Students will practice looking at a topic from multiple points of view, and will discuss whose voices are amplified and whose voices are silenced. This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?".
Students explore call and response songs through singing.
This resource was created by Staci Simonsen, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.
Students explore healthy posture through storytelling and observation.
Within this series of lessons, students will explore these essential questions:
What basic human necessities are needed to thrive in society?
How do we measure wealth?
How to move from oppression to resiliency?
How to move from oppression to social change?
Students will examine the extent to which people pass judgment, discriminate and violate human rights in communities of color and to what extent these same communities remain resilient. Students will learn and apply their knowledge of non-violent communication to increase self awareness, school and career readiness skills in the social-emotional domain, and develop an understanding about their bio-reactions. Students will research and analyze strengths and challenges within their community. They will then identify a need and develop action steps to meet that need. We will move our instruction from broad to personal perspectives of understanding the conditions in the larger world as well as their own. By moving from the global/community perspective into the relational/historical experience and end with their personal perspective, students will develop a deeper understanding and appreciation of themselves within time and space.
Students explore whispering, speaking, singing, and calling voices.
Podcasting Social Work is a platform for educators, learners, social workers, and activists to share your stories, knowledge and skills to empower communities and transform lives. The podcast episodes are focusing on various topics such as social, economic, cultural, and environment issues; and various social work practices to address poverty, marginalization and injustice across the world. Moreover, podcast episodes also focusing on teaching pedagogy, reflective practice, global citizenship, and social justice themes. "Podcasting Social Work" by Mahbub Hasan is licensed under CC BY-NC-SA 4.0
Students continue to build a rigorous background in human sensors and their engineering equivalents by learning about electronic touch, light, sound and ultrasonic sensors that measure physical quantities somewhat like eyes, ears and skin. Specifically, they learn about microphones as one example of sound sensors, how sounds differ (intensity, pitch) and the components of sound waves (wavelength, period, frequency, amplitude). Using microphones connected to computers running (free) AudacityÂ® software, student teams experiment with machine-generated sounds and their own voices and observe the resulting sound waves on the screen, helping them to understand that sounds are waves. Students take pre/post quizzes, complete a worksheet and watch two short online videos about "seeing" sound.
In this lesson, you will be discussing the different points of view. The points of view we will be focusing on are 1st person, 2nd person, and 3rd person point of view. You will be able to identify the point of view in the given text or video and provide evidence supporting the point of view. StandardsLA 3.1.6.B Identify and describe elements of literary text (e.g. characters, setting, plot, point of view).LA 3.1.6. I Construct and/or answer literal and inferential questions and support answers with specific evidence from the text or addtional sources.
What students will learn in this lesson?In this lesson, students will learn to identify the passive vs. active voice. To practice doing so they will compare active and passive sentences with the same meanings. They will also learn to form sentences using the passive voice. This helps students to understand the differences between the passive and active voices in English. In addition, the student(s) will learn to identify the subject and object in a sentence. This will help them complete activities throughout the lessons. Finally, they will learn how to use “by” in passive sentences. With help and encouragement from you, your student(s) will grasp a new concept and have fun doing it.Tips for teaching the passive voice to ESL studentsThis lesson is designed to incorporate speaking, listening, reading, vocabulary and grammar practice. Since introducing the passive to ESL students can be difficult, make sure you remain patient while teaching. To teach more effectively, be sure to refer to the given teacher notes.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Vocal Techniques, the course title used at many institutions, is essentially a voice class for instrumentalists, and is a required course for instrumental music education majors seeking all-level certification. Students take at least one Vocal Techniques course to learn proper singing technique along with basic pedagogy and can include teaching techniques as they apply to adolescent singers. The focus of the course is the development of the individual singing voice. This includes breathing, tone production, articulation, musicality and textual expression and understanding. Students also develop confidence in front of groups, improve their general vocal quality, and learn that a healthy voice serves them well in the general and performance classroom.
This is a link to the Yale-New Haven Teachers Institute. The link includes mini-lessons, an article written by Gilman, possible essay topics and rubrics, the historical context of the text, and compare/contrast Gothic Horror and Realism.
The site also includes links to other articles on mental illness; class debate topics; and student resources