Assignments
History
10th grade World History Political cartoon
assignment
assignment
name.docx | |
File Size: | 11 kb |
File Type: | docx |
English
The small groups below will be designed so that ELs and special needs students are placed in groups that will benefit their learning. For example, there will be two ELs in each group so that they can communicate with each other, and they will also be in a group that will have a strong student in the class who is a good communicator so that there can be some peer scaffolding.
collaboration_handout.doc | |
File Size: | 22 kb |
File Type: | doc |
Service Learning
Service Learning/Art/Social Justice for 10th grade
Students will create their own iconic image about the end of the second Iraqi War referencing the interviews with their veterans and their feelings about the ending of the war. Students will also use the lesson from English and Lord of the Flies and History and the use of propaganda in influencing society about war.
Students will create their own iconic image about the end of the second Iraqi War referencing the interviews with their veterans and their feelings about the ending of the war. Students will also use the lesson from English and Lord of the Flies and History and the use of propaganda in influencing society about war.
Develop empathy skills by examining multiple perspectives and the multitude of impacts that war has on different societies and cultures. To meet the needs of social justice, technology, and differentiation the students will create a presentation. I will be providing this example to the students of a Pecha Kucha on the Latino American involvement in World War II. The purpose is to reveal an often overlooked part of U.S. History and it makes a personal connection to the Latino Americans in our classrooms. This presentation example also shows students how they can utilize technology in their learning experience. The added bonus is that it provides differentiation for our the English Learners in our classrooms that do not feel comfortable speaking in front of their native speaking classmates. The students can write down and record their voice over the power point on whatever World War II perspective they wish to present. This will give them time and to perfect their speaking before the presentation and still be authentic in their production. When presenting, the students voice and slide show will run and the student can step off to the side and not be the focal point of the presentation. Removing unneeded anxiety from presenting and still meeting the objectives and standards of the assessment.
Assessments
English
10th grade Assessments for English Lesson:
The assessments for this lesson will feature a diagnostic in the form of the quick write because students are asked to think critically about a controversial statement by author William Golding that will lead them to a theme of injustice in this unit. This ties into Tom’s quick write of asking students to what lengths will you go to to fight for what you believe in. By annotating Golding’s biography, this acts as a progress monitoring assessment by assuring the fact that students are receiving the contextual information about the author and time period to make well reasoned inferences and analysis about the novel. Finally, by having each group come up with a potential theme for the novel as it relates to society, students complete a formative assessment for this unit by predicting what the novel will be about. It also gives theme something to compare to and tract throughout the ITU.
The assessments for this lesson will feature a diagnostic in the form of the quick write because students are asked to think critically about a controversial statement by author William Golding that will lead them to a theme of injustice in this unit. This ties into Tom’s quick write of asking students to what lengths will you go to to fight for what you believe in. By annotating Golding’s biography, this acts as a progress monitoring assessment by assuring the fact that students are receiving the contextual information about the author and time period to make well reasoned inferences and analysis about the novel. Finally, by having each group come up with a potential theme for the novel as it relates to society, students complete a formative assessment for this unit by predicting what the novel will be about. It also gives theme something to compare to and tract throughout the ITU.
Service Learning
Service Learning/Art/Social Justice Project
Students will write an AXES paragraph about their experience of working with their veteran and what this experience has taught them. This will challenge students to reflect on their own learning as well as the social interactions with their veteran. Students will utilize writing skills that develop critical thinking and analytical skills. This will serve as the summative assessment for the unit and will allow students to use skills used in both English and History.
Students will write an AXES paragraph about their experience of working with their veteran and what this experience has taught them. This will challenge students to reflect on their own learning as well as the social interactions with their veteran. Students will utilize writing skills that develop critical thinking and analytical skills. This will serve as the summative assessment for the unit and will allow students to use skills used in both English and History.
History
10th grade World History
Students will develop empathy skills by examining multiple perspectives and the multitude of impacts that war has on different societies and cultures. To meet the needs of social justice, technology, and differentiation the students will create a presentation. I will be providing this example to the students of a Pecha Kucha on the Latino American involvement in World War II. The purpose is to reveal an often overlooked part of U.S. History and it makes a personal connection to the Latino Americans in our classrooms. This presentation example also shows students how they can utilize technology in their learning experience. The added bonus is that it provides differentiation for our the English Learners in our classrooms that do not feel comfortable speaking in front of their native speaking classmates. The students can write down and record their voice over the power point on whatever World War II perspective they wish to present. This will give them time and to perfect their speaking before the presentation and still be authentic in their production. When presenting, the students voice and slide show will run and the student can step off to the side and not be the focal point of the presentation. Removing unneeded anxiety from presenting and still meeting the objectives and standards of the assessment.
Students will develop empathy skills by examining multiple perspectives and the multitude of impacts that war has on different societies and cultures. To meet the needs of social justice, technology, and differentiation the students will create a presentation. I will be providing this example to the students of a Pecha Kucha on the Latino American involvement in World War II. The purpose is to reveal an often overlooked part of U.S. History and it makes a personal connection to the Latino Americans in our classrooms. This presentation example also shows students how they can utilize technology in their learning experience. The added bonus is that it provides differentiation for our the English Learners in our classrooms that do not feel comfortable speaking in front of their native speaking classmates. The students can write down and record their voice over the power point on whatever World War II perspective they wish to present. This will give them time and to perfect their speaking before the presentation and still be authentic in their production. When presenting, the students voice and slide show will run and the student can step off to the side and not be the focal point of the presentation. Removing unneeded anxiety from presenting and still meeting the objectives and standards of the assessment.