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 is a BlendSpace lesson on the persuasive appeals - ethos, logos, and pathos. It involves note-taking, an understanding check quiz, and an application assignment in which students analyze a commercial or print ad for its use of ethos, logos, and pathos.
Solar panels, windmills, and public trash compactors are expensive, but is it even more costly to the environment to do without these green technologies?
The students will be able to look to multiple sources to verify information they find online. This lesson is part of a media unit curated at our Digital Citizenship website "Who Am I Online?"
A short quiz on CCSS.ELA-Literacy.9-10.RI.8, with excerpts from articles by Brendan O'Neill ("A March of Middle-Class Miserabilists") and Francis A. Schaeffer ("It is Your Life that is Involved"). The Dale-Chall difficulty level is 11-12, and the Flesch-Kincaid is 13.1.
Students will practice authenticating online source material as well as strategies for determining the reliability of information. This lesson is part of a media unit curated at our Digital Citizenship website "Who Am I Online?"
Students will look to multiple sources to verify information they find online and relate this research to the buying of a popular product to research for a scholarly purpose. This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?"
A short quiz on CCSS.ELA-Literacy.9-10.RI.8. The text is from Eliezer Yudkowsky's blog post, "How to Actually Change Your Mind". The Dale-Chall text complexity level is 7-8, and the Flesch-Kincaid is 8.6.
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.
These 3 lessons are for high ABE/low ASE students at a level D-E Reading level to practice identifying key points in video and text and analyzing the causes and effects of social issues, and identifying solutions to these problems. By watching two short videos and reading EPA materials on the effects of lead exposure and a short article on the specific drinking water crisis in Flint, MI, students will examine key issues, analyze the problem and its causes, identify approaches to solving this problem and ones like it in other locations, and apply this approach to other scenarios that are relevant to their immediate lives.
This website allows students to explore many common logical fallacies. There are some accompanying handouts to help students take notes and organize their ideas.
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)
This lesson is designed to apply Common Core State Standards and facilitate a comparison of informational texts and primary source material from the Scottsboro Boys trials of the 1931 and 1933, and the fictional trial in Harper Lee's novel, To Kill A Mockingbird (1960).
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.
The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.
- Information Science
- Business and Communication
- Educational Technology
- Reading Informational Text
- Social Science
- Material Type:
- Lecture Notes
- Lesson Plan
- Adrienne Williams
- Heather Galloway
- Morgen Larsen
- Rachel Obenchain
- Stanford History Education Group-Civic Online Reasoning Project
- Date Added:
With so many people getting their news from their social media newsfeed, how can they evaluate what is good and what might be fake? With the help of a Youtube video on the subject, student do some evaluating. This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"
Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:
Essential Question: How can we use science fiction’s ability to predict the future to help humanity?
Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.
Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?
Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?