Download - Linking Literature to the 21st Century
Linking Literature to the Linking Literature to the 21st Century Classroom21st Century Classroom
Rowan-Salisbury SchoolsRowan-Salisbury SchoolsNorth CarolinaNorth Carolina
http://model.rss.k12.nc.us/http://model.rss.k12.nc.us/groups/groups/Nancy GoodnightNancy Goodnight
Holly LowderHolly LowderAmy PruittAmy Pruitt
April WilliamsonApril Williamson
WHERE?WHERE?
Where Are We?Where Are We?
Concept Based TeachingConcept Based Teachingwith a technology flairwith a technology flair
What is concept-based What is concept-based teaching?teaching?
student generated student generated
big picture learningbig picture learning
the lens through which all teaching & learning the lens through which all teaching & learning is analyzed and tied.is analyzed and tied.
Why use concept-based Why use concept-based teaching?teaching?
Promotes 21st Century learning through Promotes 21st Century learning through collaboration processcollaboration process
Consistently provides for real-world Consistently provides for real-world connectionsconnections
Allows for cross-curricular emphasisAllows for cross-curricular emphasis
Promotes critical thinking Promotes critical thinking
Concept Mapping Concept Mapping the “old fashioned way”the “old fashioned way”
Developed by the William and Mary Center for Developed by the William and Mary Center for Gifted EducationGifted Education
Modeled after the TABA method of instruction Modeled after the TABA method of instruction
LOTS of poster paper and sticky notes!LOTS of poster paper and sticky notes!
What is a concept What is a concept anyway?anyway?
The Steps:The Steps:
Step 1: BrainstormStep 1: Brainstorm
Step 2: ShareStep 2: Share
Step 3: CategorizeStep 3: Categorize
Step 4: LabelStep 4: Label
Step 5: Create GeneralizationsStep 5: Create Generalizations
Step 6: Post it and USE it!Step 6: Post it and USE it!
Concept Mapping Concept Mapping the “Activ~way”the “Activ~way”
Same steps different toolsSame steps different tools
YOUR TURN!YOUR TURN!
CHANGECHANGE
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Using your concept with Using your concept with technology throughout technology throughout the year:the year:
Project and problem based learningProject and problem based learning
Exit tickets by bloggingExit tickets by blogging
iChat concept connectionsiChat concept connections
Video diary using PhotoboothVideo diary using Photobooth
ComicLife, PagesComicLife, Pages
QuickTime™ and a decompressor
are needed to see this picture.
Chapter XChapter X
The Concept of Change Between Cultural Groups in
America
The Concept of Change Between Cultural Groups in
America
William & Mary Units for Middle School AIG
Language Arts Classes• Units begin with Taba lesson on change or
other important concept
• Include rich literature from various genres
• Carefully chosen novels are read independently throughout units
William & Mary Persuasion UnitFour novels:
★ Journey to Topaz by Ushiko Uchida
★ Roll of Thunder, Hear My Cry by Mildred D. Taylor
★ Taking Sides by Gary Soto
★ Rising Voices: Writings of Young Native Americans Selected by Arlene Hirschfelder and Beverly R. Singer
How Do I Combine a Required Unit with My
21st Century Classroom and literary
elements?
Assessments for Novels
• Keynote presentations
• Podcasts (Keynote presentation sent to Garageband in order to add music and narration)
• Flip charts using ActivInspire
• Audio or video commercials
• Comic Life projects
• Use Active Expressions for Immediate Feedback
Journey to Topaz By Ushika Uchida
Journey to Topaz By Ushika Uchida
★ Japanese men were separated from their families and placed in camps right after the bombing of Pearl Harbor, as required by Executive Order 9066.
★Women and children were sent to one of ten internment camps where they were fenced in and watched over by armed guards.
★Whole families lived in a small room with one light bulb hanging from the ceiling; buildings were poorly built, and sand often blew in through the cracks during the cold desert nights; residents used public bathrooms with no partitions; they ate in age groups in “mess halls,” as opposed to eating as a family (which was a Japanese tradition); children attended on-site segregated schools.
★When families were released, many of them didn’t have jobs or homes to which they could return.
Cultural Changes in Journey to Topaz
Journey to Topaz Keynote Assignment
You will begin a Keynote project today to show what you learned from reading Journey to Topaz. You will be given TWO class periods to complete the Keynote phase of the assignment. At the end of the second class period, you should be ready to send your Keynote project to Garage Band. In Garage Band, you will add music and narration to your project. When this phase is complete, you will send the project to iTunes. We will save it to a flash drive, and upload it to the iPods for others to view.
Slides should contain the following information:
Slide one - Title page. This page should include the book title, author’s name, and your name.
Slide two - Describe, in your own words, the important issues which affect the cultural group represented in the book.
Slide three - Describe the character you most admire, and tell why (give at least one example from the book of something this character did to earn your admiration). Is this character dynamic or static? How do you know?
Slide four - Describe the character you dislike the most, and tell why (give an example from the book of something this character did or did not do). Is this character dynamic
or static? How do you know?
Slide five - Describe a theme in the book (family, hope, independence, perseverance, etc), and tell why you think it is an important part of the book. Include the tone of the book on this slide. What attitude does the author have about the subject or content of the book?
Slide six - Based on what you read, what predictions can you make about what the future holds for your favorite character? Based on this character’s experience in the book, will the future be easy or difficult? Why?
Slide seven - If you could change one thing for this cultural group, what would it be, and why?
Slide eight -Think about the documentary you watched about the Japanese attack on Pearl Harbor. The plot of this book (the internment of the Japanese people on the US west coast) was a result of that attack. In your opinion, was the US government justified in its actions? Write a hamburger-style paragraph to share your feelings.
BE SURE to use the spell check tool for your project!!!!!
You should include at least three pictures in your project, which should come from a free site. There are several free sites that have photographs of Japanese internment camps. BE SURE that you copy the URL address onto your slide under the photo in order to give credit.
QuickTime™ and a decompressor
are needed to see this picture.
Student Podcast
Journey to Topaz Keynote/Podcast Project
Student Name: _______________________________________________________________________________________________________________________________________________
What part of your project are you most proud of? _____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________
Teacher comments: ________________________________________________________________________
Requirements Possible Points
Earned Points
Project was completed on time 10
All required slides were included in project (8) 10
Instructions for individual slides were followed 15
Student displayed a deep understanding of cultural issues, characterization, theme, and tone of the book
20
Student’s opinion of US justification of Japanese internment during WWII was supported by valid reasons learned from the book or the documentary
20
Project included three pictures with cited websites 10
Correct spelling, capitalization, and punctuation were used 10
Music and narration were included 5
Total 100
CHange within Ecosystems
5th grade - Enochville Elementary
Photo JOurnalsusing iPhoto
Learning Objectives• Determine the interaction of organisms within an ecosystem.• Explain why an ecosystem cansupport a variety of organisms.• Identify and analyze the functionsof organisms within the populationof the ecosystem.•Discuss and determine the role of light, temperature, and soil compositionin an ecosystem’s capacity to support life. •Integrate main idea and supporting details from multiple sources to expand understanding of texts.•Use technology as a tool to enhance and/or publish a product.
GAthering and analyzing Data
Recording Temperature and
Precipitation
• Change over time• Patterns within an ecosystem• Drawing conclusions from data
Modified Assignments• Equity• Visual reinforcements• Bridge for higher level vocabulary
QuickTime™ and a decompressor
are needed to see this picture.
The final product
Literacy in action!
Changing Weather Patterns Lead to Changes in LandformsChanging Weather Patterns Lead to Changes in Landforms
April Williamson- Millbridge Elem. 5th Grade EC/Title 1 InclusionApril Williamson- Millbridge Elem. 5th Grade EC/Title 1 Inclusion
Literature ConnectionLiterature Connection
Earthquake Terror by Peg Kehretstrategy focus: Predict and Inferskill: reading a science article
Eye of the Storm : Chasing Storms with Warren Faidleystrategy focus: questionsskill: reading a sequence chart
Volcanoes by Seymore Simonstrategy focus: Monitor and Clarifyskill: folktale
Night of the Twisters by Ivy RuckmanBlizzard by Jim Murphy
Changes in Nature
Created Concept Map
Research Map
Draft 1- Presenting Info
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Presenting with Vodcast
Vocabulary BUILDING
Wordle Activity 3: VocabularyGo to Wordle and type the vocabulary word that fits the definition. Print and check!1. When water flow changes the shape of land2. Movement of glacier over the surface of land causing land shape tochange3.A change in air pressure- drops significantly is a sign of a4. The weather changes, as well as the seasons, because of the earth's5. The strong temperature change/contract between polar and tropical air gives rise to the6. The ____________ is a chaotic system, so small changes to onepart of the system can grow to have large effects on the system as a whole.7. Weather does occur in the ___________and can cause weather to change, lower down in the troposphere.8. ______ change is the first sing for most natural disasters.9. What natural disaster are you interested in exploring?
Vocabulary Responses
QuickTime™ and aH.264 decompressor
are needed to see this picture.
Group Presentation
Post Assessment
http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw=
137&prev=/images%3Fq%3Dtopaz%2Binternment%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA
Journey To Topaz Citations
http://www.google.com/imgres?imgurl=http://www.payer.de/neobuddhismus/neobuddh0947.gif&imgrefurl=http://www.payer.de/neobuddhismus/neobud04042.htm&h=401&w=636&sz=234&tbnid=F45mglhSOCsQdM:&tbnh=86&tbnw=137&prev=/images%3Fq%3Dtopaz%2Binternment
%2Bcamp&usg=__0Mll2FskZkZV99eSquf3wmDmDRU=&sa=X&ei=mygITOGDE4SKlwff_-SgDg&ved=0CDsQ9QEwCA
http://www.asian-central.com/stuffasianpeoplelike/wp-content/uploads/2009/04/japanese_internment.jpg
Linking Literature to the Linking Literature to the 21st Century Classroom21st Century Classroom
Rowan-Salisbury SchoolsRowan-Salisbury SchoolsNorth CarolinaNorth Carolina
http://model.rss.k12.nc.us/groups/http://model.rss.k12.nc.us/groups/