In lesson 1 of this unit, students will explore what it means to be connected to other people with and without digital technology. They'll also start to consider the ways that their digital connections shape who they are.
Students learn alternatives to the classic classroom assignment, the book report.
- New York Times
- Shannon Doyne and Katherine Schulten
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In this lesson, students work in cooperative groups to prepare presentations on business organization and Big Business during the second part of the Industrial Revolution (1860-1910) in the United States.
After reading books, students share book talks through digital storytelling. First, students plan scripts and then find images to illustrate their scripts. They also add text, narration, music as well as pan and zoom effects. Finally, the joy of reading is prompted through the sharing of the students' digital stories.
By mimicking popular websites that relate the plot of movies, television shows, and real life events in reverse, students have the opportunity to review the plot in a more creative and challenging fashion. Using a snowclone (a verbal formula that is changed for reuse), students complete the phrase "If you read ____ backwards, it's about ____" to comment on the plots of novels.
Students will design a pilgrimage experience using budgeting, creative writing, and research to plan a senior trip before embarking upon their post-graduate adult lives. With seven days and $5000.00 to spend, they will design a journey in which they reflect on their life as an early college senior, before starting their life as a young adult and professional.
Driving Questions / Scenario (what are we trying to solve or improve?):
How can you relate to the pilgrims from the Canterbury Tales and use your own motivations for seeking a pilgrimage to relate to their real-life desires and need for spiritual cleansing and purification?
The Canterbury Tales
Using your understanding of the Canterbury Tales and The Prologue, design and develop a pilgrimage designed to suit your own needs for purification as you near your high school graduation.
ENG IV HN
W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4 Use digital tools and resources to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Economics and Personal Finance
EPF.MCM.2 Understand the purposes and services of financial institutions.
In this lesson, students will research a variety of chromosomal abnormalities and resulting syndromes to determine risk factors and contributors of the abnormality, and characteristics of the syndromes.
In this activity, students create their own personal inferno journeys that reflects a real-life situation they may have faced or might face, that highlights a time where guidance might be needed to reach a better understanding.
As the culmination of our study of Macbeth through John McDonald’s graphic novel, students will create their own original graphic narrative using the Book Creator app for iPads or Chrome.
In this lab, students will investigate the law of conservation of energy. Student teams must develop and carry out a lab procedure to achieve the stated goal of finding the maximum conversion of potential energy to kinetic energy. Using a ruler and a toy car, students will work collaboratively to design a lab that will demonstrate the change from one form of energy to another based upon the law of conservation of energy. Teams will then develop a hypothesis for maximizing the amount of energy transfer and create a procedure for proving the hypothesis. Once they run their lab, students will work independently to create formal lab reports that summarize the activity.
This follow-up assignment to the reading of Chaucer's General Prologue gives students the opportunity to work in a collaborative setting with technology while explicating text and researching historical infromation. Aditionally students will work as a team to create group wikis.
Students will explore the world of Medieval Europe. They will learn the way the people lived and how Phragmites was part of this world. Students will then be assigned a social class role in the system of feudalism and research information about their character's privileges and disadvantages. Students will experience the feudal system through activities and presentations to relay what they learned to their class. Students may choose a variety of creative outlets to express their character's life in their own creative way with a group or separately.
Suggestions on how to guide students through the writing process when writing editorials "” from brainstorming a topic to publishing their work "” and all the steps in between.
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- Michael Gonchar
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This template should be used in a manner similar to a SWOT (strengths, weaknesses, opportunities, threats) analysis in project management. This template will allow the project group to analyze different areas that are critical to the success of their activity completion. Students will have an opportunity to make real world connections, use technology and collaborate in order to complete the project objectives.
The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages. Students will also practice using hieroglyphs to create messages of their own.
This study of Hobbes, Locke, Montesquieu, and Rousseau is designed to give students an understanding of the ideas of these four philosophers and is also an opportunity for them to reflect on humanity's need for order and efforts to create stability within the social community. In the first part of the unit, activities focus student awareness on the nature of government itself and then progress to close reading and writing centered on the specifics of each philosopher's views. Large-group and small-group discussion as well as textual evidence are emphasized throughout. In the second part of the unit, students are asked to engage in creative writing that has research as its foundation. Collaboration, role-playing, and a panel discussion
are fundamental parts of the culminating activity. Options for further writing activities and assessments close the unit.
Students analyze the work of winners of the Learning Network's 2014 Student Editorial Contest as well as professional models from the Times editorial pages to learn how writers effectively introduce and respond to counterarguments. Then they write their own position pieces, incorporating counterarguments to strengthen their claims.
- New York Times
- Amanda Christy Brown
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