LESSON PLAN: CRITICAL AND RESPONSE PERSPECTIVE

There are many aspects for my mind to conceive while reading the articles why I write by George Orwell and Joan Didion. There are many different factors in triggering an author’s imagination to come up with what they want to write, and why they want to write it. In most writings a purpose is not found before the writer writes, but often found after they decide to start writing.

My instruction helped my students develop skills regarding critical evaluation of different accounts of the historical debates dealt with during the constitutional convention. I did this by providing my students with strong instruction which included two sources on the matter, one primary source and one secondary source. The reason I did one primary and one secondary source is because now my students have knowledge on the subject from someone who experienced these events first hand and they can see how similar or different that information is from an historian’s perspective. One of the main ways I helped my students build and support their arguments was by first modeling for them how I wanted them to take notes on the bucketing worksheet. On the smartboard, I placed a model of their bucketing worksheet that I filled

This project was for my AP English class. The assignment was to analyze the rhetoric in 8 documents from early American History which included everything from the Declaration of Independence to Thomas Paine’s “Common Sense”. My teacher said she was sick of the usual power points and poster boards and wanted something unique. We were allowed to work in groups, and while most of

All students will participate 100 percent in the lesson and activity. With the discussion of the founding of the constitution and the 13 founding fathers, I believe all of the class will be able to apply the material from unit into making a short story.

Ask students to share their opinions with the class. As a follow up, ask students what they would do if they were required by the government to leave their home.

Students will read Franklin Roosevelt’s March 9, 1937 Fireside chat about recognizing the Supreme Court. While they are reading the document they will have a task that must be completed. One person in their group of two must do research on the document, while the other illustrates what is being read. Each person in the group will complete a summarization of the document. Once they have completed these task they can then start creating their wordle. The assessment provides an essential connection with the national and state standards because by the end of the lesson students will be able to apply the content, because the students will have studied and analyzed excerpts from FDR's 1936 fireside chat about changing the Supreme Court. In all, the

Amid this lesson, students will be set in pre-composed gatherings of two. The grouping will be based on the student's pre-test score. The thought is to put a high scoring student with a low scoring student, and together they will work cooperatively. My justification for putting students in this design is very basic. The student who didn't score as well on the pre-test will get assistance from their peer who did. The pair will read and finish their specific role over Franklin Roosevelt's March 9, 1937 Fireside Chat about reorganizing the Supreme Court. The student who scored higher on the pre-test will provide research of the document and read it so everyone can hear. While the student who scored lower on the pre-test will represent what is

Before the Seminar began, I gave students note sheets that were organized with space for them to write down three quotes or ideas from the NPR article and three quotes or ideas for Romeo and Juliet. Since we had been reading Romeo and Juliet, I allowed students to write down general ideas or look through the text to quote a specific scene; as long as their notes had to do with Romeo and Juliet’s decision-making, the students were on the right track. I linked students to the NPR article and encouraged them to listen to the podcast version while they read it. Once students had three notes on both Romeo and Juliet and three notes on the NPR article, the Seminar began. Group one lead the discussion around young people and their rushed decision making in relation to Romeo and Juliet as well as in relation to the neuroscience behind the teenage brain and decision making. As group one spoke one at a time, building on each other's points, group two were busy with a task of their own. Instead of being passive listeners, I had students in group two write down three interesting points that they heard from group one; this kept group two focused and gave them more opportunities to build on their classmates’ ideas. Once group one’s discussion came to a close, they traded roles with group

Read newspaper and magazine opinion-editorials. Choose an issue with multiple viewpoints. Find at least two opinion-editorial pieces that reflect different viewpoints. Print/copy them and bring them to class on 10.4 for an in-class

Developing understanding of why people choose the stance they did will help develop moral understanding of individual actions as well as how this country took shape. In one of my learning experiences students will explore the individuals that helped shape this nation. In our textbook, DuPlass says that “great figures emphasizes the impact of individual on history” (DuPlass, p 162). Students will explore the “Liberty Kids” website to find an important figure that helped contribute to the shaping of this nation. After students choose an individual they will begin to explore websites and texts to learn about them. Once students have developed a fact sheet for their person students will start drafting their presentations were students will dress up as their person and do a presentation about their roles in the Revolution in the library for other classes. By the end of this activity, students will be able to explain how individual people shaped the course of American History and who important figures of the Revolution

Think about how your favorite stories began. In what way did the author start the story to catch your attention? What was it that made you want to cheer for the main character, the hero, as he or she ventured out? Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.

Once students are finished reading, have students get their T-Charts ready. Explain that they will be working with their table groups to brainstorm ideas as to how Loyalist and Patriots are similar and how they are different.

The expectations of the lessons was to let children identify what the story is mainly about it and the main idea. The teacher play a game focusing in super powers to identify tricky words. The students will write or draw the main idea.

2. (Chapter 14) Think about a STORY or EXAMPLE you heard that really taught you something. What did you learn from the speaker's telling of the story? For example, how well did the speaker consider the audience, occasion, and purpose? What made the story so vivid or memorable? Refer to specific methods discussed in the chapter.

As students read this document they will take part in a literature circle. This makes a helpful learning environment for students to better comprehend the content. As the students get to the end of their document they will be required to compose an summary of the Fireside Chat, they will then make a word cloud, which permits the students to get visual representation of the general feeling of the content. The method of reasoning behind this arrangement is that the students will find the associations and ramifications of FDR's Fireside Chat and his general proposition for themselves. In spite of the fact that the students will be working inside their literature circle this permits me to ask the students questions like, "What was FDR's proposition for the Supreme Court? How would you think the American individuals felt about FDR's proposition?" this will urge the students to consider what was simply realized