In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.
This unit explores the various ways information and ideas about climate change are presented through a variety of media. This includes the evaluation of social media posts, research into climate change issues, and an exploration of contemporary art and artists. This was designed and taught in an honors 9th grade English Language Arts Classroom by Dr. Tavia Quaid in response to student interest in climate change and to reinforce key information literacy skills.
These lessons concern the United States Constitution Article 1 concerning the establishment and purpose of the Legislative Branch of the three branches of the US Government.
Students will be able to identify what is clickbait, and how it is used once the viewer engages. This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?"
These short films by Stourwater Pictures are accompanied by activities for classroom and remote teaching and learning about the story of Japanese American WWII exclusion and incarceration on Bainbridge Island and Washington State.
GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson students work together summarizing larger and larger portions of text, but keeping their summaries at 25 words or fewer. Students will be able to summarize portions of informational or literary text. Students will be able to work in small groups to think critically about and discuss text.
Highlighting the film, Girl Rising, this curriculum seeks to examine the barriers that prevent children, specifically girls, from accessing education. The curriculum engages students in a critical discussion of: "How do we, as youth, create solutions to overcome the challenges of access to education?"
How do we, as youth, engage our communities to positively address human rights issues? The Rights of the Child curriculum explores human rights in an effort to foster cultural awareness, bring to light the rights of the child, and activate global citizenship among youth through international dialogue and collaboration.
How does global warming affect humans? The Climate Change Webcast explores the causes and effects of climate change as students work together to create an international climate change proposal to present at the United Nations Climate Summit.
With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"
How do we, as youth, respond to gun violence in our communities? The Gun Violence webcast explores gun violence in Pakistan, Somalia, and the United States.
Often compared to modern day slavery, human trafficking has become one of the world's largest hidden criminal industries. How do we, as youth, combat all forms of human trafficking?
The ocean's resources are slowly being depleted. This curriculum examines the issue of overfishing and its impact on both the environment and human life. In developing sustainable solutions, the students address the driving question: "How can we as youth, sustain the future of the world's ocean through our actions today?"
The Wasted: Don't Trash the Earth curriculum asks students to examine the impact of the waste we locally and globally produce and seek creative solutions to reduce this wastefulness by answering the driving question: "How can we, as youth, rethink waste?"
How do we, as youth, learn from the conflict in Rwanda to strengthen media access and quality in our own communities? In this program, students will explore the role of the media in Rwanda, before, during, and after the genocide and explore how to expand media access, quality, and equity in their communities and around the world.
Social change, at its core, does not come from one event or incident, but the long, sustained work of individuals and groups in numerous sectors of society. How do we, as youth, participate in sustaining positive social change in our communities?
How can we, as youth, build a sustainable future while meeting the energy needs of today? The Path to Sustainable Energy (PaSE) curriculum explores sustainable energy as students investigate place-based energy resource and consumption issues, gather resources, and build leadership skills to identify and take action on shared challenges and impacts of energy usage.
As the situation in Syria worsens and the number of Syrian refugees increases, the Reimagine Syria curriculum addresses this need to understand the conflict and how this conflict has and will impact a generation of young Syrians. Through media and conflict analysis, students develop knowledge and skills to better understand the multiples ways conflict affects them and are able to address the driving question: "How can we, as youth, develop productive solutions to conflict in our communities?"
Youth worldwide are in danger due to small arms and conventional weapons. How do we, as youth, participate in the global debate on gun control?
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 module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
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.
Tribal Government on the Wind River Reservation is in a state of flux. In the accompanying lessons plans (found in the Support Materials), learn how the Eastern Shoshone and Northern Arapaho tribes govern their people, what is the relationship between Tribal, State, and Federal government?
Students will demonstrate an understanding of the workings of tribal government on the Wind River Reservation by creating a written report.
Students will understand the differences and similarities between state, tribal and federal governments and their functions, structures, and powers.
After reading the anchor text, The Hate U Give, students will make connections to additional sources, gather evidence from the sources, reflect, questions, and engage in a leaderless discussion.
This unit engages students in a variety of activities that analyze and reflect on the role of social media in our everyday lives. This includes options for collaborative group work, reading nonfiction articles, a design challenge and presentations to communicate ideas. The unit also includes a formal writing assessment option that aligns with the Common Core State Writing Standards. Activities can be adapted or combined in a variety of ways to support student reflection and analysis. These lessons were piloted in 9th grade English classes but are suitable or a range of secondary students.
Activity Description: This activity is actually three different discussion-based activities to be used in a station rotation discussion day format. It does require some prework with the double journal note-taking graphic organizer included in the resources. This station rotation discussion format could be used with each chapter, a grouping of chapters, or at the end of the book. If you are encompassing the entire book, this activity will most likely take several days.Time needed for activity: 30-45 (10ish minutes per station)Resources needed for activity: student notes using the double journal note-taking graphic organizer (linked here and as a PDF in the resources) paper for timelines or internet access to https://time.graphics/ or another online timeline maker, internet access to an online discussion tool like https://pinup.com/ or a discussion forum on your LMS.Assessment strategies: See the attached rubrics for possible assessment methods.
Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
In this lesson students use a Tuning Protocol to give and receive peer-to-peer feedback on student writing in a structured, safe environment.
Lesson TitleWriting your FIRST ScreenPlay for a Commercial TV Ad. ! AbstractThis lesson focuses on writing activity where the learner will explore and perform research activity and involve with other co-participants in brainstorming sessions. Observing and analyzing the characters, objects and the way the flow of story will be experienced. The learners will be involved either individually or in a group activity while performing the tasks. The final product will be creating a storyboard on screen through goanimate.com by the learner to visualize the screenplay on computers and edit. Learner Audience / Primary UsersThis lesson has been developed for adult learners who want to improve their ability to read, write, listen and speak English text. As a demonstration activity in class, the learners will be watching a series of eight short video clips and extract the elements in bullet points to be performed. Learners will be observing very carefully as a self-study activity. Learners will note the relevant information in a paper or type in a word processor or in google drive for collaborative online discussion. The final product would be to write screenplay with characters, dialogues, scenes, music, objects required and create an electronic portfolio in Goanimate.com for visualizing and further improvement purpose in the screenplay.] Educational UseCurriculum / Instruction Language[English.] Material Type[Demonstration short video clips (8) Short Video Clips ] KeywordsDesigners for LearningAdult EducationStory outlineScene by Scene plottingCharacter bibleLinkedInRecruitersJobseekersDialoguesVoice to text toolSubjectResumePost Interview TechniquesActionStandardized format of screenplayGoanimate.com Time Required for Lesson4 classes ( 60 minutes each class). Targeted SkillsKey skills covered in this lesson include:Language Writing, Reading, Speaking, Listening, Interpersonal skills, Analytical Skills, Creativity Skills, Communication Skills, Critical thinking skills, Collaborative Skills. Visualizing skills Learning ObjectivesBy the end of this lesson, the learner should be able to:Read closely, write clearly, edit and understand written english textIdentify and list various types of commercial advertisement through researching in youtube.Analyze objects, characters, dialogues, scenes, sounds, costumes, setup in all the ads.Use a wordprocessor or google drive word doc and type/edit sequential events with characters and corresponding dialoguesCompose and edit the screenplay after brainstorming session.Develop an electronic portfolio of the screenplay in Goanimate.com for visualizing for further improvement. College & Career Readiness Standards (CCRS) AlignmentLevel: Adult EducationGrade Level: CCRS Grade Level E ( 9 - 12-grade reading level )Subject: English Language Arts / Literacy Domain or Strand: CCRS Writing Strand Domain: English Language ArtsStrand: English Language Arts:Reading, Writing, Speaking and Listening Sub-strand: Reading of Informational Text, Literature, History/Social Studies Text, or Scientific and Technical text, or Writing of History/Social Studies, or Scientific and Technical subjects)Standard Description: [CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences for a TV commercial advertisement] Prior Knowledge Very basic conversational EnglishWord processing software MS WordTyping SkillsInternet searching skills through googleBasic Google Word DocsBasic Reading skillsBasic Drawing SkillsBasic Animation] Required ResourcesSkilled teacher with experience teaching learners of ESLComputer,InternetPrinterPencil Scale / RulerBlank A3 SizeSketch PenHeadsets with microphone for listening to Youtube commercial advertisementsPrintout: Standardized format sample copyPrintout: Assignments Lesson Author & License Lesson Author: [Salim Pinjar]License: [ Creative Commons CC BY 4.0 license ] Part 2: LessonInstructional Strategies and ActivitiesWarm-UpTime: 20 minutesThe Instructor introduces with learners and asks students to introduce themselves, background and what they want to be after two years. The instructor will explain the activity in brief on how to research on any five commercial advertisements in youtube, The learners will create a list in bullet format targeted audience, product, duration in seconds, characters, Dialogues,Objects.Background Sound / MusicWrite the story outline on any one of the five commercial observed and liked the most.Assignment 1: Create an activity to focus on the topic to be taughtAs a writing practice, write every single day that just doesn't apply to a screenplay, any kind of writing. Repeat the writing activity of story outline for the remaining commercial advertisements that were observed.Assignment 2: The learners will use feature of google tool voice to text tool feature for writing screenplay without typing in google docs. IntroductionTime: 30 minutesThe instructor will explain about following viewing tasks to the learners in brief for the given link. The learners need to summarize in writing for all 8 short clips. · Describe the purpose by stating and writing the objectiveo Story outlining : The instructor will describe the purpose of the storyline and how this will explore the learner's analytical skills. The learners after watching, whatever had been observed, heard and imagined need to be specified in writing.o Scene by Scene plotting: This will benefit the learner the writing skills by presenting it specifically in context for each scene. The minute details, expression, dress, the camera angles, the number of scenes and its duration.o Character Bible: This activity will help to know the character or person's characteristics, personality, behavior that needs to be known while building a character. The main focus will be on the subject of the video that was observed, what kind of information is being delivered, who are targeted audience. Assignment 3: o Story outline: Describe in broad strokes what happens in the short clips titled "Make Recruiters come to you" Assignment 4:o Scene – by – scene plotting : Create a series of notes (8) and write down that happens in the short video clips provided ("Make Recruiters come to you")on each note. Assignment 5o Character bible: Write up a list of characters with few paragraphs who they are, where they have been and what motivates them in the videos observed. · Describe the content and benefits by relating the objective to learner's livesThe Instructor will tell the learners to watch carefully the content of below-mentioned titles by clicking the URL given above. This activity will help the learners in knowing the current trend of job search about how to make the recruiters attract towards you. The learners will observe, read and write points from the available transcript in each title given below.1. Welcome (Duration: 1m 10s)2. The state of job search today (Duration: 1m 37s)3. A Recruiter's typical day (Duration: 3m, 14s)4. How a recruiter searches for you on 'LinkedIn' (Duration: 1m 49s)5. Optimize your LinkedIn profile for recruiters (Duration: 1m 49s)6. Delight a recruiter with your resume (Duration: 3m 29s)7. How to hook a recruiter with your cover letter and follow-up with a recruiter (Duration: 2m 18s)8. How to connect with a recruiter (Duration: 2m 18s)9. Post-interview techniques that impress recruiters (Duration:v3m 9s)Assess learners' prior knowledge of the new material by asking oral questions on following topics The Instructor will ask the learners the definition and main uses and advantage of Screenplay o Story outlineo Scene by Scene plottingo Character Bible] Presentation / Modeling / DemonstrationTime: 30 minutes[Create an activity to introduce new vocabularyAssignment 6o Select the video clip no. 1 to 5 and click the transcript tab to write the dialogues displayed on the screen.Assignment 7o Describe in broad strokes what happens in the video as a job seeker which should include the journey ahead by setting up circumstances, challenges faced in short, sweet, and simple.The learners will Introduce new information (jobseeker) with a variety of strategies using visuals, description, explanation, written text.Assignment 8Create illustrations by hand five scenes for the circumstances, challenges faced as a recruiter (Note: Each scene is one-minute duration in actual video clip.)· Check for level of learner understanding by asking questions, using polls, etc (comprehension check)Assignment 9o Mention the total number of characters, background scenes, objects, costumes, accessories and references of information delivered given in video clips 1-5. Assignment 10o Write the dialogues for clips 1-8 in bulleted format in a paper or can use a word processor/google drive ms-word] Guided PracticeTime: 30 minutes[· Model the activity or skill that learners are to practice the activity or skillAssignment 11o The instructor will ask the learners ‘What kind of revised setup would be suitable for the viewers to be more attractive in the clips 1-5?’ Assignment 12o Learning log will be maintained in for voice recording with learner's voice over in goanimate.com.· Instructor will monitor learner practice by moving around the room· Provide an immediate feedback of the activity to learnersAssignment 13The instructor will ask the learners to find a sample copy of standardized format of screenplay writing from google search and print a copy.The instructor will provide a printout copy of standardized format for observation purpose and tell the learners to create the same template in MS Word or Google Drive MS docs..] EvaluationTime: 30 minutes[Create an activity to assess each learner's attainment of the objective Assignment 14o Compare the first write-up with the copy of standardized format and identify the differences and submit to the instructor.· Assess using oral, written or applied performance assessmentsThe Instructor will ask verbally in the class to the learners about the standardized format of writing screenplay for eg. the setup of page format, font, line spacing, paragraph spacing.o MCQ quiz on keywordsAssignment 15o Assignment to be given for writing the dialogues from the transcript tab from clips 6-8 · Create an activity that helps learners reflect on their learning and/or the strategies used to teach the lesson Assignment 16The instructor will ask the learners to have a group discussion among the learners as follows ‘What kind of revised setup would be suitable for the viewers to be more attractive and informative in the clips 1-5?’As a job-seeker what additional information should be provided] ApplicationTime: 30 minutes[· Provide an activity that requires learners to apply the learning beyond the lesson and connect their own lives Project 1 o As a job-seeker create or illustrate 5 scenes of challenges faced by an adult learner in job searching.· Provide an activity to transfer the skills: Writing activity for a given subject.Project 2o A newly opened fast-food joint in the neighborhood, write a screenplay that will help the owner in attracting people from different cultures and regions to come in and eat their delicious food inside the restaurant or place an order by phone from office, home for home delivery.Project 3o Create one subject of your own by thinking of action and character and create an electronic portfolio in goanimate.com..] Key Terms and Concepts[o Screenplayo Story outlineo Scene by Scene plottingo Character Bibleo Subject] Part 3: Supplementary Resources & ReferencesSupplementary Resources[Download below mentioned Reference book The Foundations of Screenwriting : A step by step guide from concept to finished script here.] References[LinkedIn Learning 8 videos "Make Recruiters Come To You".Textbook: - The Foundations of Screenwriting: A step by step guide from concept to finished script, by Syd Field, Revised Edition, 2005. Attribution Statements[LinkedIn Learning videos "Make Recruiters come to you".The Screenplay: A Guide to Getting it Done by Miguel Cima) ]
Silent Discussion takes the strengths of a well-managed verbal classroom discussion and moves into a written discussion. Some of the benefits of this move include: all students participate; students practice writing in a low-stakes, social format; and students engage with content skills and knowledge.