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Showing posts with label Lesson Plans. Show all posts
Showing posts with label Lesson Plans. Show all posts

Saturday, November 17, 2012

Holding Out for a Hero

While working on a project for grad school, I had a revelation:  why don't I spend any time focusing on a Hero Unit for my sophomores?  We could do some really cool stuff. 

We could compare some really cool movies to classic literature.  I would finally be able to justify introducing a new generation to Star Wars and requiring classes to watch The Lion King!

Fortunately, I think this project has given me just enough motivation to begin developing those requirements.

And I know exactly where I'll start...

Friday, May 6, 2011

Lessons in Life and Grammar

I've decided I'm going to stop teaching grammar lessons and start teaching "People are going to think you're stupid if you do this" lessons.

That's all.

Wednesday, April 20, 2011

Homework and the annihilation of study guides

Homework.  When I was student teaching, I actually gave very little homework.  Most of it consisted of a reading assignment or, for the honors students, research.  Obviously, students have to work on papers at home because no amount of time in the classroom seems sufficient (and we can't spend 5 days every time we write a paper).

But as I started teaching, I veered away from that mindset.  I don't think I did it purposefully.  I think I was simply overwhelmed with the task of determining what each day would hold for each class.  With student teaching, I had the ideas of my cooperating teacher to underwrite my own.  Needless to say (but I'll say it anyway), it was a big change when I took my own classroom.

Recently, I've revisited the idea of homework, and I can almost guarantee that I will be offering next to none next year.  I don't like the results of most of the homework assignments I've given, and, embarrassing as it is to admit, I wonder at the worth of some of those assignments.

But no homework?  Will require a lot more planning--and way more class activities.  On the front end, that's a LOT more work for me.

One "homework" type assignment I've never been pleased with has been the concept of a study guide.  I realize early high school students often need guidance when it comes to studying for tests.  In the past, I've always provided a paper study guide and then played Jeopardy! with the students to prepare.

I hate it.  Here's why:
  1.  I felt like I was giving them too much guidance.
  2.  I didn't really feel like they were adequately displaying their knowledge.
  3.  They weren't always completing the guide and were unprepared for the exam.

So today I tried something different based on the curriculum meetings we've been having at school.

I had the students create Alphabet Books (for To Kill A Mockingbird).  Here's what I did:

I labeled several smaller pieces of posterboard with post-its that went through the alphabet.  I put more than one letter on each card and gave them options:

  1.  You can choose one letter or split your card and use every letter on your posterboard.
       Ex:  Just use the letter "Y" or split your board into 4 and use W, X, Y and Z.
  2.  For each letter, you must write a word that begins with that letter AND relates to the novel.
  3.  You must draw a picture that relates to that word.
  4.  You must write one sentence that explains how that word relates to the novel.
  5.  This is a whole class activity so there can be NO overlap.  Check with your classmates to make sure your word/person is only being used once.

I gave the class free reign to split the assignment as they saw fit.  I also only gave them 45 minutes and told them we would need the last ten minutes to review.

When the last 10 minutes came, I held up each board and we went through the entire alphabet as it relates to To Kill A Mockingbird; however, I did not simply take their word for the letters.  I also asked questions:  "What else can the letter "A" stand for besides Atticus?"

It was a hit.  The students loved it.  I felt like we reviewed the novel in its entirety and I really feel like they are well prepared for the test tomorrow.

The best parts?  EVERY.  SINGLE.  STUDENT.  WAS.  INVOLVED.  They were all yelling things about the novel back and forth to one another and helping with letters.  It was beautiful, controlled chaos. 

Another best part?  The grading consists of a simple participation grade.  For such a worthwhile activity, I'm pretty pleased.

Now all I have to do is revamp all of my curriculum so we're DOING something with what we're learning as opposed to simply filling out a worksheet.

Wednesday, April 6, 2011

Big Manila Envelopes Filled With Random Bits of Fun

Is it weird that I'm excited to give my freshmen manila envelopes filled with random items?

I love lessons that require them to think outside the box and relate that material to the literature at hand.  Currently, they are reading Of Mice and Men.  It's the first time we've used it in the curriculum in about 10 years (I wasn't there back then), and it's been a hit.  Tomorrow, my students will be looking at their array of items and determining what they might symbolize.

Yep, it's a lesson on symbols.  Then, we're going to discuss symbols in the story--like rabbits.  Or mice.

Although, it might be funnier to take those items to the office and have the administration determine what they symbolize.  As I was asking for suggestions, they were stuck on iphones and what they might symbolize.  Wonder what would happen if they have to determine what a paperclip symbolizes as opposed to an iPhone?

Monday, March 28, 2011

Lesson Plan: Modern Day Slavery

I don't often share things I'm doing in my classes, but I'm particularly excited about this project.  I've developed it over the course of a few years and I feel like I've finally gotten it in the place it's going to work.

You are welcome to copy this assignment and use it in your classes.

Before starting this project, my class reads an excerpt of Fredrick Douglass' slave narrative.  We discuss how things must have been perceived in that time period and then discuss whether or not slavery has existed since the Emancipation Proclamation was signed.  Most of the student indicate that slavery still exists, but only in other 3rd world countries.  In other words, we in the United States don't have to concern ourselves with things like this.

Then I give them this prompt (entire prompt is in bold):

Modern Day Slavery—Advertisements in Action, 150 pts                                      

According to United Nations’ estimates, there are more than 27 million slaves living in the world today.  Many Americans would likely find that statistic shocking because we tend to think of slavery as something that existed in our distant past rather than as something that is part of our present or our future.  Slavery exists despite the fact that it is prohibited by the United Nations and has been legally banned in almost every country in which it is practiced.  It takes a variety of different forms and affects people of all ages, races and sexes.

As Frederick Douglass once said:

“All the slaveholder asks of me is silence.  He does not ask me to go abroad and preach in favor of slavery; he does not ask any one to do that.  He would not say that slavery is a good thing, but the best under the circumstances.  The slaveholders want total darkness on the subject.  I expose slavery because to expose it is to kill it.  Slavery is one of those monsters of darkness to whom the light of truth is death.  Expose slavery [to this light] and it dies.”

We will spend the next few days researching the problem of modern slavery and creating a print advertisement that will educate your peers on the subject.  Each group will be required to:

  • Create a print ad about modern day slavery.  Each ad should:
    • Include a visual element (picture, drawing, etc.)
    • Include copy (writing that informs the reader)
    • Include the nonprofit information (contact info, etc.)

  • Write a rationale for the print ad.  The aspects of your rationale should be presented on PowerPoint and copies of each slide should be turned in to me before your group presentation.  Each rationale should:
    • Include a summary of modern day slavery.  Consider the following questions:
      • How do people become slaves?  What are they promised?
      • What types of slavery are practiced in which areas of the world?
      • How many people are involved in slavery all over the world?
      • What is the overall treatment of modern day slaves?
    • Include a specific target audience.
      • Age
      • Sex
      • Occupation, etc.
      • What do they know?
      • What do they need to know?
    • Include a consumer promise.
      • Why do they need this information?
      • What should they do with this information?
    • Include where you would place your advertisement and why.
      • What media does your target use?
        • Magazines
        • Television
        • Radio
        • Etc.


Websites to try:
·         www.freetheslaves.net
·         www.castla.org
·         www.iabolish.com/slavery_today.htm
·         www.amnesty.org
·         www.antislavery.org
·         Magma.nationalgeographic.com/ngm/0309/featurel/
·         www.unhchr.ch/html/menu6/2/fs14.htm
·         www.usaid.gov/wid/pubs/trw01a.htm


Grading:
·         Print Ad—50 pts
o   Picture is neat, visually appealing and adequately relates to the subject matter—15 pts
o   Copy is grammatically correct, free from spelling errors and adequately informs the reader about the subject matter—25 pts
o   Nonprofit information is included somewhere on the ad and shares the name of the organization and contact information for that organization—10 pts

·         Rationale—65 pts
o   Grammatically correct and free from spelling errors—5 pts
o   Summary of modern day slavery explains how people become slaves, the types of slavery practiced, the number of people involved in the modern slave trade and the overall treatment of modern day slaves—25 pts
o   Target audience is identified by age, sex, and occupation.  Target also adequately reflects what this audience knows and what they need to know—15 pts
o   The consumer promise explains why the target audience needs this information and explains what the audience should do with this information—10 pts
o   Rationale includes an explanation of placement (which magazines and why)—5 pts
o   PowerPoint is visually appealing and shows obvious thought in progression of slides.  It should be easy for the audience to understand without becoming overwhelming and should also clearly explain how the advertisement suits the target audience and consumer promise—15 pts.
·         Presentation—25 pts
o   Each group member participated in the presentation by speaking—10 pts
o   Group members did not simply read information off of the slides.  Instead, bulleted information was supplemented through presentation and through cited resources—10 pts
o   Group members were dressed in a professional manner—5 pts

Keep in mind I have to discuss the purpose of advertising and how it's meant to work.  We look at sample ads and discuss who might have been the target audience and then try to discuss a target audience they can use for this project.

I feel like this project reaches so many different standards--it requires a group effort, research, presentation skills, thinking of how to appeal to others, etc.  Generally, I make this activity a campaign competition.  The team with the winning campaign receives a prize for every member (movie passes, etc.).

Feel free to modify to suit your purposes--oh, and feel free to comment so I can tweak the assignment or ask questions in the comments.  There's nothing I love more than comments :)

Friday, March 19, 2010

Characterization

I realized that I started this blog with the intention of sharing weight loss goals, continued it to share teaching ideas and have slacked from doing either. Thought I would provide a neat idea for characterization.

You can modify this activity (I did) for any book, but we are using it for Romeo and Juliet. Most students are familiar with a recipe, but they may not realize that you can break a character down and turn them into individual ingredients before creating a recipe. Here's my handout:


Romeo and Juliet Character Recipe, 30 pts

For this activity, you will demonstrate your understanding of a character by “creating” them in a recipe form with a partner.

Preparation Tips1. Select a character from Romeo and Juliet (You may not use Friar Lawrence).
2. List the character traits and descriptions as they appear in the play.
3. Determine what events you believe helped shape the character.
4. Look at the example to see how to write your recipe.

Example:

Recipe for Stovetop Friar

Ingredients:4 cups Religion
1 drop Regret
2 cups Helpfulness
2 tsp Planning Ability
4 tbsp Good Intentions
¼ cup Hopefulness

Directions:
Mix Religion and Helpfulness together. Slowly pour in Good Intentions while continuing to stir. In a separate bowl, mix Planning Ability and Hopefulness. Set aside.

Pour Religion into a skillet and begin cooking over medium high heat. Bring to a simmer. Slowly add Planning Ability and Hopefulness. Bring to a boil.
After mixture is boiled through, add one drop of regret and let it spread throughout. Result: One sorry Friar.

Serves:
Two star-crossed lovers

I also made recipe cards on microsoft publisher and will be asking the students to paste them to construction paper to make them a little more colorful. It's a fun and creative activity that still drives home the idea of characterization. Bon Apetite!