Bring the vocabulary of film to life through the processes of filmmaking. Students learn terminology and techniques simultaneously as they plan, film, and edit a short video.
ELA and Literacy Shifts
During this session, participants will learn about the overarching priorities of the Common Core State Standards for English language arts and literacy. Alberti will discuss the major instructional shifts required by the standards, including the evidence behind the shifts. These same shifts will be represented in both consortia assessments. Additionally, Alberti will present a few recommendations regarding how to introduce changes in a thoughtful, concrete way to prepare both teachers and students for full implementation of the standards.
Another venomous attack on the Lincoln administration by the artist of "The Commander-in-Chief Conciliating the Soldier's Votes, no. 1864-31," and "The Sportsman Upset by the Recoil of His Own Gun," (no. 1864-32). Here Lincoln and his cabinet are shown in a disorderly backstage set, preparing for a production of Shakespeare's "Othello." Lincoln (center) in blackface plays the title role. He recites, "O, that the slave had forty thousand lives! I am not valiant neither:--But why should honour outlive honesty? Let it go all." Behind Lincoln two men, one with his leg over a chair, comment on Lincoln's reading. "Not quite appropriately costumed, is he?" comments the first. The second replies, "Costumed, my dear Sir? Never was such enthusiasm for art:--Blacked himself all over to play the part, Sir!" These may be Republicans Charles Sumner and Thaddeus Stevens. Before them is a wastebasket of discarded documents, including the Constitution, Crittenden Compromise, Monroe Doctrine, "Webster's Speeches," "Decisions of Supreme Court," and "Douglass." At left five ballerinas stand beneath a playbill advertising "Treasury Department, A New Way to Pay Old Debts . . . Raising the Wind . . . Ballet Divertissement." Near their feet is a pile of silver and plate, "Properties of the White House." They listen to a fiddler who, with his back turned to the viewer, stands lecturing before them. At right Secretary of War Edwin Mcm.asters Stanton instructs a small troop of Union soldiers waiting in the wings to ". . . remember, you're to go on in the procession in the first Act and afterwards in the Farce of the Election." One soldier protests, "Now, see here, Boss that isn't fair. We were engaged to do the leading business." Nearby an obviously inebriated Secretary of State William Seward sits at a table with a bottle, muttering, "Sh--shomethin's matt'r er my little bell: The darned thing won't ring anyway cĚ_Ąonfixit'." Seward reportedly once boasted that he could have any individual arrested merely by ringing a bell. He was widely criticized for his arbitrary imprisonment of numerous civilians during the war. On the floor near Seward sits Lincoln's running mate Andrew Johnson, a straw dummy, with a label around his ankle, "To be left till called for." At far right Navy Secretary Gideon Welles slumbers, holding a paper marked "Naval Engagement, Sleeping Beauty, All's Well That Ends Well." In the background abolitionist editor Horace Greeley bumbles about moving scenery and complaining, "O bother! I can't manage these cussed things." Union general Benjamin F. Butler (directly behind Lincoln), dressed as Falstaff, recites, "We that take purses, go by the moon and seven stars; and not by Phoebus! I would to God, thou and I knew where a commodity of good names were to be bought!" He holds a sign "Benefit . . . Falstaff . . . Beauty and the Beast." By this time Butler had achieved notoriety as a dissolute plunderer. To Butler's right a man (who might be the stage manager) orders the crew, "Get ready to shift there 'ere Flats for the Temple of Liberty." The artist of this and nos. 1864-30 and -31 was an exceptionally able draftsman. Judging from the acidity of these satires, he may have been a Southerner, perhaps a Baltimorean. The only satires of the time that compare in artistic quality and political venom are those of Adalbert Volck.|Signed with monogram: CAL?|Title appears as it is written on the item.|Weitenkampf, p. 141.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-32.
This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
Confederate president Jefferson Davis's capture by Union cavalry on May 10, 1865, while allegedly fleeing in women's clothing, inspired a rash of prints exploiting the tale's comic possibilities. According to Davis's autobiography, at the time of his capture he was wearing his wife's raglan overcoat, which he had mistakenly put on in his haste to leave, and a shawl, which his wife had thrown over his head and shoulders. The Northern press made the most of his "last shift," transforming the shawl to a bonnet, and sometimes even portraying Davis wearing a hoopskirt and full female dress. Since Davis had apparently tried to escape casually with a black servant carrying water, he was often pictured carrying a water bucket. Another detail added by the cartoonists was a Bowie knife. Here the artist shows a camp in the woods where Davis, wearing a dress, shawl, and bonnet, and carrying a water bucket labeled "Mom Davis" and a Bowie knife, is accosted by Union soldiers. One Union soldier (center) lifts Davis's skirt with his saber mocking, "Well, "old mother," boots and whiskers hardly belong to a high-toned Southern lady." Davis implores, "I only wish to be let alone." At right another soldier, speaking in a Germanic accent, says, "Mein Gott, ter "olt mutter" vears ter pig gavalrie poots! . . . " He may be intended to represent the Norwegian-born tanner who first spotted Davis. The soldier at left exclaims, "Jerusalem! her "old Mother," hey! Its ld "Leach'" in petticoats--That's so." Behind Davis a woman warns, "Do not provoke tĚ_Ąhe President,' he might hurt some one." A black youth, presumably Davis's servant, looks on, exclaiming, "Golly Marse Yank, de old Missus is "done gone" shu-ah! . . ." At far right a waiting Confederate carriage containing barrels of "Whiskey" and "Stolen Gold" is visible. This impression was deposited for copyright on June 5, 1865, less than a month after Davis's capture. |Entered . . . 1865 by Oscar H. Harpel, (Opera House, Cincinnati) Ohio.|Signed: Design by Burgoo Zac|Title appears as it is written on the item.|"The Confederate Image," p. 85.|Weitenkampf, p. 150.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1865-11.
Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.
The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.
As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.
This interactive, scaffolded activity allows students to build an atom within the framework of a newer orbital model. It opens with an explanation of why the Bohr model is incorrect and provides an analogy for understanding orbitals that is simple enough for grades 8-9. As the activity progresses, students build atoms and ions by adding or removing protons, electrons, and neutrons. As changes are made, the model displays the atomic number, net charge, and isotope symbol. Try the "Add an Electron" page to build electrons around a boron nucleus and see how electrons align from lower-to-higher energy. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Concord Consortium develops deeply digital learning innovations for science, mathematics, and engineering. The models are all freely accessible. Users may register for additional free access to capture data and store student work products.
This concept-building activity contains a set of sequenced simulations for investigating how atoms can be excited to give off radiation (photons). Students explore 3-dimensional models to learn about the nature of photons as "wave packets" of light, how photons are emitted, and the connection between an atom's electron configuration and how it absorbs light. Registered users are able to use free data capture tools to take snapshots, drag thumbnails, and submit responses. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology.
In this lesson designed to enhance literacy skills, students learn how the theory that explains the position of Earth's continents was established and later modified, and gain important insights into how science and the scientific community operate.
Students are more likely to meet Common Core expectations for reading, writing, speaking and listening, and language if they are working with texts on a regular basis. Organizing a curriculum around a series of text sets can provide those opportunities for students. This organization is supported by the PARCC Model Content Frameworks.
This is a discussion of the key elements in the Common Core English Language Arts standards. It presents the five critical shifts within the standards toward: text complexity; analysis, inference and evidence; writing to sources; mastery of writing and speaking; and academic vocabulary, especially for English Learners.
While common usage of the word, text, often refers to written or printed matter, literary and cultural theory extends the term to refer to any coherent set of symbols that transmit meaning to those who know how to read them. In an age where ideas may take many forms and be expressed across different media, texts and reading take on new implications.One goal of the Flows of Reading project is to inspire teachers and students to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. Flows of Reading introduces an expanded concept of the term, text, and models a new type of readerĺäĄŕone who reads across different media and who understands reading as an activity of sharing, deconstructing, and making meaning.We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the childrenĺäĄ_s picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the bookĺäĄ_s approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression.
This module begins with a brief study of the importance of sports in American culture over time. The heart of this module is a whole class study of the short but challenging biography Promises to Keep: How Jackie Robinson Changed America (1030L) by his daughter, Sharon Robinson. (Students will read selected segments; some of these will be read aloud.) Students will analyze Jackie Robinson as a specific example of an athlete who served as a leader who broke barriers in society. They will also begin to study argumentative writing, analyzing how the author Sharon Robinson provides evidence to support her opinions. In Unit 3, students then choose to learn about one of three other respected sports figures (Roberto Clemente, Babe Didrikson, or Jim Thorpe). Students will develop their understanding of the cultural context in which these athletes competed and the barriers these athletes broke during the times in which they lived. Students will build their research skills by reading biographical articles and other informational texts and by participating in Webquests. They also will continue to build their skills to write arguments based on multiple sources, focusing on crafting clear opinions and providing sufficient reasons and evidence. For the final performance task, each student will write a letter to a publishing company explaining the need for a biography about their selected athlete, in which they discuss the athlete, evaluate the barriers that he/she broke during the era in which he/she lived, and give an opinion about the importance of that athlete’s impact on American society. They must support their opinions with evidence from their research.
In this module, students are involved in a deep study of mythology, its purposes, and elements. Students will read Rick Riordan’s The Lightning Thief (780L), a high-interest novel about a sixth-grade boy on a hero’s journey. Some students may be familiar with this popular fantasy book; in this module, students will read with a focus on the archetypal journey and close reading of the many mythical allusions. As they begin the novel, students also will read a complex informational text that explains the archetypal storyline of the hero’s journey which has been repeated in literature throughout the centuries. Through the close reading of literary and informational texts, students will learn multiple strategies for acquiring and using academic vocabulary. Students will also build routines and expectations of discussion as they work in small groups. At the end of Unit 1, having read half of the novel, students will explain, with text-based evidence, how Percy is an archetypal hero. In Unit 2, students will continue reading The Lightning Thief (more independently): in class, they will focus on the novel’s many allusions to classic myths; those allusions will serve as an entry point into a deeper study of Greek mythology. They also will continue to build their informational reading skills through the close reading of texts about the close reading of texts about the elements of myths. This will create a conceptual framework to support students’ reading of mythology. As a whole class, students will closely read several complex Greek myths. They then will work in small groups to build expertise on one of those myths. In Unit 3, students shift their focus to narrative writing skills. This series of writing lessons will scaffold students to their final performance task in which they will apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories.
What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts. At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme. Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel. In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples.
In this lesson students will read and analyze “The Flowers” by Alice Walker. Lesson 2 from the Author’s Craft unit focuses on diction. Students will examine how Walker’s word choice creates tonal shifts in the story that support the theme. The lesson requires student to collect evidence, discuss, and complete a writing assignment in which they continue the story while using diction to maintain the tone. Image source: "Rose" by Kapa65 on Pixabay.com.
Effective literature instruction develops reading, writing, thinking, and other literacy skills -- but that is easier said than done. A new booklet by Judith Langer and Elizabeth Close shares some of the most effective strategies, drawing on the research and including real classroom examples. The booklet is designed for teachers and administrators who wish to improve their students' reading comprehension
This 1-2 hour module provides participants with an introduction to the key shifts required by the Common Core State Standards for ELA / Literacy.
This 1-2 hour module provides an introduction to the key shifts required by the CCSS for Literacy in the content areas: history / social studies, science, and technical subjects.
This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.