions that somebody wants to pose to the group? If no students pose a question, I have a list of potential questions prepared. These questions include: - Why do you think Dr. Seuss chose to wrote this book? - Who do you think is the intended audience for this book? Why? - Let s talk about the ending. How does this text end? Why do you think that Dr. Seuss chose to end this book this way? - What do you think the Yooks and the Zooks represent?

5 - How do you think people reacted to this book when it was published? If you were a parent, would you want your child reading this book? General disucssion follow-up questions: - What do the rest of you think? - We have heard a lot from Dylan, does somebody else want to tell us their ideas? - I want to hear some ideas from somebody that doesn t usually talk. - Can you tell the class where you found that in the text? - Does anybody else have any questions that they want to discuss? Seminar Debrief/Reflection Activity(10-15 minutes): After approximately minutes of discussion or when I feel the discussion has reached an appropriate stopping point, I will ask the students to return the room to its original configuration. I will then give my students some very general feedback on the discussion: without using names or specific examples, I will explain what that I saw that went well, and what that I saw that students could improve upon. I will then ask the students if there was any feedback they had for their peers or for me in the seminar assignment. I will then direct the students attention to the seminar Reflection/Journaling assignment. I will explain that we will have the last ten minutes of class to complete this assignment, and anything that was not completed would become homework. Seminar Reflection Ticket Please answer the following questions: 1. What were some things that you think you did well during the seminar discussion? 2. What are some things that you think you can improve about your performance during the seminar discussion? 3. Is there anything Ms. Hartley/Mr. Moser can do to make the seminar discussion easier for you? 4. Would you like to do a seminar discussion again? Why or why not? 5. Please respond to the following prompt with a journal entry of at least two paragraphs (10 sentences minimum). How do you think people reacted to this book when it was published? Why do you think they reacted this way? If you were a parent, would you want your child reading this book? Why or why not? Differentiation: I will differentiate for students with special learning needs or different learning preferences by presenting the text in several ways. Since the text will be both given to the students to follow along and read outloud by various members of the class, students will receive the information in

6 two forms: visually and auditory. Additionally, since I will present the discussion norms and suggested phrases on the board and pose the warm-up question and the opening the question on the seminar ticket, students will receive this information in two forms as well. Since the seminar discussion requires a high amount of auditory processing skills, I will hold a whiteboard and write down the question that we are discussing. I will also write down key points of student responses so students can further base their responses on their peers remarks. Adaptations for Students with Special Learning Needs: I will help prepare students with IEPs or 504 plans who meet with the special educator resource teacher, students who are ELLs, or students who attend tutoring after-school by distributing a copy of the book and a copy of the seminar ticket to the students or the ESL teacher ahead of time. This will give these students a chance to prepare for the discussion. If these special educators are unable to prepare these students for the discussion by reading the book or answering the ticket ahead of time, I will meet with these students during lunch to help prepare them for discussion. I will also try to meet with the ESL teacher and my three students who are ESL learners together ahead of time. In this lesson, we will review the terms that we use for discussions and even practice having a discussion over a short text, such as an image. Additionally, if I have a class with a large number of students with IEPs or ELLs, I can differentiate the lesson further by playing outloud an audio-book recording of the text which is available on Youtube. I will ask the students to follow along as they listen to this audio book. Additionally, I have a few students who have auditory processing delays. For these students, I will hold a small whiteboard and write down the discussion question at hand. I will also write down key points of each students comments, periodically erasing them to create more room for other comments. I will then hold this board in a way that all students can see it during the discussion. Pre-Teaching Reflection: Overall, I am quite excited to teach my students through a Socratic Seminar. Although my students have not participated in a Socratic Seminar before, most of my students are used to talking and participating in class. Whenever my cooperating teacher or I ask a question, I would estimate that at least fifty percent of the class, including students with IEPs or more advanced English-language learners, raise their hand to answer or to contribute their opinions. My students are also quite used to answering questions using primary source materials and using the evidence in their text to support their answers, since my cooperating teacher includes at least one primary source material for the students to analyze in each unit. Since my students have already built up some of the skills that are key to a Socratic Seminar, such as speaking up in class, analyzing one specific text, and using evidence in the text to support their answers, I think that they are fairly well-prepared to tackle a Socratic Seminar. Furthermore, this text is extremely engaging and accessible even for students with individualized learning needs, which will probably increase student interest and participation in the seminar.! However, since my students have never participated in a Socratic Seminar before, I do anticipate some problems with the implementation of this lesson. My middle-school students do not react well to change, and I know that changing their seating order so that they will all face

7 each other will be a major disruption. I also believe that taking having my cooperating teacher take half of the class to a different classroom setting will also prove to be a huge disruption. By the time I teach this lesson, I will be almost complete with my student-teaching experience; my students will probably be very eager for a change, and might have strong feelings about staying with me while my cooperating teacher takes some students out, or vice versa. Furthermore, I am slightly concerned about assigning a participation grade for speaking in the seminar; I will explain that students only need to talk once to earn full participation points, but I am still nervous that some students will dominate the conversations or other students will contribute repetitive or inauthentic comments in order to earn their participation points. Finally, since the students cannot take a copy of the text home to read, I am quite concerned that there will not be enough time in class for the students to read the text outloud and then participate in the discussion. I am considering breaking the lesson into two days--one for reading and one for discussing--but I am not sure how to differentiate this for a student who might be absent on one or both of the Socratic Seminar days.

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

SMARTboard: The SMART Way To Engage Students

SMARTboard: The SMART Way To Engage Students SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

EVERY PICTURE TELLS A STORY

EVERY PICTURE TELLS A STORY EVERY PICTURE TELLS A STORY EVERY PICTURE TELLS A STORY Photos by Bruce Lyne Activities by Madeline Bovin & Joan Dundas Copyright 2000 FULL BLAST Productions IN CANADA IN THE UNITED STATES FB Productions

More information

see that few students made As or Bs on the test from C to F, that the median grade was an F and the top grade was a C

see that few students made As or Bs on the test from C to F, that the median grade was an F and the top grade was a C 101. A student expresses concern to the teacher about his grade on his last test. The student is accustomed to making As and is displeased that he earned a C on his last test. One way for the teacher to

More information

Interpretive (seeing) Interpersonal (speaking and short phrases)

Interpretive (seeing) Interpersonal (speaking and short phrases) Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

Economics Unit: Beatrice s Goat Teacher: David Suits

Economics Unit: Beatrice s Goat Teacher: David Suits Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce

More information

General and Mrs. Leonard Chapman Jr. and Bob Womack

General and Mrs. Leonard Chapman Jr. and Bob Womack Recollections: The Middle Tennessee Voices of Their Times Series Television Program with General and Mrs. Leonard Chapman Jr. and Bob Womack 1985 Interviewer: Dr. Bob Bullen, Professor of Educational Leadership

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

P-4: Differentiate your plans to fit your students

P-4: Differentiate your plans to fit your students Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

Tutoring First-Year Writing Students at UNM

Tutoring First-Year Writing Students at UNM Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students

More information

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding

More information

Creating Travel Advice

Creating Travel Advice Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Exemplar Grade 9 Reading Test Questions

Exemplar Grade 9 Reading Test Questions Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains

More information

Virtually Anywhere Episodes 1 and 2. Teacher s Notes

Virtually Anywhere Episodes 1 and 2. Teacher s Notes Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Modern Fantasy CTY Course Syllabus

Modern Fantasy CTY Course Syllabus Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

RESOLVING CONFLICTS IN THE OFFICE

RESOLVING CONFLICTS IN THE OFFICE ERI Safety Videos Videos for Safety Meetings 2707 RESOLVING CONFLICTS IN THE OFFICE Leader s Guide 2007 Marcom Group Ltd. Background Conflict in the workplace is inevitable. Anytime two or more individuals

More information

Rubric Assessment of Mathematical Processes in Homework

Rubric Assessment of Mathematical Processes in Homework University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Rubric Assessment of Mathematical Processes in

More information

STRETCHING AND CHALLENGING LEARNERS

STRETCHING AND CHALLENGING LEARNERS STRETCHING AND CHALLENGING LEARNERS Melissa Ling JANUARY 18, 2013 OAKLANDS COLLEGE Contents Introduction... 2 Action Research... 3 Literature Review... 5 Project Hypothesis... 10 Methodology... 11 Data

More information

Should a business have the right to ban teenagers?

Should a business have the right to ban teenagers? practice the task Image Credits: Photodisc/Getty Images Should a business have the right to ban teenagers? You will read: You will write: a newspaper ad An Argumentative Essay Munchy s Promise a business

More information

Coping with Crisis Helping Children With Special Needs

Coping with Crisis Helping Children With Special Needs Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National

More information

Title: George and Sam Save for a Present By: Lesson Study Group 2

Title: George and Sam Save for a Present By: Lesson Study Group 2 Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

Welcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305

Welcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305 Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing

More information

No Child Left Behind Bill Signing Address. delivered 8 January 2002, Hamilton, Ohio

No Child Left Behind Bill Signing Address. delivered 8 January 2002, Hamilton, Ohio George W. Bush No Child Left Behind Bill Signing Address delivered 8 January 2002, Hamilton, Ohio AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio Okay! I know you all are anxious

More information

The Werewolf Knight Drama. School Drama TM

The Werewolf Knight Drama. School Drama TM The Werewolf Knight Drama School Drama TM This series of learning experiences were designed by, Education Manager at the Sydney Theatre Company Year level: Appropriate for Year 3 to 5 Text: THE WEREWOLF

More information

TeachingEnglish Seminars. Live and Unplugged - a Dogme Lesson and Discussion Report by Scott Sherriff

TeachingEnglish Seminars. Live and Unplugged - a Dogme Lesson and Discussion Report by Scott Sherriff Live and Unplugged - a Dogme Lesson and Discussion Report by Scott Sherriff Luke Meddings is co-author of the book Teaching Unplugged: Dogme in English Language Teaching which won a 2010 British Council

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

UNIVERSITY OF UTAH VETERANS SUPPORT CENTER

UNIVERSITY OF UTAH VETERANS SUPPORT CENTER UNIVERSITY OF UTAH VETERANS SUPPORT CENTER ANNUAL REPORT 2015 2016 Overview The (VSC) continues to be utilized as a place for student veterans to find services, support, and camaraderie. The services include

More information

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Quiz for Teachers by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis Directions: Read the question and choose one response that aligns as closely to what you think you might do in that situation, and

More information

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well

More information

Grade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job

Grade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Windows 7 home premium free download 32 bit with key. The adverb always follows the verb. Need even more information..

Windows 7 home premium free download 32 bit with key. The adverb always follows the verb. Need even more information.. Windows 7 home premium free download 32 bit with key. The adverb always follows the verb. Need even more information.. Windows 7 home premium free download 32 bit with key >>>CLICK HERE

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

with The Grouchy Ladybug

with The Grouchy Ladybug with The Grouchy Ladybug s the elementary mathematics curriculum continues to expand beyond an emphasis on arithmetic computation, measurement should play an increasingly important role in the curriculum.

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Interview with a Fictional Character

Interview with a Fictional Character A Podcasting Learning and Evaluation Situation Interview with a Fictional Character Elementary Cycle 3 Solange Moseley, Pedagogical Counselor Sandra Laine, Service national du RÉCIT, Domaine des langues

More information

Slam Poetry-Theater Lesson. 4/19/2012 dfghjklzxcvbnmqwertyuiopasdfghjklzx. Lindsay Jag Jagodowski

Slam Poetry-Theater Lesson. 4/19/2012 dfghjklzxcvbnmqwertyuiopasdfghjklzx. Lindsay Jag Jagodowski qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas Slam Poetry-Theater Lesson 4/19/2012

More information

Lesson Plan. Preliminary Planning

Lesson Plan. Preliminary Planning Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican

More information

Oklahoma History. The 1930s. Reconstructing Memory. How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage

Oklahoma History. The 1930s. Reconstructing Memory. How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage Oklahoma History The 1930s Reconstructing Memory How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage Date May 13, 2016 Education is not the filling of a pail, but the

More information

Reading Comprehension Lesson Plan

Reading Comprehension Lesson Plan Reading Comprehension Lesson Plan I. Reading Comprehension Lesson Henry s Wrong Turn by Harriet M. Ziefert, illustrated by Andrea Baruffi (Sterling, 2006) Focus: Predicting and Summarizing Students will

More information

Multi-Disciplinary Teams and Collaborative Peer Learning in an Introductory Nuclear Engineering Course

Multi-Disciplinary Teams and Collaborative Peer Learning in an Introductory Nuclear Engineering Course Paper ID #10874 Multi-Disciplinary Teams and Collaborative Peer Learning in an Introductory Nuclear Engineering Course Samuel A. Heider, U.S. Military Academy BA Physics from the Universty of Nebraska

More information

Danielle Dodge and Paula Barnick first

Danielle Dodge and Paula Barnick first Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea

More information

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final

More information

Improving Conceptual Understanding of Physics with Technology

Improving Conceptual Understanding of Physics with Technology INTRODUCTION Improving Conceptual Understanding of Physics with Technology Heidi Jackman Research Experience for Undergraduates, 1999 Michigan State University Advisors: Edwin Kashy and Michael Thoennessen

More information

#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story?

#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story? #MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story? WHY ARE WE DOING THIS? Context: 2016 marks the 400 th anniversary of Shakespeare s death. The world is commemorating his legacy

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

Promoting Active Learning in University Classes

Promoting Active Learning in University Classes Promoting Active Learning in University Classes Dr Tony Morrison EDC, January 11 Introduction This workshop follows on from the four earlier 'active learning' workshops conducted in EDC. Approximately

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

Concept Formation Learning Plan

Concept Formation Learning Plan 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.

More information

Layne C. Smith Education 560 Case Study: Sean a Student At Windermere Elementary School

Layne C. Smith Education 560 Case Study: Sean a Student At Windermere Elementary School Introduction The purpose of this paper is to provide a summary analysis of the results of the reading buddy activity had on Sean a student in the Upper Arlington School District, Upper Arlington, Ohio.

More information

Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro

Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Attention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade

Attention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

ANGLAIS LANGUE SECONDE

ANGLAIS LANGUE SECONDE ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service

More information

Spanish III Class Description

Spanish III Class Description Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The

More information

English Language Arts Summative Assessment

English Language Arts Summative Assessment English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Children need activities which are

Children need activities which are 59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English

More information

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved.

Day 1 Note Catcher. Use this page to capture anything you d like to remember. May Public Consulting Group. All rights reserved. Day 1 Note Catcher Use this page to capture anything you d like to remember. May 2013 2013 Public Consulting Group. All rights reserved. 3 Three Scenarios: Processes for Conducting Research Scenario 1

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Evaluation of Respondus LockDown Browser Online Training Program. Angela Wilson EDTECH August 4 th, 2013

Evaluation of Respondus LockDown Browser Online Training Program. Angela Wilson EDTECH August 4 th, 2013 Evaluation of Respondus LockDown Browser Online Training Program Angela Wilson EDTECH 505-4173 August 4 th, 2013 1 Table of Contents Learning Reflection... 3 Executive Summary... 4 Purpose of the Evaluation...

More information

University of Toronto Physics Practicals. University of Toronto Physics Practicals. University of Toronto Physics Practicals

University of Toronto Physics Practicals. University of Toronto Physics Practicals. University of Toronto Physics Practicals This is the PowerPoint of an invited talk given to the Physics Education section of the Canadian Association of Physicists annual Congress in Quebec City in July 2008 -- David Harrison, david.harrison@utoronto.ca

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary

More information

Rhetoric and the Social Construction of Monsters ACWR Academic Writing Fall Semester 2013

Rhetoric and the Social Construction of Monsters ACWR Academic Writing Fall Semester 2013 Rhetoric and the Social Construction of Monsters ACWR 101 - Academic Writing Fall Semester 2013 Instructor: Dr. Lisa Lenker Office: SOS 107 Phone: 1325 Email: llenker@ku.edu.tr Office Hours: T/TH 8:15-9:20

More information

MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM

MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Instructor: Amanda Lien Office: S75b Office Hours: MTWTh 11:30AM-12:20PM Contact: lienamanda@fhda.edu COURSE DESCRIPTION MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Fundamentals

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

Unit 1: Scientific Investigation-Asking Questions

Unit 1: Scientific Investigation-Asking Questions Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

MGMT 479 (Hybrid) Strategic Management

MGMT 479 (Hybrid) Strategic Management Columbia College Online Campus P a g e 1 MGMT 479 (Hybrid) Strategic Management Late Fall 15/12 October 26, 2015 December 19, 2015 Course Description Culminating experience/capstone course for majors in

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

TEACH 3: Engage Students at All Levels in Rigorous Work

TEACH 3: Engage Students at All Levels in Rigorous Work TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all

More information

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

Positive turning points for girls in mathematics classrooms: Do they stand the test of time? Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

More information

Can Money Buy Happiness? EPISODE # 605

Can Money Buy Happiness? EPISODE # 605 Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come

More information

Conversation Task: The Environment Concerns Us All

Conversation Task: The Environment Concerns Us All At a glance Level: ISE II Conversation Task: The Environment Concerns Us All Focus: Conversation task Aims: To develop students active vocabulary when discussing the environment, to expand their knowledge

More information

Communication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45

Communication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45 Communication Studies 151 & LAB Class # 10941 & 10942 Fall 2014 Thursdays 4:00-6:45 Instructor: Bridget Sampson Websites: BridgetSampson.com / SampsonCommunicationConsulting.com Classroom: MZ111 Box for

More information

ADHD Classroom Accommodations for Specific Behaviour

ADHD Classroom Accommodations for Specific Behaviour ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he

More information