After studying utopian literature, students design their own utopian society, publishing the explanation of their ideal world on a blog. As they blog about their utopia, students establish the habits, practices, and organizing social structures that citizens will follow in their utopian societies. They begin by brainstorming ideas about what a perfect society would be like and then, in groups, begin to plan their project. Next, they become familiar with the blogging process, including legal guidelines and the specific site they will be using. Over several class sessions, students work on their blogs comparing their work to a rubric. Finally, after students visit one another's blogs and provide constructive and supportive feedback, they reflect on their own work. The lesson plan includes alternative handouts for classrooms where computer or blog access is limited. In this alternative, students complete the same basic activities, but publish their work using a Flip Book.
The lesson and activities teach students to recognize and explore bias and media stereotyping and be able to identify and analyze propaganda techniques in magazine and//or TV advertising.
This is a resource for a student to use in picking out a choice book. It allows recording space for several brief interactions with books as well as easy ways to recall information via multiple learning styles.
In this lesson, high school students look critically at the literary work "The Pit and the Pendulum" by Edgar Allan Poe and its 1961 film interpretation. They use prediction strategies to form and refine their opinions about the story line progression in each work. They read the short story, screen the film, discuss reactions to both works, and plan and write a persuasive essay analyzing the validity of the film interpretation. This lesson is ideally suited for students who have experience with persuasive writing, and it can be adapted to work with any literature-film pairing.
Students use research and observation data (field trip) to objectively rank potential career opportunities to help guide their individual career choice and pathway.
After completing this unit, students should be able to utilize an objective method for evaluating potential careers. Students will determine what career types and opportunities are best suited to themselves personally and defend their choices.
A fishbowl discussion is made up of a group that carries on a thoughtful discussion in front of an audience. We will have a group of chairs in the middle of the room for your group to sit on. We will start the discussion by asking one question. Your group must discuss and answer this particular question thoroughly. After that, your group should choose other topics to discussÃ¢â‚¬â€consider discussing themes, characters, foreshadowing, setting, connections, etc that connect to your given question. One chair will be open with your group to allow any audience member to join in at any time to ask a question, challenge, or comment. As an individual, you will be required to provide textual support to back up your answers. Following the discussions, you will reflect on your experience.
What is scary, and why does it fascinate us? How do writers and storytellers scare us? This lesson plan invites students to answer these questions by exploring their own scary stories and scary short stories and books. The lesson culminates in a Fright Fair, where students share scary projects that they have created, including posters, multimedia projects, and creative writing.
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.
In this first unit, students will begin by studying the vastly growing genre of dystopian literature. By working with the selected texts for this unit, students will build knowledge, analyze complex ideas, delineate arguments and develop writing skills, collaborate with other students and gain communication skills. Students will work in literature circle groups to help them support each other and gain understanding of a text. The unit will conclude with each literature circle group creating a dystopian movie trailer for their assigned text. The movie trailer will be designed to persuade its viewing audience to read the book.
In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.
Students further develop close reading skills as they
examine Shakespeare’s Hamlet. The
tragedy of Hamlet develops many
central ideas, including revenge, mortality, madness, and the tension between
action and inaction. Students analyze the play through the close study of
Hamlet’s soliloquies and other key scenes to determine how Shakespeare’s
language and choices about how to structure the play impact character
development and central ideas. The showing of a filmed version of the play in
select lessons supplements students’ understanding of plot and background
points and encourages them to consider actors’ interpretations of the text.
This webfolio is a follow-up assignment to an Honors English unit on Things Fall Apart by Chinua Achiebe. In this webfolio, students will take on the role of social scientists interested in learning more about the life of Africans in different parts of the continent. They will each have different aspects of African culture and life to research.The webfolio format emphasizes the power of teamwork and the Internet to learn all about an area of Africa. Each team will learn about one region of the continent, and then they will come together to get a better understanding of Africa as a whole by participating in and observing classroom presentations. The culminating project combines individual research and informational genre format into a first-person travel diary, imagining an actual trip through each region of Africa.
You will work in groups of 4-5 people; each group will be responsible for researching and presenting their information pertaining to the times of Julius Caesar to the class through a PowerPoint presentation. Make sure you go in depth and truly analyze your topicÃ¢â‚¬â€you are responsible for teaching the class your information. Do not simply read from your slidesÃ¢â‚¬â€you want to SHOW us you understand your topic through the information you present. Your PowerPoint should be an overview of your topicÃ¢â‚¬â€you should have information [notecards] with you to help you teach more information to the class. Topics and partners will be assigned to you. Each person in the group is responsible for speaking during the presentation; make sure you organize PRIOR to the presentation who will be doing what. There will be responsibilities of the group, in order to earn the group grade, and responsibilities of you as an individual, to earn an individual grade. Everyone will be quizzed on the material at the end.
Students will learn persuasive techniques used in advertising, specifically, pathos or emotion, logos or logic, and ethos or credibility/character. They will use this knowledge to analyze advertising in a variety of sources: print, television, and Web-based advertising. Students will also explore the concepts of demographics and marketing for a specific audience. The lesson will culminate in the production of an advertisement in one of several various forms of media, intended for a specific demographic.
This resource contains a link to a visually pleasant Prezi and several notesheets that reflect scaffolded learning from asking the students to choose the most important information themselves to guiding the students to specific types of topic sentences only.
After reading The Odyssey and discussing the hero journey, students will move into this career research unit. First, students will choose a career that they are interested in exploring and researching. They will create a project/presentation to share the information about their career with their classmates. Then, they will choose a "hero" who made great strides in their chosen career as an inventor, business person, manufacturer, personality, etc. Students will review using MLA style in-text citations and works cited, paraphrasing and summarizing, and writing research as they write a research paper about their career hero.
Your students will apply their knowledge of letters and letter sounds as they play games and interact with letters online, using what they see and learn to create their own ABC book.