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Philosophy
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Student Teaching
1.Content and Standards:
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, categories).
2.Prerequisites: Students should have read the first two stories out of their activism anthologies.
3.Essential Questions: List essential questions (Usually, this is in your curriculum documents.)
How does art, and graphic design play into activism?
What questions can I ask other people based on readings about activism?
4.Materials and Equipment:
Activist Anthologies
Google Classroom
Google Slides
Jamboard
5.Instructional Objective*: Students will be able to process and analyze the first two articles by making connections to higher-level thinking.
6.Instructional Procedures:
Before: Anticipatory:
Students will enter the classroom.
Do Now: What is one action an activist from your anthology has taken? How did they create change?
Students will share their answers in the chat, and 2-3 students will share their answers with the class.
Students will read today’s objective.
During: Students will meet with their Lit circles for 10 minutes catching up on any unfinished more.
The class will rejoin.
We will have a Jam Board where students will put up questions they created based on the articles they read, and we will have a class discussion based on those questions.
After that, students will be asked to find activism images or posters on the internet, and we will add them to a slide deck.
After 5 minutes, we will have a class discussion about each slide deck.
After: Students exit ticket will be their inclusion of the slide on the slide deck.
After the lesson, I will assess what was successful and what didn’t work out.
Adjustments will be made according to students' achievement of the objective.
7.Assessment: Students will be assessed in the discussions verbally and through the chat. Students finished writing around the work they did over the previous two classes will be used for assessment.Their exit ticket will be them turning in the images that they added to the slide deck.
8.Differentiated Instruction: Students with IEP’s were given a reformatted version of the reading and the questions to make it easier. Because there is much group discussion and work on individual imagery, students will all be doing the same final assessment.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, categories).
2.Prerequisites: Students should have read the first two stories out of their activism anthologies.
3.Essential Questions: List essential questions (Usually, this is in your curriculum documents.)
How does art, and graphic design play into activism?
What questions can I ask other people based on readings about activism?
4.Materials and Equipment:
Activist Anthologies
Google Classroom
Google Slides
Jamboard
5.Instructional Objective*: Students will be able to process and analyze the first two articles by making connections to higher-level thinking.
6.Instructional Procedures:
Before: Anticipatory:
Students will enter the classroom.
Do Now: What is one action an activist from your anthology has taken? How did they create change?
Students will share their answers in the chat, and 2-3 students will share their answers with the class.
Students will read today’s objective.
During: Students will meet with their Lit circles for 10 minutes catching up on any unfinished more.
The class will rejoin.
We will have a Jam Board where students will put up questions they created based on the articles they read, and we will have a class discussion based on those questions.
After that, students will be asked to find activism images or posters on the internet, and we will add them to a slide deck.
After 5 minutes, we will have a class discussion about each slide deck.
After: Students exit ticket will be their inclusion of the slide on the slide deck.
After the lesson, I will assess what was successful and what didn’t work out.
Adjustments will be made according to students' achievement of the objective.
7.Assessment: Students will be assessed in the discussions verbally and through the chat. Students finished writing around the work they did over the previous two classes will be used for assessment.Their exit ticket will be them turning in the images that they added to the slide deck.
8.Differentiated Instruction: Students with IEP’s were given a reformatted version of the reading and the questions to make it easier. Because there is much group discussion and work on individual imagery, students will all be doing the same final assessment.
Analyze and Reflect
After seeing a majority of students, difficulty with creating their own questions. This activity was created to assess groups in a way that also allows students to see more examples. Since all of the students are working in groups(and have such difficult readings) it’s important that students get an opportunity to feed off each other as a whole.
The class started out with students getting a little bit of catch up time to finish up any questions, or annotations they may have not finished in the first reading. While they were all playing catch up they had to select a group member to select a question, and answer that the group was going to share on a Jamboard with the rest of the class. First the Jamboard started out a little bit slow, but then more, and more groups felt included to add their group question to the Jamboard. I think not having to speak out loud, and still being able to participate was useful for many shy students. Although there was nothing collected from this. I was able to see that each group contributed a question, and answer. This means 100 percent participation. Where I fumbled the ball here is I should have been asking students more questions around the questions that were posted, such as, “why is this a good question?” Sadly I was running against the clock, and a little nervous about completing everything.
The next part with the art slide activity was exciting! Students were all participating together without saying a word. Every student participated, and every student got to see the results of the students' work. 100 percent of students posted something on the slides, and the best part was that students didn’t want to stop adding work. Even after class was over! All the students got to see their work, and the learning goal was achieved. Students were able to process and analyze the first two articles by making connections to higher-level thinking.
The class started out with students getting a little bit of catch up time to finish up any questions, or annotations they may have not finished in the first reading. While they were all playing catch up they had to select a group member to select a question, and answer that the group was going to share on a Jamboard with the rest of the class. First the Jamboard started out a little bit slow, but then more, and more groups felt included to add their group question to the Jamboard. I think not having to speak out loud, and still being able to participate was useful for many shy students. Although there was nothing collected from this. I was able to see that each group contributed a question, and answer. This means 100 percent participation. Where I fumbled the ball here is I should have been asking students more questions around the questions that were posted, such as, “why is this a good question?” Sadly I was running against the clock, and a little nervous about completing everything.
The next part with the art slide activity was exciting! Students were all participating together without saying a word. Every student participated, and every student got to see the results of the students' work. 100 percent of students posted something on the slides, and the best part was that students didn’t want to stop adding work. Even after class was over! All the students got to see their work, and the learning goal was achieved. Students were able to process and analyze the first two articles by making connections to higher-level thinking.