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.
In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.
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?"
Global Citizens in Action is a civic engagement curriculum that focuses on cultural exchange, media literacy, and global citizenship. Through exploring the driving question, “How do we, as youth, engage our communities to create positive social change?”
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 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.
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 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.
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
This is the first lesson in a week-long, mini-unit contains four individual lessons. Through the course of all these lessons, students will be introduced to the concept of civil disobedience—people purposefully disobeying a law or protesting nonviolently about laws or social issues they feel to be unjust. They’ll read from, watch, and listen to three examples that address the issue: Henry David Thoreau’s “Civil Disobedience," Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail," and the Teaching Tolerance documentary Viva La Causa written and directed by Bill Brummel.Activity Description: This lesson focuses on introducing, defining, and providing a basic example of historical civil disobedience using Henry David Thoreau's experience and an excerpt from his essay "On the Duty of Civil Disobedience."This lesson is designed to be used in a blended environment. Accommodations are listed for non-blended courses.Time needed for activity: ~45 minute class periodResources needed: Online discussion board(s) set up at either pinup.com or answergarden.ch; copies of the "On the Duty of Civil Disobedience" excerpt (printed or electronic)
'Lived History' documents the making of the Wind River Virtual Museum, a high definition archive of Eastern Shoshone and Northern Arapaho ancestral artifacts. In the accompanying lesson plan (found in the Support Materials) students will learn from the time when Europeans first traveled in North America, they took collectors' interest in the arts, weaponry and attire of Native Americans. Sometimes they purchased artifacts, sometimes they stole them, and sometimes they killed for them. Over the years, pipes, war bonnets, cradle boards and parfleches accumulated in museums. The method of acquisition was often forgotten; exact historical documentation was often difficult. Many of the artifacts have perished or deteriorated over time. Many ancient artifacts remain in the vaults and display cases of museums far from their place of origin or the people who might best explain and appreciate them.
"Lived History" documents the creation of the 'Wind River Virtual Museum'—an archive of high definition images of ancestral artifacts created with guidance from Wind River tribal elders. Items like nineteenth century amulets, bags, drums, ceremonial headdresses and robes, everyday clothing, medicine related objects, hunting apparel, moccasins, and other meaningful objects were brought out of storage and displayed for the elders. Their commentary becomes part of the precarious and precious transmission of oral culture that the people of Wind River strive to honor and preserve, for future generations.
Students will learn about different artifacts of the Shoshone and the Arapaho people and their significance/use.
Students will gain a deeper appreciation for the resiliency of people and the importance of cultural preservation.
Students will explore their own cultural identity and understand that culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people.
Students will name three objects identified in the Lived History video and gain an understanding of their uses and cultural significance.
Students will dentify some of the resources used to make traditional items and locate areas in which these resources are found.
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).
In this lesson students use a Tuning Protocol to give and receive peer-to-peer feedback on student writing in a structured, safe environment.
Learn how the long life of Chief Washakie bridged a century of change in the American west—from the time of nomadic tribes following buffalo herds, to the period when tribes relinquished their claims to vast tracts of land in the West. That's when the Eastern Shoshone settled on the Wind River Indian Reservation. In the accompanying lesson plan (found in the Support Materials) students will understand the character traits of Chief Washakie.
Students will write and deliver a speech pretending to be Chief Washakie talking to the people of the 21st Century.
Students will learn character traits and qualities and describe every individual and determine life choices for all.
Students will practice identifying “cause and effect” with historical events based on character qualities.
Based on the Wyoming PBS program What’s in a Name, students will view episodes of the program to learn about how Wyoming towns got their names. In the introductory video Phil Roberts from the University of Wyoming introduces the PBS series entitled “Main Street Wyoming: What’s in a Name”. This introductory clip discusses how early explorers first named the rivers, streams, and mountain ranges and passes of Wyoming. Students will then work as a group to create a fictitious Wyoming town.
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.