Title: Sweet Revenge
Students will evaluate the information from chapters 1-3 of Roll of Thunder, Hear My Cry, particularly how the Logan children are treated by the white students and the bus driver. They will then decide if they agree or disagree with the decision made by the Logan children to seek revenge. Students will defend and provide support for their opinion.
This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s): [SS2010] USS6 (6) 9:
Title: See Me, Hear Me, Understand Me: Franklin D. Roosevelt's Pearl Harbor Address
The viewing goals for this lesson were for students to use a visual text, Franklin D. Roosevelt's "Day of Infamy" speech (played first without sound), to identify visual cues & understand why he may have chosen to use certain gestures, facial expressions, & body language to communicate his message. I wanted students to view & identify what an effective speaker does when speaking formally. By noticing & analyzing visual cues, I wanted students to infer the purpose of his speech & intended audience.
The listening goals for this lesson were for students to listen to FDR's "Day of Infamy" speech (after watching it first with no sound), and discriminate, through his chosen words, the purpose of his speech & point of view. Students were asked to listen to FDR's use of voice & tone to understand his message. In the group conversations that followed, my goal was for students to listen to & consider the perspectives/ideas of others & work together to analyze what they heard that made this a formal speech.
The speaking goals for the lesson were for students to react through speaking to the video clip & apply characteristics of FDR's formal speaking to their own formal speaking by considering gestures, facial expressions, body language, voice, tone, & specific vocabulary to communicate purpose & point of view. In segment one, my goal was for students to notice how, through listening/viewing, FDR communicated his message & viewpoint, not simply the topic of his message.
Standard(s): [SS2010] USS6 (6) 6:
Title: This Business Called Learning: Advertising
After analyzing the techniques of propaganda in commercial advertising, students work in cooperative "business" groups to create an advertising campaign for a new product called Giggle Gum. Campaigns include a press release, slideshow presentation, print ad, and radio commercial.
Standard(s): [AED] VA (6-8) 7:
Title: Jack London's ''The Call of the Wild'': ''Nature Faker''?
In this lesson, from EDSITEment, students analyze Jack London's The Call of the Wild. They take a stand on whether London can be called a nature faker and on what he is attempting to communicate through his portrayal of Buck. They support their stands with historical evidence or evidence from the text. Finally, students write an essay, complete with hypothesis and textual support, on London's approach to the animal story in The Call of the Wild.
Standard(s): [ELA2015] (8) 28:
Title: Inquiry on the Internet: Evaluating Web Pages for a Class Collection
Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.
Standard(s): [ELA2015] (8) 38:
Title: An Exploration of Text Sets: Supporting All Readers
Students create text sets on a high interest topic and use the texts to practice three strategies for reading for information.
Standard(s): [ELA2015] (8) 29:
Title: Women's Suffrage: Why the West First?
In this EDSITEment lesson, students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West. The take a stand, supported by historical evidence, as to whether or not a single theory can explain why the Western states were the first to grant full voting rights to women.
Standard(s): [SS2010] USS6 (6) 4:
Title: Myth and Truth: The First Thanksgiving
By exploring myths surrounding the Wampanoag, the pilgrims, and the '' First Thanksgiving,'' this lesson asks students to think critically about commonly believed myths regarding the Wampanoag Indians in colonial America.
Standard(s): [ELA2015] (8) 33:
Title: Numbers and Language
In this five-lesson unit, from Illuminations, students participate in activities in which they focus on the role of numbers and language in real-world situations. Students discuss, describe, read, and write about numbers they find in familiar real-world situations. An emphasis on using components of language helps students build a broader vocabulary of numbers than the traditional symbolic representation of numbers.
Standard(s): [ELA2015] (8) 19:
Title: Picture Books as Framing Texts: Research Paper Strategies for Struggling Writers
Students use picture books as framing texts for research, freeing them from the language of encyclopedia sources and allowing them to focus their attention on the content of their papers.
Standard(s): [ELA2015] (8) 41:
Title: Commercial ice cream is first sold in the U.S. in 1786.
After finding advertisements from the past, students evaluate them and discuss how ads have changed over the years. Students then create an advertisement for a new flavor of ice cream.
Standard(s): [ELA2015] (8) 17:
Title: In 1939, Marian Anderson was denied permission to sing at Constitution Hall.
Students view Eleanor Roosevelt's resignation letter to the DAR in response to Andersen being denied permission to sing. Students write a letter to a newspaper editor about social injustice.
Standard(s): [ELA2015] (8) 29: