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Anne Frank Holocaust

Page history last edited by kandthewaves@... 14 years, 10 months ago

8thGradeLanguageArtsExample.doc 

 

 

Action Example Template

Posted by: Katrina Palazzolo, LMS

(in collaboration with 8th gr. Language Arts)

School/Location: Sage Park Middle School, Windsor, CT

 

Grade: 8

 

Library Context:

o   Fixed            þ  Flexible     o  Combination     o  Individualized Instruction

 

o   Stand-alone lesson      o  Lesson in a unit     þ  Multiple lessons in a unit

 

Collaboration Continuum:

o  None            o  Limited      þ  Moderate          o  Intensive

 

Content Topic: Anne Frank/Holocaust Building Background Knowledge

 

Estimated Lesson time: 8 - 45 minute class periods

 

Standards for the 21st-Century Learner Goals

Standard:

1 – Inquire, think critically and gain knowledge

3 – Share knowledge and participate ethically and productively as members of our democratic society

 

Skills Indicator(s):

1.1.6 – Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.

3.1.6 – Use information and technology ethically and responsibly

 

Benchmark(s): Grade 8

-Evaluate, paraphrase, and summarize information in various formats

-Avoid plagiarism by rephrasing information in their own words

-Document quotations and cite sources using correct bibliographic format.

 

Dispositions Indicator(s):

-2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence

-3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations

 

Responsibilities Indicator(s): 

1.3.1 Respect copyright/intellectual property rights of creators and producers

 

Self-Assessment Strategies Indicator(s): 

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary

1.4.3 Monitor gathered information, and assess for gaps or weaknesses

3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

 

Scenario:

In preparation for students to read Anne Frank’s The Diary of a Young Girl, the Language Arts teacher wanted students to receive formal instruction defining plagiarism, as well as opportunities for students to practice paraphrasing and in-text citation while building background knowledge on the history related to the text. 

 

Connection to local or state standards

(List here relevant content, information literacy, and technology standards)

-CT Information and Technology Literacy Framework, Content Standard 6

-Connecticut English Language Arts Curriculum Framework, Content Standard 3

 

Overview:

To prepare for this unit, the LMS created folders (by topic) containing several numbered passages from both print and online sources so that students could focus on the task of paraphrasing. The LMS met with regularly scheduled Language Arts classes in the Language Arts classroom.

 

Day 1

Started with two introductory video clips:

1. Plagiarism, Eh? How to recognize it and get it out of your life by William Badke, Associate Librarian for Trinity Wesleyan University in Langley, BC

http://www.acts.twu.ca/Library/Plagiarism_Short.swf

2. Followed by this video from Boise State Library and English Composition regarding The Basics of In-Text Citation http://libraries.boisestate.edu/blogs/researchtutorials/?cat=11

3. Discussed Strategies for Paraphrasing handout

4. Then, as a class, we modeled and practiced paraphrasing two topic-related passages.

 

Day 2

5. We reviewed the students’ practice paraphrasing activities that they had finished for homework and then we distributed folders to students so they could work on paraphrasing information related to their chosen topics Individualphrase-EP.doc. The LA teacher and the LMS monitored student progress.

 

Day 3…etc.

The next few class periods were devoted to students using the folders to practicing paraphrasing during class time using the following handout.  In the end, students were responsible for producing 4 paraphrases.

6. Once a student’s paraphrases were “approved” by the teacher or LMS, he/she was allowed to type their paraphrases into an MS Publisher brochure template.

 

Final Product:

-Brochure/pamphlet in MS Publisher containing 4 paraphrases – descriptive, example, surprising, personal histories as well as source citations

-Class presentation on Holocaust topic

 

Library lesson(s):

Days 1 & 2 of this project, as listed above in the Overview, consisted of the LMS leading the instruction.

 

Assessment

·   Product

MS Publisher Brochure consisting of 4 paraphrases.

 

·   Process

Student presentations

 

·   Student self-questioning

Needs to be improved

Instructional plan

·      Resources students will use:

     o  Online subscription database(s)    o  Web sites       o  Books       o  Reference  

      o  Nonprint        o  Periodicals/newspapers

      þ  Other (list): Folders containing short articles from print and web sites.

·      Instruction/activities

o      Direct instruction:

Started with two introductory video clips:

1. Plagiarism, Eh? How to recognize it and get it out of your life by William Badke, Associate Librarian for Trinity Wesleyan University in Langley, BC

http://www.acts.twu.ca/Library/Plagiarism_Short.swf

2. Followed by this video from Boise State Library and English Composition regarding The Basics of In-Text Citation http://libraries.boisestate.edu/blogs/researchtutorials/?cat=11

3. Discussed Strategies for Paraphrasing handout

 

o      Modeling and guided practice:

4. Then, as a class, we modeled and practiced paraphrasing two topic-related passages.

 

o      Independent practice:

5. We reviewed the students’ practice paraphrasing activities that they had finished for homework and then we distributed folders to students so they could work on paraphrasing information related to their chosen topics Individualphrase-EP.doc. The LA teacher and the LMS monitored student progress.

o      Sharing and reflecting:

Students will share their research and paraphrases with the class in the form of a MS Publisher brochure and a presentation.  This is the first time we did this project so there is room for improvement here.  We could allow students more time to reflect on their research and their experience with paraphrasing.

 

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