kirstenredding.weebly.com · Web viewAll students and teachers involved in the Thematic Unit will participate in a homeless night at Memorial Park where they will experience what

“How do different perspectives affect me?”

Arcadia Middle School

Arcadia, WI

8th Grade

Samantha Weix, Mitch Hahn, Kirsten Redding, Josh Thomas

Perspectives

Perspectives

Table of Contents

Thematic Unit Objectives...........................................................................................page 4

Thematic Unit Romance Activity................................................................................page 5

Showcase Activities....................................................................................................page 6

Showcase Activity Scoring Guide...............................................................................page 7

Multiple Intelligences Key..........................................................................................page 8

Physical Education Unit..............................................................................................page 9

- Wisconsin Model Academic Standards....................................page 10- 5 E’s Lesson Plan......................................................................page 11- ELL............................................................................................page 11- Students with Exceptionalities.................................................page 11- Reading Strategy (Post-)..........................................................page 11- ELL............................................................................................page 15- Students with Exceptionalities.................................................page 15- Reading Strategy (Pre-)............................................................page 15- Differentiated Instruction........................................................page 17- Reading Strategy (Pre-, During-, Post-)....................................page 17- Reading Strategy (During)........................................................page 19- Culturally Relevant Pedagogy (Race Specific)..........................page 20- Response to Intervention.........................................................page 21- Reading Strategy (During-).......................................................page 22- Content Assessment Scoring Guide.........................................page 25- Content Assessment................................................................page 26- Reading Strategy (Pre-)............................................................page 28

Math Education Unit..................................................................................................page 29- Common Core Standards.........................................................page 30- 5 E’s Lesson Plan......................................................................page 31- Culturally Relevant Pedagogy (Race Specific)..........................page 31- Reading Strategy (Post-)..........................................................page 35- Reading Strategy (Pre-)............................................................page 36- Response to Intervention.........................................................page 36- Reading Strategy (During-).......................................................page 37- ELL............................................................................................page 37- Reading Strategy (Pre-)............................................................page 38- ELL............................................................................................page 39- Students with Exceptionalities.................................................page 39- Reading Strategy (Post-)..........................................................page 41- Reading Strategy (During-).......................................................page 42- Differentiated Instruction........................................................page 45

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Perspectives

- Content Assessment and Scoring Guide..................................page 46

Social Studies...........................................................................................................page 49- Wisconsin Model Academic Standards....................................page 50- Culturally Relevant Pedagogy (Race Specific)..........................page 53- ELL............................................................................................page 53- 5 E’s Lesson Plan......................................................................page 54- Reading Strategy (During-).......................................................page 54- Response to Intervention.........................................................page 54- ELL............................................................................................page 54- Reading Strategy (During-).......................................................page 56- Students with Exceptionalities.................................................page 56- Reading Strategy (Post-)..........................................................page 57- Reading Strategy (Post-)..........................................................page 58- Reading Strategy (During-).......................................................page 59- Reading Strategy (Pre-)............................................................page 60- Differentiated Instruction........................................................page 64- Content Assessment and Scoring Guide..................................page 64- Reading Strategy (Pre-)............................................................page 65

English Language Arts.........................................................................……………………page 67- Common Core Standards.........................................................page 68- 5 E’s Lesson Plan......................................................................page 70- Reading Strategy (Post-)..........................................................page 72- Students with Exceptionalities................................................page 72- Culturally Relevant Pedagogy (Race Specific)..........................page 73- ELL ...........................................................................................page 74- Reading Strategy (Pre-)............................................................page 75- Reading Strategy (Post-)..........................................................page 75- Reading Strategy (During-).......................................................page 76- Response to Intervention.........................................................page 77- ELL............................................................................................page 77- Reading Strategy (During-).......................................................page 78- Differentiated Instruction........................................................page 79- Reading Strategy (Pre-)............................................................page 80- Content Assessment and Scoring Guide..................................page 84

References..................................................................................................................page 87

Evidence of collaboration and editing........................................................................page 88

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Perspectives

Thematic Unit Objectives

- Knowledgeo The student will be able to explain the implications of having a one sided

perspective.o The student will be able to identify factors that influence the views of a person

or group of people.

- Skillo The student will be able to compare and contrast multiple perspectives.o The student will be able to demonstrate why certain perspectives exist.

- Dispositiono The student will strive for shared understanding.o The student will accept responsibility for self and others.

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Perspectives

Romance Activity

All students and teachers involved in the Thematic Unit will participate in a homeless night at Memorial Park where they will experience what it is like to be homeless. Students and teachers will make box shelters and spend the night outside at the park. This activity will kick off a unit on perspectives which will allow participants to experience the world through someone’s shoes other than their own. Parental consent is needed along with $1 from each student to cover the $20 park reservation fee.

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Perspectives

Showcase Activities

Students will select one of the following options to create and display at the showcase event.

Debate:

If you select to debate, you will be asked to debate a topic that is randomly selected. The topic and which side you support will be assigned through a drawing. During the debate, you will be asked to state your position and have supporting details to defend your position. Each side will have 3 minutes to state their position. After both sides have gone you will have 3 minutes to prepare a defense against what the opponent said. Each side will be given another 3 minutes to reaffirm their position and counter the points presented by the opponent. In total this presentation will be approximately 15 minutes. Parents/ guardians will be invited to attend the debate and hear the multiple perspectives their children are able to articulate.

Perspectives Newspaper:

If you select this option you will create an article to be published in the 8th grade newspaper, Perspectives. You will write a news story on school happenings and issues from the perspective of a reporter. The news topics will be assigned randomly through a drawing. If you select this option you will also collaborate with other students to layout the paper and have it printed for distribution throughout the school. Parents/ guardians will be invited to attend the showcase event where they can pick up a copy of the newspaper.

R.A.F.T.:

If you select R.A.F.T. you will be create a piece to be displayed or presented at the showcase. A topic will be randomly assigned to you for this assignment and the rest is up to you. After you have been assigned a topic you will need to select what role you are playing as the writer/creator. You will also need to select your audience as well as the format you will use for this creation. The role, audience, and format must be approved by a teacher. Parents/ guardians will be invited to attend the showcase event where they can view your creation.

*All topics will be assigned to students by drawing a topic out of a hat.

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Perspectives

Showcase Activity Scoring Guide

Student demonstrates an understanding of their assigned or chosen

position by providing supporting facts and details. ____/ 10

Student identifies other perspectives that may exist on the given topic. ____/ 10

Student’s chosen or assigned perspective is represented in an

appropriate and ethical way. ____/ 4

Student collaborates with peers who select the same activity.

(For students who select the R.A.F.T. project: Student has their selected

role, audience, and format approved by one of the TU teachers. ) ____ /5

Student references 3 or more valid resources. ____/ 6

Student displays creativity in the production of their showcase activity. ____/ 5

Students answer the thematic unit question of “How do different ____/ 10

perspectives affect me?”

Total: ____/ 50

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Perspectives

Multiple Intelligences Key

Visual/ Spatial

Logical/ Mathematical

Linguistic

Musical

Naturalistic

Bodily- Kinesthetic

Interpersonal

Intrapersonal

Existential

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Perspectives

What changes my perspectives?

Central Concepts: Systems Purpose: Decision Making

Arcadia Middle School: 8th grade, 4th quarter

Samantha Weix

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Physical Education

Perspectives

Wisconsin Model Academic Standards- Physical Education

1:3:A2 Dribbles a ball while preventing an opponent from stealing the ball in invasion sports (e.g., basketball, soccer).

1:3:B4 Demonstrates correct position in both net/wall and invasion sports for effective defense and offensive coverage.

2:3:A1 Selects appropriate practice procedures to learn and master skills and movement patterns.

2:3:B2 Explains at least two game tactics involved in invasion sports (e.g., soccer, basketball, handball, etc.).

2:3:B3 Identifies similarities in body position when receiving and serve (e.g., volleyball, badminton, tennis, etc.) and when defending a player (e.g., basketball, soccer, ultimate, etc.) and reasons why they are similar.

2:3:B4 Demonstrates an understanding of team play in invasion sports (e.g., basketball, soccer, handball, etc.) by proper positioning, team communication, and team support.

3:3:B4 Regulates physical activity behavior by using appropriate practice procedures and training principles.

5:3:A1 Uses time wisely when given the opportunity to work on skill or fitness development without close teacher monitoring.

5:3:A4 Follows and listens to all directions and asks for help when needed.5:3:A5 Communicates to teacher and/or peers when problems are observed and uses

the problem-solving model to solve or find a solution.5:3:A6 Demonstrates self-control during conflict (e.g., peer conflicts or an official’s

decision).5:3:B1 Handles situations in an appropriate manner (e.g., calls by officials, boundary

lines, etc.) when participating in team sports.5:3:B2 Demonstrates cooperation and support of students of different gender, race,

ethnicity, and ability in a physical activity setting.5:3:B4 Demonstrates positive social interaction while in a physical activity setting5:3:B6 Demonstrates cooperation skills needed to accomplish group/ team goals in

both cooperative and competitive activities.6:3:A2 Analyzes selected physical experiences for social, emotional,

mental, and physical benefits. 6:3:A7 Appreciates the aesthetic and creative aspects of skilled performance.

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Day One (5 E’s Lesson)

Level of Inquiry: ObservationLearning Objective: The students will describe the different positions on a softball/ baseball team. Content Standard(s): 5:3:A1, 5:3:A4 , 5:3:B1, 5:3:B2, 5:3:B4Multiple Intelligences: Linguistic, interpersonal, and bodily-kinestheticCulturally Relevant Pedagogy: Learning Specific: Types of learning models

ELL Learners: Demonstrations of tasks with aural instructions and task cards with pictures and written descriptions.Students with Exceptionalities: Task cards with modifications and extensions.Reading Strategy: Graphic Organizer (Post-)

Name Samantha Weix Date 11/20/12

Grade Level 8th Quarter 4th School Arcadia Middle SchoolSection I: Big Picture Planning

Instructional Objectives: What do you expect your students to KNOW / be able to DO at the end of the period that they did not know/ could not do at the beginning of the period? These must be measurable. Look at the Blooms Taxonomy verb sheet.

The students will describe the different positions on a softball/ baseball team.

Wisconsin Model Academic Standard (WMAS) Connection:5:3:A1 Uses time wisely when given the opportunity to work on skill or fitness development

without close teacher monitoring. 5:3:A4 Follows and listens to all directions and asks for help when needed.5:3:B1 Handles situations in an appropriate manner (e.g., calls by officials, boundary lines, etc.)

when participating in team sports.5:3:B4 Demonstrates positive social interaction while in a physical activity setting5:3:B2 Demonstrates cooperation and support of students of different gender, race, ethnicity,

and ability in a physical activity setting.

How does this lesson fit within the UNIT of Instruction (yesterday they learned…/tomorrow they will learn)?This is the first lesson in a 15 day unit. They are just beginning a thematic unit on perspectives. The first 3 days of this unit are to review with students the positions and roles in softball/baseball, basketball, and soccer. Today softball is the focus and tomorrow basketball will be the focus.

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Central Concept: SystemsEQ: What changes my perspectives?

Perspectives

Section II: Lesson Planning

Engage: (5 minutes)

1. Yesterday we wrapped up our previous unit.

2. Today we are beginning our unit on perspectives. We will be starting out with softball/baseball today.

3. After softball/ baseball we will be looking at basketball and then soccer. We’ve already covered these sports but we are going to look more closely at the different positions in each sport and the role of those positions. With that we are going to compare and contrast the positions and roles within and between sports. We will also look at how the position you play changes the way you may think about the game.

4. Catch the students’ interest by posing a question, showing something, doing something funny, or reading a quote. Do anything that gets their attention and allows you to focus on the goals of the lesson.

“You have to get along with people, but you also have to recognize that the strength of a team is different people with different perspectives and different personalities.”

- Steve Case

5. Make a connection to the students’ lives (ie. Compelling Why).

“Compelling Why”Tell a story about a clique of students that I observed at the mall. Mention the roles that each member appeared to play such as “leader or queen bee.” The roles that you play in your group of friends shape some of the decisions you make with those friends. Each role has unique characteristics which is similar to roles on a sports team. Explore: Students interact with each other through discussion and/or materials in small groups. They explore a limited area of inquiry requiring them to categorize, classify, or answer questions. (5 minutes)

In a small group students should discuss what positions are on a softball/ baseball team. Students should brainstorm what role each of those positions plays on the team.

How will you assess that students are exploring?

Students are on task and discussing the topic of positions and roles on a softball/baseball team. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect it to this new info. Differing views are shared. (10 minutes)

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Each group will share one position and role of that position that they came up with. Then I will show a powerpoint with the different positions on a softball/ baseball team. The powerpoint has the position name, role of the position, and a clip or picture of that position in action. Positions that will be addressed include: pitcher, catcher, 1st, 2nd, 3rd, shortstop, left, center and right field as well as the batter. After I present each position students can add anything they feel I may have missed.

How will you assess students’ explanations?

Students can give one example per group they came up with during their explore. Students also add into the discussion during the powerpoint. Elaborate or extend: Students apply information to a new situation.

Students will participate in station activities. The stations will be: (20 minutes: approx. 6 minutes at each sation)

1. Fungo: One student is fielding the ball while another is hitting them grounders. Another student is also playing first base which is where the fielder throws the ball.

2. Soft Toss: One student tosses a ball to another student who is hitting the ball into a net. 3. Fly Balls: Students rotate between hitting fly balls and catching the ball and throwing it

into a target person.

*Each activity will be demonstrated and will have a task card with a picture as well as a written description. There will also be modifications and extensions on the back side of each task card for students to change the level of difficulty to meet their needs. (ELL and Exceptionalities)

How will you assess students’ ability to apply information?

Students follow instructions and perform the tasks at each station in a safe and effective manner. Evaluate: Assess students’ knowledge and/or skills. What evidence will you use to prove that students have changed their thinking or behavior? (5 minutes)

Graphic organizer: Students can create a graphic organizer of their choice to show the different positions on a softball/baseball team as well as the roles of each of the positions. Students will turn this in at the beginning of class the next day. (Formative Assessment)

Day Two

Level of Inquiry: Observation

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Perspectives

Learning Objective: The students will explain the different positions on a basketball team. Content Standard(s): 5:3:B6, 5:3:B4, 5:3:B2, 5:3:B1, 5:3:A6, 5:3:A5, 5:3:A4, 5:3:A1, 2:3:B4, 2:3:B3, 2:3:B2, 1:3:B4, 1:3:A2Multiple Intelligences: Visual/spatial, interpersonal, and bodily-kinestheticCulturally Relevant Pedagogy: Learning Specific: Learning styles

Engage Video Clip: Basketball Play

http://www.youtube.com/watch?v=5TiZOBHYhig

This clip runs through a play and the different options off of the play. It isn’t so important that students learn the play but rather that they are identifying the different positions on a team and some of the roles of those positions.

Explore In a group of 3 list the positions on a basketball team and the roles of those positions. Students should be able to identify the point guard, wings, and post and explain what their role on the team is.

Explain Mini games of 3 on 3. Students should work on plays learned in previous units such as a pick and roll or give and go. Students should also work on dribbling, passing, shooting, screening, and posting up.

Evaluate: Word Processed Composition: How are the positions on a basketball team similar to the members of a band? Students will turn this assessment in at the beginning of class tomorrow. (Formative)

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http://www.youtube.com/watch?v=5TiZOBHYhig

Perspectives

Day Three

Level of Inquiry: ObservationLearning Objective: The students will summarize the different positions on a soccer team. Content Standard(s): 1:3:A2, 1:3:B4, 2:3:B2, 2:3:B4, 5:3:B4, 5:3:A4, 5:3:B2, 5:3:A1 Multiple Intelligences: Linguistic and bodily-kinestheticCulturally Relevant Pedagogy: Individual Specific: A student’s story

ELL Learners: Possible sentences cards have the words in multiple languages written on themStudents with Exceptionalities: Soccer drills with modifications and extensionsReading Strategy: Possible Sentences (Pre-)

Engage Tell a story about a soccer, basketball, or softball/ baseball games that some of the students participated in. What was a great play from the game and why was it such a great play? Maybe the students ran a great fast break, had a pick and roll that dominated the defense, or turned a double play. (Individual Specific)

Explore Possible Sentences: Hand out to each group of 3-5 students cards with these words on them- forward, midfielder, defensive player, goalie, header, off-sides, goal kick, corner kick, banana kick, bicycle kick, trap, hand ball, and free kick. As a group students should try to come up with sentences that utilize these words.

Elaborate Soccer drills:1. Shooting station: students can rotate between

shooting and being the goalie (Modification- no goalie/move closer, Extension- goalie/move farther away/ smaller goal)

2. Dribbling station: dribble around a designated area (Modification- no barriers/slower pace, Extensions- cones or other barriers/defense/non-dominate foot)

3. Passing station: pass on the ground, lift a pass, pass on the move- pick what level fits your ability

4. Tricks station: juggling with knees, feet, or head

Evaluate: Summarize each position in 7 words or less. Sentences will be word processed and turned in at the beginning of class tomorrow. (Formative)

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Perspectives

Day Four

Level of Inquiry: CuriosityLearning Objective: The students will compare and contrast the positions on a softball/baseball, basketball, and soccer team.Content Standard(s): 5:3:A5, 5:3:B6, 6:3:A2, 2:3:B4, 2:3:B3, 2:3:B2Multiple Intelligences: Visual/spatial, logical/mathematical, interpersonal, and bodily-kinestheticCulturally Relevant Pedagogy: Learning Specific: Multiple intelligences

Reading Strategy: Semantic Feature Analysis (Post-)

Engage Semantic Feature Analysis: On the side of the chart will be softball/baseball, basketball, and soccer. Across the top will be columns with the headings: offense, defense, midfielder, forward, goalie, post, point guard, wing, outfield, infield, and batter. In the boxes students will check which sport matches with each heading and then identify if there is a position in one of the other sports that may be similar to that position but have a different title. If the sports and headings don’t correspond in anyway students should put N/A.

Explore Small Game Simulations:- Students will play rotate through all activities.

Time at each activity depends on how much class time is available.

1. Basketball: ½ court 5 on 52. Softball/ Baseball: Wiffle ball with home plate in

the center of the gym and the field out towards one corner (1/4 of the gym is being used).

3. Soccer: Full soccer game with a skinny field (1/2 the gym).

Elaborate Review Semantic Feature Analysis: After students have participated in game play and have seen how each position works they should return to their SFA and finish or revise it if needed.

Evaluate: Journal Reflection: In what ways are softball/ baseball, basketball, and soccer similar? In what ways are they different? Journals are to be turned in at the end of class. (Formative)

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Perspectives

Day Five

Level of Inquiry: CuriosityLearning Objective: The students will predict how their position during a game changes their perspective of the game.Content Standard(s): 2:3:B2, 2:3:B4, 5:3:A4, 6:3:A2Multiple Intelligences: Intrapersonal, interpersonal, and linguisticCulturally Relevant Pedagogy: Learning Specific: Multiple intelligences

Differentiated Instruction: Students create different lists depending on their colorReading Strategy: LINK (Pre-, During-, and Post-)

Engage LINK (List): *Blues: what are some common emotions seen by different players during a game?*Greens: how might the thoughts of players change based on what position they are playing?*Oranges: with 30 seconds left to go in a game, how might different players respond?*Yellows: what strategies do different positions use to be successful in their sport?

Explore LINK (Inquire): Girls group together and share some of the things they identified in their list. Boys group together and share what they came up with. Then each group should ask questions and seek clarification as to what people meant.

Explain The girls and boys groups will each share some of the common things they came up with. Students should note some of the ways your perspectives can be changed such as strategy, thoughts and emotions.

Evaluate: Five verbal responses of what the students know about how their perspectives might change based on their position on a team. This is the class’s ticket out of class so they need to answer before they can leave. (Informal/ formative)

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Perspectives

Day Six

Level of Inquiry: Problem StatementsLearning Objective: The students will design how each position is played during a game.Content Standard(s): 1:3:B4, 2:3:A1, 2:3:B2, 2:3:B4, 3:3:B4, 5:3:A1, 5:3:A4, 5:3:B4, 6:3:A7, 5:3:B6Multiple Intelligences: Interpersonal, bodily-kinesthetic, and visual/spatialCulturally Relevant Pedagogy: Community Specific: Student voice

Explore In groups of 3-5, brainstorm plays that could be used in an invasion game (ex. basketball or soccer). Remember to think about the roles of each position on a team. Plays should incorporate most if not all positions that are involved in the selected sport. (Community specific)

Explain With the same group students should practice some of the plays they brainstormed. Students are focusing on the role of the various positions and how they work together and separately.

Elaborate Groups can pair up with another group and practice running their plays against another group or team. How effective are the plays? How realistic are they?

Evaluate: Teacher Observation- plays involved multiple positions and were logical in production. (Informal/ formative)

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Perspectives

Day Seven

Level of Inquiry: Problem StatementsLearning Objective: The students will act out each position during a game.Content Standard(s): 6:3:A2, 5:3:B4, 5:3:B1, 2:3:B4, 1:3:B4Multiple Intelligences: Musical, interpersonal, and bodily-kinestheticCulturally Relevant Pedagogy: Learning Specific: Multiple intelligences

Reading Strategy: Role Play (During-)

Engage Warm-up: Gangnam StyleStudents are to warm up by dancing along with the song. Students who know the steps and are comfortable should position themselves near the front so students who don’t know the steps can learn and follow along.

Explore With your squad lines discuss the benefits of knowing more than one position on a team. How might it influence your performance and the performance of your team?

Elaborate Mini games/ role playing different positions1. Basketball: Point guard, wing, post and

defense for each. Point guard swings the ball to the wing, the wing enters the ball to the post, the post either shoots or it becomes a live 3 v. 3 game. Reset after each basket or when the defense gets the ball. Switch offense and defense.

2. Soccer: Goalie, defense, midfielder, forward on each side of the ball. Goalie enters the ball into play and players move the ball up and try to score. Reset after a shot or a change in possession.

3. Softball: Batter, outfielder, infielder, and catcher. Batter hits the ball to the outfielder, outfielder relays the ball to the infielder who throws it home for the catcher to make a tag. Rotate positions.

Evaluate: Self- evaluation on understanding of each position. Hand written- identify what positions you got a chance to play and rank your understanding of that position on a scale of 1-3 with 3 being the best understanding and 1 being minimal understanding. (Formative)

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Day Eight

Level of Inquiry: Gather InformationLearning Objective: The students will choose a sport/ activity and describe the positions associated with that game/ activity.Content Standard(s): 2:3:B3, 5:3:B2Multiple Intelligences: Bodily-Kinesthetic, interpersonal, and linguisticCulturally Relevant Pedagogy: Culture Specific: Race

Engage Cultural Game: Netball This game is most popular in Commonwealth Nations http://en.wikipedia.org/wiki/File:Commonwealth_of_Nations.svg and began in England in the 1890s.

Rules to the game can be found at http://www.kidspot.com.au/sport-winter-sport-netball+697+61+article.htm. (Culture Specific)

Explain There are common strategies in various types of sports such a invasion games, and net/wall games. These strategies are the “systems” and an understanding of the system in one sport is transferrable to an understanding of another. For example, in basketball the point guard brings the ball up the court and the other players make cuts and screens to get open. This same system is seen in football with the quarter back looking for players who have gotten open by cuts and screens. You can see these patterns across games of different cultures as well.

Elaborate

Students are to choose a group of 5 to work with for this upcoming project. Step one today is to select any team sport and list the positions played in that sport. If students know the roles of those positions they also should write those down.

*Team sports book available for students to look through (see reference page).

Evaluate: Check off the selected team sport/activity and the positions associated with it.

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http://www.kidspot.com.au/sport-winter-sport-netball+697+61+article.htm

http://www.kidspot.com.au/sport-winter-sport-netball+697+61+article.htm

http://en.wikipedia.org/wiki/File:Commonwealth_of_Nations.svg

http://en.wikipedia.org/wiki/File:Commonwealth_of_Nations.svg

Perspectives

Day Nine

Level of Inquiry: Action Plan (Construct/create)Learning Objective: The students will produce a practice plan for the sport/ activity they have selected. Content Standard(s): 2:3:A1, 3:3:B4, 6:3:A7, 5:3:A1 Multiple Intelligences: Linguistic, Interpersonal, Bodily-kinesthetic, and logical/mathematicalCulturally Relevant Pedagogy: Community Specific: Student voice

RtI: During work time I will assist students in a small group who need more help understanding how to create practice drills and the criteria that makes a good drill.

Engage What makes a practice drill/ or an activity in class good? What makes it not effective? The term authentic refers to something that is real or true. Think about what makes drills authentic.

Explore “In your groups come up with 3 criteria you think makes a good drill. The next step of your project is to create a practice plan with drills for the sport you selected. In a few days you are going to teach us one of your drills and we are going to participate in it. I am going to use the criteria that you all suggest as good drills to make the rubric for this assessment.”(Community Specific)

Elaborate The remaining time is for the groups to work together and come up with drills they can put into their practice plan. Some students and groups will walk through the drills while others may just be writing them down. (RtI: work with students in a small group who need more guidance and assistance)

Evaluate: By the end of class each group needs to submit a rough draft of their practice plan/ drills. (Formative)

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Day Ten

Level of Inquiry: Action Plan (Review/test)Learning Objective: The students will analyze the effectiveness of their practice plan.Content Standard(s): 2:3:A1, 2:3:B4, 3:3:B4, 5:3:A1, 5:3:B6Multiple Intelligences: Bodily-kinesthetic, visual/spatial, linguistic, and interpersonalCulturally Relevant Pedagogy: Community Specific: Collaborative Leadership

Reading Strategy: Think aloud (During-)

Explore Students will have an opportunity here to walk through their practice plans and test out the drills they have created. For some students this may be the first time they’ve visually seen their drills. As they beginning to think through each activity they need to make note of what seems to work and what doesn’t seem to work.

Explain As students continue to review and test their practice plan I will be walking around giving the students feedback. This could include giving ideas, making suggestions, or acknowledging their work. Students should “Think Aloud” during this process discussing what is working and what is not and why.

Elaborate Groups will pair up with another group and practice some of their drills. This gives them a chance to practice teaching the drill as well as to see if it is clear and effective. Depending on time each group should be able to practice 2-3 drills. Students are encouraged to give constructive feedback to assist their classmates’ production.(Community Specific)

Evaluate: Think aloud during “explain”: What is working and what is not? Why? (Informal/Formative)

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Day Eleven

Level of Inquiry: Action Plan (Revise)Learning Objective: The students will revise their practice plan.Content Standard(s): 2:3:A1, 2:3:B4, 3:3:B4, 5:3:A1, 5:3:B6Multiple Intelligences: Bodily-kinesthetic, logical/mathematical, linguistic, and interpersonalCulturally Relevant Pedagogy: Learning Specific: multiple intelligences

Engage To warm up today the students will do a 5 minute caterpillar run. The class will be split into two groups and each group forms a line. Together the lines will jog around the outside of the gym. The back person in each line sprints to the front of the line and then leads and sets the pace. This process continues for the 5 minutes.

Explain Students will be finalizing their practice drills and will be receiving any last suggestions and feedback that is needed. Groups may work on their drills individually or with one other group if needed.

Elaborate Students should finalize their practice plan and have it word processed. Each group needs to select one drill they would like to present to the class tomorrow. The drill selected should be the one that best fits the criteria for a good drill the class came up with earlier in the unit.

Evaluate: Submit a final draft of the practice plan with one drill highlighted which will be performed tomorrow. (Formative)

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Day Twelve

Level of Inquiry: Action Plan (Perform)Learning Objective: The students will demonstrate one drill from their practice plan that incorporates all positions of that sport/ activity.Content Standard(s): 1:3:B4, 2:3:A1, 2:3:B2, 5:3:A4, 5:3:B4Multiple Intelligences: Bodily-kinesthetic, visual/spatial, and interpersonalCulturally Relevant Pedagogy: Learning Specific: multiple intelligences

Engage Warm-up activity: Yoga1. Warrior 1-2-32. Child’s Pose3. Extended Side Angle Pose4. Tree

Each position will be held for 12 seconds. Explore Each group will present one of their drills from their

practice plan to the class. They should teach the class and then the class will participate in the drill.

Elaborate After every group has gone we will have a class discussion on how the presentations went. What was your favorite? What did groups do well? Is there any suggestions or modifications you would make?

Evaluate: Rubric based on the criteria the students and teach established that makes a good drill. The criteria will vary depending on the responses students gave back on Day 9 (Formal).

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Day Thirteen

Learning Objective: The students will select a position and produce a response to the scenarios on the content assessment. Content Standard(s): 2:3:B2, 2:3:B3, 2:3:B4, 5:3:A4, 6:3:A2Multiple Intelligences: Linguistic and logical/mathematicalCulturally Relevant Pedagogy: Community Specific: Choice theory

Evaluate: Students will provide written responses for the content assessment on the following page. Modifications such as an oral exam rather than a written exam can be made for students who would benefit such as those with disabilities or ELL.

The scoring guide is as follows:

Content Assessment Scoring Guide

1. Student responds to two of the three scenarios. ____ (2)

2. Student clearly identifies the 2 peoples they are responding as for each response. ____ (2)

3. Student identifies thoughts, feelings, and/or emotions a person in those positions may be experiencing. ____ (8)

4. Student identifies actions a person in that position might take to maintain or change the situation. ____ (8)

5. Student compares and contrasts the 2 responses for each scenario. ____ (4)

6. Student uses complete sentences and correct grammar and punctuation. ____ (1)

Total: ____ (25)

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Content Assessment- Physical Education

For your final assessment you are being asked to produce written responses to scenarios from the perspective of multiple positions in a sport. You have one scenario from each of the three sports we reviewed during this unit. You are responsible for selecting and responding to two of the three scenarios. You need to respond to the two scenarios from 2 different positions (i.e. defensive player / goalie, post / guard, shortstop / batter) and then analyze how the responses to the scenario are similar and different. Remember to think about the roles of each player and how those roles affect their perspectives.

Scenario 1:

At the start of the second half of a basketball game Team A came out and is applying tough defensive pressure on Team B. Team A is able to get some quick baskets from the tough defensive pressure. Select 2 people to respond as and describe what thoughts may be going through their heads and what actions they can take to either maintain or change the situation. Compare and contrast the 2 responses.

Scenario 2:

A soccer game has been dominated by one team for most of the first half. Team A has been able to stay on offense most of this time while Team B has been on defense and unable to get a shift into an offensive threat. Select 2 positions on the field and address how the situation might make them feel and what they can do to either maintain the situation or change the situation. Compare and contrast the 2 responses.

Scenario 3:

A softball game is headed into the bottom of the 7th and the score is tied 0-0. The number 1, 2, and 3 hitters are the first three to hit. Select 2 positions and describe the emotions that they may be feeling and what role they have in the outcome of this game. Compare and contrast the 2 responses.

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Day Fourteen

Level of Inquiry: Analysis/ Self-reflectionLearning Objective: The students will recall how positions affect perspectives.Content Standard(s): 2:3:B2, 2:3:B4, 6:3:A2Multiple Intelligences: Intrapersonal, interpersonal, and logical/mathematicalCulturally Relevant Pedagogy: Individual: Student’s background, story, interest, goals, and challenges

Explore With your presentation group, discuss how your position on a field, court, or team can affect your perspective. Think about how it affects you physically, mentally, socially, and emotionally.

Explain Are there different positions and roles in life just like in sports? Talk about jobs, roles of males and females, roles at different ages throughout life. Discussion should include specific examples from the lives of the students. (Individual specific)

Elaborate Systems in sports is how different positions and roles work together to accomplish something. That something could be a basket, a run, or a goal. We talked about how the systems between sports can transfer and an understanding of one can provide a better understanding of another. Can these systems be transferred into life? What are some systems you have seen or dealt with in life?

Evaluate: Journal reflection: What did you learn? What will you take away from this unit? Journals will be turned in before students leave class (Formative).

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Day Fifteen

Learning Objective: The students will organize their showcase activity materialsContent Standard: 5:3:A4, 5:3:A5, 6:3:A7Multiple Intelligences: Intrapersonal, linguistic, and interpersonalCulturally Relevant Pedagogy: Applied: Real-world problem solving

Reading Strategy: Character Quotes (Pre-)

Engage Character Quotes: Powerpoint with quotes about the ability to see multiple perspectives and the benefits of it.

Explain Discuss with the students about why it is important to know multiple perspectives. Some reasons might be:

1. More options to form your own opinion2. Stronger case when trying to persuade

someone3. Shared understanding4. There’s no “right” answer5. Learning: new look at an old idea

As students finish working on their showcase activities they should make sure they have identified their own perspective but also other perspectives. This shared understanding creates a strong case when creating position papers.

Elaborate Students have the remainder of class to work with their showcase groups and put the finishing touches on their activities. Their showcase activities use the perspective theme by requiring the students to debate, persuade, or take a position on an issue relevant to their lives. In order to build a solid position they need to address multiple perspectives. (Applied)

Evaluate: Students are on task preparing showcase materials. (Informal)

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“How do I solve problems?”Central Concept: Operations Purpose: Patterns into Symbols

A

Arcadia Middle School, 4th Quarter

Arcadia, WI

Mitchell Hahn

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Mathematics

Perspectives

Common Core State Standards- Mathematics

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

8.EE.7.A Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show whichof these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

8.EE.8.C Solve real-world and mathematical problems leading to two linear equations in two variables.

8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

8.F.5 Describe qualitatively the functional relationship between two quantities by

analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

8.G.1 Verify experimentally the properties of rotations, reflections, and translations: 1) Lines are taken to lines, and line segments to line segments of the same length. 2) Angles are taken to angles of the same measure. 3) Parallel lines are taken to parallel lines.

8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

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Perspectives

Day One

Level of Inquiry: ObservationLearning Objective: Students will identify the importance of problem solving.Content Standard (s): 8.EE.8.CMultiple Intelligences: Intrapersonal, Logical/MathematicalCulturally Relevant Pedagogy: Culture Specific (Race Specific)

Name: Mitchell Hahn Date: 11/20/12

Grade Level: 8Quarter: 4th School: Arcadia Middle School

Section I: Big Picture Planning

Describe at least TWO characteristics of your Age Group from PIESM (Physical, Intellectual, Emotional, Social, and Moral Development):

1. Intellectual: At this age students begin to feel like they can empower themselves. These students also beginning to remember things they had forgot they even learned in 7th grade.

2. Moral: 8th graders are beginning to understand moral conflict and where they fit into it. They start to question authority as they develop their self- concept.

How will these be addressed in your lesson plan?

Students will be given the opportunity to voice their own opinions in this lesson. That will allow them to feel empowered because they are given control and ownership of the class. Also, students will have a lot of choice in this lesson, which will also allow them to feel empowered and give them an opportunity to express their developing self-concept.

Describe at least TWO components of diversity within your classroom (MI, gender, SES…)

1. Gender2. Race


In this lesson, students will begin to understand the importance of problem solving in their daily lives. This is an idea that spans racial and gender boundaries. In this lesson, I will make that very clear.

What plans (if any) do you have to include technology?I plan to use technology in my lesson by taking notes for the class to see. In this lesson, we are discussing examples of problem solving, and I will use the computer/SMART board to take notes for the class.

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Central Concept: OperationsEQ: “How do I solve problems?”

Perspectives


At the end of this lesson, students will be able to identify the importance of problem solving.

Wisconsin Model Academic Standard (WMAS) Connection:8.EE.8.C

How does this lesson fit within the UNIT of Instruction (yesterday they learned…/tomorrow they will learn)?

This is the first day of the unit instruction. Thus, it will build upon what was learned in previous units (almost all mathematical knowledge, as this unit is about problem solving and not much new mathematical material will be presented) and tomorrow they will learn about how who they are affects how they solve problems.


Include time estimates.

Engage: Include 1. What happened yesterday,Yesterday we just finished up our last unit. 2. What they will be doing in class today, andToday we will begin talking about this idea of problem solving. 3. How it ties to future learning. It ties into future learning because our next unit is all about the importance of problem solving perspective.4. Catch the students’ interest by posing a question, showing something, doing something funny, or reading a quote. Do anything that gets their attention and allows you to focus on the goals of the lesson.Quote: "The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year."— John Foster DullesWhat does this mean? 5. Make a connection to the students’ lives (ie. Compelling Why).Compelling why about the importance of problem solving, and how it is important to everyone. Every person needs to problems solve. It doesn’t matter if they are American, German, Chinese, or Mexican. It doesn’t matter if they are African American, European American, Latino, or Asian, all people NEED to problem solve. (RACE SPECIFIC)

10 minutes

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Perspectives

Explore: Students interact with each other through discussion and/or materials in small groups. They explore a limited area of inquiry requiring them to categorize, classify, or answer questions. For the explore section, students will work in small groups and discus why they think problem solving is important. Also, they will give examples of what they think problem solving is. They will define problem solving.

How will you assess that students are exploring?I will assess that students are exploring by monitoring the classroom. I will walk around, and talk with groups to make sure that they are comfortable with the task at hand. I will pay attention to make sure that students are on task and exploring.

10 minutes

Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect it to this new info. Differing views are shared.

In the explain section, the class will have a group discussion about what they just explored. Students will discuss as a class what problem solving is, and some examples of it. I will be there to facilitate the discussion, and fill in any important gaps that the students missed in their explore section. The ultimate goal of the explain is for students to understand why we need to problem solve. I will give examples of importance of problem solving if need be to solidify this understanding.

How will you assess students’ explanations?I will assess students’ explanations by actively facilitating the discussion. I will be able to know if students have gained a basic understanding of what problem solving is, and why it is important. At the end of the explain, I will do an informal assessment by asking students to show me 1-5 fingers corresponding to how well they have grasped the concepts, 1 being not at all, and 5 begin perfectly.

10 minutes

Elaborate or extend: Students apply information to a new situation. In the elaborate or extend portion, students will be asked to apply what they have learned in the explain section to their own lives. Students will be asked to think about problem solving in their own lives, and if it is important to them.

How will you assess students’ ability to apply information?

I will assess student’s ability to apply information to the elaborate component by asking a few students to share with the class and give examples of how problem solving applies to their own lives.

10 minutes

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Evaluate: Assess students’ knowledge and/or skills. What evidence will you use to prove that students have changed their thinking or behavior?

Students will begin a learning log on this day that they will continue throughout the rest of the unit. Their first entry will be on the prompt, “Why is problem solving important to me?” When I read these responses at the end of the unit, I will know that the students had changed their thinking.

5 minutes

Evaluate/ Assessment: Formal- Students will begin a learning log. There first entry will answer the prompt, “Why is problem solving important to me?”

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Perspectives

Day Two

Level of Inquiry: CuriosityLearning Objective: Students will interpret their color and MI inventories.Content Standard (s): 8.EE.5, 8.F.4, 8.SP.1Multiple Intelligences: Linguistic, Logical/Mathematical, IntrapersonalCulturally Relevant Pedagogy: Learning Specific (Multiple Intelligences), Individual Specific (Student’s Background)

Reading Strategy: Mind Map (Post-)

Explore I will administer the color/MI inventory tests and the students will take them. Students will complete both the color inventory and the MI test in order to gain insight into how they learn/think. (Individual Specific)

Explain Students will score their inventories and interpret their results. Students will be given handouts explaining what it means to be each color as well as the characteristics of the different MIs. (Learning Specific)

Elaborate Students will interpret the implications of what it means to have their particular color/MI strengths and weaknesses. Also, as a class we will graph which MIs and Colors are the most common/least common among the students. (Learning Specific)

Evaluate/ Assessment: Formal- Students will create a mind map of who they are. Students should include what they just learned about their colors/MI.

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Perspectives

Day Three

Level of Inquiry: Problem StatementLearning Objective: Students will explain that there are different ways to solve problems.Content Standard (s): 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Intrapersonal, Linguistic, and Logical/MathematicalCulturally Relevant Pedagogy: Individual Specific (Student’s Challenges), Applied (Real-World Problem Solving)

Reading Strategy: KWL Chart (Pre-)RTI: On this day, I would enact a tier 2 intervention for those students who were struggling with vocabulary in my class. I would ask the reading specialist to perform small group tutoring during the explain section with those students who needed it, to help them get back on track with the vocabulary of the unit.

Engage Morning meeting: “Explain a time where you had to solve a problem.” (Individual Specific)

Explore Students will begin a KWL chart about problem solving strategies. Students will complete the K (what they “know” about problem solving) and the W (what they “want to know” about problem solving) portions of the KWL chart. The L component will be completed later in the unit.

Explain I will explain the different problem strategies in brief, including the general problem solving method and the “Rule of 5.” (Applied)

Problem Solving Method: Rule of 5:Step 1) Identify and Select the Problem

1) Numeric

Step 2) Analyze the Problem 2) GraphicalStep 3) Generate Potential Solutions

3) Symbolic/Algebraic

Step 4) Select and Plan the Solution

4) Communication

Step 5) Implement the Solution 5) ExperienceStep 6) Evaluate the SolutionThe problem solving method is a general step-by-step process used to approach solving problem.

The Rule of 5 explains the 5 general ways of solving problems. These are not necessarily the only ways, but they constitute the main ways.

Evaluate/ Assessment: Informal- Exit ticket: “What is one thing you have learned about problem solving?”

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Perspectives

Day Four

Level of Inquiry: Gather InformationLearning Objective: Students will identify the steps of the Problem Solving process.Content Standard (s): 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Musical, Linguistic, Logical/MathematicalCulturally Relevant Pedagogy: Community Specific (Collaborative Leadership), Learning Specific (Types of Learning Models)

Reading Strategy: Structured Note Taking (During-)ELL: I will ask students to use the structured note taking strategy because it is helpful to all students, but in particular it will be helpful to my ELL students because it will allow them to more easily take and organize their notes for the day.

Engage The students will learn/sing a song about the problem solving steps.

Explore Groups will brainstorm what they believe are the steps to problem solving. Students will be given 5 minutes to brainstorm with their groups. (Community Specific)

Explain I will explain in detail what the general problem solving steps actually are. At this time, students will use the structured note taking strategy to help them more effectively take notes, which will be very helpful to the ELL students. (Learning Specific)

Problem Solving Steps:Step 1) Identify and Select the ProblemStep 2) Analyze the ProblemStep 3) Generate Potential SolutionsStep 4) Select and Plan the SolutionStep 5) Implement the SolutionStep 6) Evaluate the Solution

Evaluate/ Assessment: Formal- The students will take a short quiz on the steps of the problem solving method. For this test the students will be asked to simply identify the steps in the correct order.

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Perspectives

Day Five

Level of Inquiry: Gather InformationLearning Objective: Students will identify the 5 components of the “Rule of 5.”Content Standard (s): 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Intrapersonal, LinguisticCulturally Relevant Pedagogy: Individual Specific (Student’s story), Learning Specific (Types of learning models)

Reading Strategy: Brainstorming (Pre-)

Engage Prompt the students with “Think about a time when you had to solve a problem, but you weren’t told how to solve the problem. What did you do/how did you chose to solve the problem?” (Individual Specific)

Explore Students will brainstorm what they think are the 5 components of the “Rule of 5.” Students will be given approximately 5 minutes with their groups for this activity.

Explain I will explain in detail the 5 components of the “Rule of 5” and basic examples of each component. (Learning Specific)

Rule of 5:1) Numeric (tabular)2) Graphical (Visual)3) Symbolic/Algebraic (formula)4) Communication (written/oral)5) Experience (actually doing it)

In this unit, we will be focusing primarily on the Numeric, symbolic, graphical, and experiential components.

Evaluate/ Assessment: Informal- Teacher observation of the students’ understanding of the “Rule of 5.” Assessment will be done by teacher observation of the class during the lesson.

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Perspectives

Day Six

Level of Inquiry: Action Plan (Compose)Learning Objective: Students will demonstrate numeric/symbolic solution of the patio problem.Content Standard (s): 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Linguistic, and Logical/MathematicalCulturally Relevant Pedagogy: Applied (Real-World Problem Solving), Community Specific (Student Voice)

ELL: I will give my ELL students a translated version of the patio problem. That way, I know that they will understand it as well as my other students, and they will not be hindered for the rest of the unit because they didn’t understand the problem.Exceptionalities: For the next three days, students will be working on solving a problem using three different problem solving strategies. Students who are intellectually gifted would be asked to solve a more complicated version of the patio problem, perhaps one where the patio was not regular in shape. This would allow them to use their abilities to solve the same problem, but in a more complex way.

Engage Hold a class discussion about how symbols/numbers can be used to solve the patio problem. The patio problem is a problem that is used quite a bit in mathematics research. In this problem, students are asked to “tile” a patio with different geometric figures. This is an interesting problem because there is no “correct” way to solve it, thus it is perfect for this unit because it can be solved in completely different ways when using different methods for solving.

Explore* Students will work in groups in an attempt to solve the patio problem using the numeric/symbolic components of the “Rule of 5.” (Applied) Here I will give the ELL students translated versions of the problem.

Explain Students will explain to the class through discussion how they used the numeric/symbolic method to solve the patio problem. (Community Specific)

Evaluate/ Assessment: Informal- Class discussion/debrief: “How did using this method work for you? Positives/negatives

*In reality, this activity would take more than one day.

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Perspectives

Day Seven

Level of Inquiry: Action Plan (Compose)Learning Objective: Students will demonstrate the graphical solution to the patio problem.Content Standard (s): 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Visual/Spatial, Logical/Mathematical, and InterpersonalCulturally Relevant Pedagogy: Applied (Real-World Problem Solving), Community Specific (Student Voice)

Explore* Students will solve the patio problem using the graphical method of the “Rule of 5.” (Applied)

Explain Students will explain to the class/in groups how they were able to solve the patio problem graphically. (Community Specific)

Elaborate In groups, students will compare the numeric/symbolic and graphical methods for solving the patio problem.

Evaluate/ Assessment: Informal- Exit ticket: Students will each write one paragraph explaining how they solved the patio problem using the graphical method.

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Perspectives

Day Eight

Level of Inquiry: Action Plan (Compose)Learning Objective: Students will demonstrate the experience solution to the patio problem.Content Standard (s): 8.EE.8.C, 8.EE.7.A, 8.F.5, 8.G.1Multiple Intelligences: Bodily/Kinesthetic, Logical/Mathematical, Naturalistic, and LinguisticCulturally Relevant Pedagogy: Applied (Real-World Problem Solving), Community Specific (Student Voice)

Reading Strategy: Learning Log (Post-)

Explore* In groups, students will solve the patio problem through experience. This means that they will actually construct the patio from the problem. (Applied)

Explain Students will explain how they were able to solve the patio problem using the experience method of the “Rule of 5.” Students should compare how they solved the problem through experience to how other groups/students were able to solve it. (Community Specific)

Elaborate Students will compare the experience method of solving the patio problem to the other (numeric/symbolic and graphical) methods of the “Rule of 5.”

Evaluate/ Assessment: Formal: Learning Log entry for the given prompt: “Which method for solving the patio problem did you like the best? How does your preference for a given method fit with your MI/Color?

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Perspectives


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Perspectives

Day Nine

Level of Inquiry: Action Plan (Review)Learning Objective: Students will compare/contrast the problem solving methods.Content Standard (s): 8.EE.5, 8.F.5Multiple Intelligences: Logical/Mathematical, Interpersonal, and LinguisticCulturally Relevant Pedagogy: Individual Specific (Student’s Experience), Community Specific (Student Voice)

Reading Strategy: Graphic Organizer (During-)

Explore Students will compare and contrast the 5 different components of the “Rule of 5.” Students should use their experiences with the different methods, as well as any inferences/assumptions they can make about the other components. (Individual Specific)

Explain As a class, discuss the positives and negatives of each method. (Community Specific)

Elaborate In groups, discuss the implications of the positives and negatives of each method. As a whole class, think about situations in which certain methods would be better than others.

Evaluate/ Assessment: Formal- Graphic organizer of the positives and negatives of each of the 5 components and also when it is appropriate to use each method.

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Perspectives

Day Ten

Level of Inquiry: Action Plan (Review)Learning Objective: Students will conclude which method is the best for them as an individual.Content Standard (s): 8.EE.8.CMultiple Intelligences: Intrapersonal, Interpersonal, and Logical/MathematicalCulturally Relevant Pedagogy: Individual Specific (Student’s Talents)

Engage Morning Meeting: “What is one thing you learned about yourself through completing this project?” (Individual Specific)

Explore Students will think about which method works best for them. Things to consider: MI and Colors, which method they found the easiest, which method provided the best results etc. (Individual Specific)

Elaborate Students will consider why a certain method works better for them, and attempt to explain why they tend to prefer a certain method. (Individual Specific)

Evaluate/ Assessment: Formal- Learning Log: “Summarize in detail your experiences with each of the three methods that you used to solve the patio problem. Include which method is your favorite, and why.”

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Perspectives

Day Eleven

Level of Inquiry: Action Plan (Revise)Learning Objective: Students will apply what they learned yesterday to the solutions that they generated for the patio problem.Content Standard (s): 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Linguistic, and Bodily/KinestheticCulturally Relevant Pedagogy: Individual Specific (Student’s goals)

Engage Student discussion. “How do you feel about your project so far? How are things going? What is going well? What do you need to work on more?” (Individual Specific)

Explore Students will work in their groups to come up with ideas about how to improve their projects. Brainstorm/organizers to improve their presentations.

Explain After coming up with ideas, the groups will work on their projects to improve them.

Evaluate/ Assessment: Informal- Students will each come up with a list of 5 ways that they can improve their projects to make them better.

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Perspectives

Day Twelve

Level of Inquiry: Action Plan (Revise)Learning Objective: Groups will create their presentations about the strategies.Content Standard (s): 8.EE.8.C, 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Logical/Mathematical, Interpersonal, LinguisticCulturally Relevant Pedagogy: Applied (Real-World Problem Solving)

Differentiated Instruction: Students will be able to choose the medium that they want for this presentation. Some examples of what a student could choose would be,: a song, poster, PowerPoint, movie etc.

Activities:Students will have a work day to produce their final presentations. They will have access to resources in the classroom to aid them in constructing a creative presentation about their problem solving project. (Applied)

Evaluate/ Assessment: Informal- Instructor check-off of progress on the Content Assessment project.

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Perspectives

Day Thirteen

Level of Inquiry: Action Plan (Submit)Learning Objective: Students (in their groups) will present their Content Assessment projects to the rest of the class/any parents or family members that wish to attend as well.Content Standard (s): 8.EE.8.C, 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Visual/SpatialCulturally Relevant Pedagogy: Individual Specific (A Student’s Story)

Evaluate:The content assessment for this unit will be a presentation to the class about each of the strategies that were used to solve the patio problem. For each strategy, the students are to summarize how they used the strategy to solve the problem. In addition, the groups are to present on which strategy they found worked the best for solving the patio problem. Individually, each student is required to give a brief description of which problem solving strategy he or she finds most effective. Thus, there is both a group and individual component of the assessment. (Individual Specific)

Scoring Guide:

Groups explained each of the problem solving strategies in brief ____/5

Groups summarized their solution to the patio problem for each ____/10of the problem solving strategies.

Groups creatively displayed their work using the presentation ____/5medium of their choice.

Group explained which method they believed was the most ____/10effective at solving the patio problem.

Each student INDIVIDUALLY explained which method they ____/5(1/student)believed was best for their personality.

Total: ____/35

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Perspectives

Day Fourteen

Level of Inquiry: Self Reflection and AnalysisLearning Objective: Students will describe how problem solving can be used in their daily lives.Content Standard (s): 8.EE.8.C, 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Linguistic, Logical/Mathematical, IntrapersonalCulturally Relevant Pedagogy: Community Specific (Collaborative Leadership)

Engage Morning Meeting: “Share you feelings about this project/unit. What was one thing you liked and what was one thing that you would change?”

Explain Students will explain what they have learned about problem solving. Compare what they believed about problem solving at the beginning of the unit to what they know now. (Community Specific)

Elaborate How does this apply to your daily lives? Give examples of places when problem solving strategies are useful (aka any decision).

Evaluate/ Assessment: Formal- Final Learning Log entry: The “L” of the KWL chart from day 3 and “How can I use problem solving strategies in my life? How does who I am (race/gender/religion/SES etc.) affect how I solve problems?”

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Perspectives

Day Fifteen

Level of Inquiry: Prepare for showcaseLearning Objective: Students will apply what they have learned about problem solving to the idea of perspective.Content Standard (s): 8.EE.8.C, 8.EE.5, 8.EE.7.A, 8.F.1, 8.F.5Multiple Intelligences: Interpersonal, Intrapersonal, Linguistic, and Logical/Mathematical Culturally Relevant Pedagogy: Applied (Applying Classroom Knowledge to Real World Problems)

Engage Morning Meeting: What is perspective? “Explain a time when you had a different perspective on something than another person.”

Explore Students will explore how problem solving relates to the idea of perspective. (Applied)

Explain Explain the showcase event. Students will select to either do a debate, a newspaper article, or a RAFT activity. Each activity will allow students to apply their understanding of perspective/problem solving.

Evaluate/ Assessment: Informal- Exit ticket: Write a brief paragraph explaining how you believe problem solving applies to perspective.

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Perspectives

How does POWER affect my perspective?Central Concept: Power Purpose: The Human Experience

Arcadia Middle School, 4th Quarter

Arcadia, WI

Joshua Thomas

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Social Studies

Perspectives

Wisconsin Model Academic Standards- Social Studies

B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used

B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history

B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history

B.8.4 Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians

B.8.5 Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently

B.8.11 Summarize major issues associated with the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin

B.8.12 Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues

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Perspectives

Day One

Level of Inquiry: ObservationLearning Objective: Students will recognize that power changes the way a person may act Content Standard(s): B.8.4Multiple Intelligences: Visual, Linguistic, InterpersonalCulturally Relevant Pedagogy: Issue Specific (Oppression)

Engage Morning Meeting: students will greet each other and share with the class a time when they had power over someone else (such as baby sitting a younger sibling).

Explore “Enemies of the People”: in this activity four students will be “policemen” and the rest of the class will be civilians. Among those civilians, certain members will be “informants.” Civilians will be given an article to read and every few minutes rules will be written on the board. The first rule is that civilians may only talk to people on their left, right, or to members of the police. The second rule is that civilians must be reading the article and writing one sentence summaries of each paragraph. The third rule is that when civilians finish reading the article they must highlight or underline items they feel are important. Police will wander around the room looking for rule-breakers and secretly getting information from their informants. If informants do not give out arrests every few minutes, they will be arrested.

Explain I will debrief from “Enemies of the People” by asking students to get into small groups and answer the question: How did power affect you and your classmates? We will then discuss with the whole class.

Evaluate: Students will write in their learning log about a time power changed the way someone they knew acted.

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Day Two

Level of Inquiry: CuriosityLearning Objective: Students will identify aspects of power they wish to learn more about Content Standard(s): B.8.4Multiple Intelligences: Intrapersonal, ExistentialCulturally Relevant Pedagogy: Issue Specific (Oppression)

Engage Compelling Why (Power): “Yesterday we did an interesting activity with giving some of our classmates a great deal of power and we saw how that changed the way they acted and it certainly wasn’t always in a good way. All of you are on your way to becoming adults and will find yourself with power like this, if you don’t learn how to use it and how it affects you, you’re going to suffer for it. Social studies is the human experience and power is part of that experience. We are going to explore how power affects your perspectives, and we’re going to learn about a time in history where power shifted from the hands of those who had held on to it for a long time to groups of people who never had much. Because we’re talking about perspective in all your classes we’re going to focus on that and ultimately this is going to help you on your showcase activity.

Explain I will explain the differences between formal and informal power and ask students in small groups to provide examples to share with the class. The class as a whole will have a discussion on the benefits and disadvantages of both.

Explore Students will complete the K of KWL about “power”.

Evaluate: Students will complete the W of KWL about “power”.

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Day Three

Level of Inquiry: Problem StatementLearning Objective: Students will create topical groups centered on a Problem Statement Content Standard(s): B.8.1, B.8.11, B.8.10Multiple Intelligences: Visual, Intrapersonal, InterpersonalCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

ELL: I will address ELL on this day by pausing the in-class film to clarify vocabulary terms with the class and talk about, geographically, Vietnam’s close location to Laos (where many Hmong students or their parents are originally from).

Engage I will show the class a film about the 1960s to introduce the time period that this unit will be covering.

Explore I will give the students a worksheet to go along with the film. Before starting the film, they will answer the question: “Who had power and who didn’t” for white males, African-Americans, Women, Indians, & the middle class based off what they learned previously in their unit about the 50s. After the movie they will answer the question again based off their new understandings for the end of the 60s.

Elaborate Students will form into four person groups that will then create a “problem statement” based off of something they saw in the film related to power that they want to spend more time researching and answering. An example problem statement could be: “Why were whites in the south so threatened by desegregation.”

Evaluate: Students will create a problem statement.

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Day Four

Level of Inquiry: Information GatheringLearning Objective: Students will define what a primary source is Content Standard(s): B.8.1Multiple Intelligences: Visual, Linguistic, ExistentialCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Reading Strategy: Think Aloud (During-)RtI: Comprehension InstructionELL: I will individually attempt to address as many of my students as possible for vocabulary that may be archaic or otherwise misunderstood in the primary sources that they are reading.

Name: Joshua Thomas Date: 11/22/12

Grade Level: 8 Quarter: 4 School: Arcadia Middle SchoolSection I: Big Picture Planning


1. At this age students begin to feel like they can empower themselves. These students also beginning to remember things they had forgot they even learned in 7th grade.

2. 8th graders are beginning to understand moral conflict and where they fit into it. They start to question authority as they develop their self- concept.


Students will be learning about how power affected others in a historical context and will be able to make connections to their own lives.


1. Race

2. MI


There will be a variety of primary sources (pictures, visuals, etc) and from a variety of perspectives (race, gender, etc)

What plans (if any) do you have to include technology?

Plan to allow my students to use the library media center in order to discover primary sources on the internet in digital archives and to listen to sound clips

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Central Concept: PowerEQ: How does power affect my perspective?

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Students will define what a primary source is

Wisconsin Model Academic Standard (WMAS) Connection:List one (or two) at most.

B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used

How does this lesson fit within the UNIT of Instruction (yesterday they learned…/tomorrow they will learn)?

Yesterday we learned about question in history, today we learn about how they are answered, tomorrow we begin trying to answer them ourselves.


Engage: Compelling Why (Primary Sources): “Looking back on our activity Monday; do you think that everyone felt the same way about it? Perhaps the policemen enjoyed it but the civilians though that it was quite unfair. History is often written by the victor, which is why we look at movements such as civil rights as a good thing, but what if the white males from that video yesterday wrote about it, do you think they would say the same thing? There are always multiple perspectives on any event in history and to really understand it you need to look at it in more than one way. Primary sources are how historians accomplish this, and you’ll need to use them to answer your problem statements in an appropriate manner because in order to make an argument one way or another you need to back it up with evidence.”Explore: I will provide students with many primary sources that they can read and talk about with each other for a good portion of the class period. My expectation isn’t that they will read them all, but that they will each find three related to their group’s problem statement to take with them and read later.Explain: I will model the “think aloud” reading strategy to my students so that they can more easily interpret their primary sources.

Elaborate: Students will practice “think aloud” when reading a primary source and complete a worksheet answering questions about that primary source.Evaluate: Students will write in their learning logs about two primary sources they have that could be related to their own lives

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Day Five

Level of Inquiry: Action Plan (Introduction)Learning Objective: Students will organize into Action Groups and assign themselves group topics and rolesContent Standard(s): B.8.1Multiple Intelligences: Kinesthetic, LinguisticCulturally Relevant Pedagogy: Individual Specific (Group Roles)

Reading Strategy: Structured Note Taking (During-)Exceptionalities: I will address student exceptionalities by making sure weak students and strong students are not grouped separately from each other, but instead that their roles in the groups will play to their strengths and not their weaknesses.

Engage Energizer: Students will play “four corners.” I will ask them multiple choice questions about what they’ve learned or more already know about the 1960s and they will run to the corners of the answer that they think is right. For added enjoyment, a few students will take turns being liars that try to get others to come onto the wrong answer.

Explore I will explain the steps that student’s action groups will be taking over the course of the next week in order to answer their problem statement in a social studies specific way.

Elaborate I will model “structured note taking” for the students so that they can get the most information out of the next week because they will be answering very big questions.

Evaluate: Students will turn in their Action Group topics/roles for finalization (up until this point they can change their topics based on new learning/wavering commitment to a previous topic).

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Day Six

Level of Inquiry: Action Plan (At What Time)Learning Objective: Students will create timelines for their group topicsContent Standard(s): B.8.2, B.8.3Multiple Intelligences: Spatial, Visual, Musical, NaturalCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Reading Strategy: Timelines (Post-)

Engage Morning Meeting: students will greet each other and share with the class a time when someone else misused power towards them (such as a teacher or a coach).

Explain I will begin to lecture in more detail about the events that transpired in the “60s” (1963-1974) using a PowerPoint slideshow with visuals (pictures, film clips), sounds (songs, speeches), and text (elaborations, quotations).

Elaborate Students will, in their action groups, create a timeline specifically for events related to answering their problem statement.

Evaluate: Students will turn in their timelines by the end of the week.

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Day Seven

Level of Inquiry: Action Plan (At What Place)Learning Objective: Students will create graphic organizers for their group topicsContent Standard(s): B.8.2, B.8.3Multiple Intelligences: Spatial, Visual, Musical, NaturalCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Reading Strategy: Graphic Organizers (Post-)

Engage The class will play “numbers & knowledge.” Student’s teams will be the same as their action groups. I will ask questions that are answered with a number. The group that gets closest to the number without going over will win a point. Groups will take turns answering.

Explain I will continue to lecture about the events that transpired in the “60s” (1963-1974) using a PowerPoint slideshow with visuals (pictures, film clips), sounds (songs, speeches), and text (elaborations, quotations).

Elaborate Students will, in their actions groups, create graphic organizers specifically for events related to answering their problem statement.

Evaluate: Students will turn in their graphic organizers by the end of the week.

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Day Eight

Level of Inquiry: Action Plan (Time & Place in Context)Learning Objective: Students will explain an aspect of power in their group topics in relation to the time and placeContent Standard(s): B.8.2, B.8.3Multiple Intelligences: Spatial, Visual, Musical, NaturalCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Reading Strategy: Reciprocal Teaching (During-)

Engage The class will play “twenty questions”: I will think of a person related to our unit and students will be able to ask me up to twenty yes or no questions to try and guess the answer.

Explain I will continue to lecture about the events that transpired in the “60s” (1963-1974) using a PowerPoint slideshow with visuals (pictures, film clips), sounds (songs, speeches), and text (elaborations, quotations).

Elaborate Students will practice the reading strategy “reciprocal teaching”. This will allow classmates to help each other catch up and give those who are ahead an additional challenge to learn from.

Evaluate: Students will participate in the group discussions

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Day Nine

Level of Inquiry: Action Plan (Viewing in Context)Learning Objective: Students will recognize context in their primary sourcesContent Standard(s): B.8.1, B.8.4, B.8.5Multiple Intelligences: Logical, Linguistic, VisualCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Reading Strategy: Levels of Question (Pre-)

Explore I will again provide students with many primary sources that they can read and talk about with each other for a small portion of the class period. My expectation is now that they will read them closely and draw important information from them for their groups.

Explain I will model the reading strategy “levels of questioning” to further assist my students in taking the best information that can from their primary sources.

Explain Students will continue to read their primary sources in their groups and put together an outline of their presentation.

Evaluate: Students will write in their learning log about something in one primary source they read that they could relate to

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Day Ten

Level of Inquiry: Action Plan (Interpretation)Learning Objective: Students will interpret their primary sources for relevance to their topicContent Standard(s): B.8.1, B.8.4, B.8.5Multiple Intelligences: Logical, LinguisticCulturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Engage Energizer: Students will play “the big wind blows”. I will say, “the big wind blows for anyone who likes [something]” and everyone who does will get up and switch chairs. There will be one student who doesn’t get a chair and they will be the next person to say, “the big wind blows.”

Explore Students will finalize which primary sources they will include in their groups presentation and study them.

Elaborate Students will use the rest of the class period for group work time.

Evaluate: Students will answer their problem statements.

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Day Eleven

Level of Inquiry: Action Plan (Submit)Learning Objective: Action Groups will present their AnswerContent Standard(s): B.8.3, B.8.4Multiple Intelligences: Any (group presentations can viably use any MI)Culturally Relevant Pedagogy: Race/Gender/Class Specific (Civil Rights/Feminism/Vietnam)

Differentiated Instruction: Students will be given a choice for how they want to present the answers to their problem statements to the class. Some examples of options could include: PowerPoint, rap, skit, movie, etc.

Engage Morning Meeting: Students will greet each other and share one power or responsibility they are looking forward to having when they grow older.

Explore Students action groups will deliver presentations to the class answering their problem statements.

ANY

Elaborate Students create questions for the presenters in small Q&A sessions.

Evaluate: The scoring guide for the presentations is as follows:

60 Points Total 20 points – the answer to their problem statement is clearly presented12 points – evidence (3-6 primary sources) are used in support of their answer10 points – the presentation is between eight and twelve minutes10 points – the answer to their problem is related in some way to power8 points – group assessment of each other’s performance

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Day Twelve

Level of Inquiry: AnalysisLearning Objective: Students will discuss how power affects perspectivesContent Standard(s): B.8.4Multiple Intelligences: Existential, Intrapersonal Culturally Relevant Pedagogy: Applied (Real World Issues)

Engage Students will create “I am proud statements.” Everyone in class, unless they ask for a pass, will share something they wrote (I am proud of …).

Explore I will have the students discuss how they think power affects their perspectives in small groups.

Explain As a class, we will discuss how power affects perspective and as the teacher I will guide the discussion, making sure everything I think is important is touched upon.

Evaluate: Students will write in their learning log about how they developed their Answer

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Day Thirteen

Learning Objective: Students will demonstrate how power affects their perspectivesContent Standards: B.8.3, B.8.4Multiple Intelligences: Visual, Linguistic, InterpersonalCulturally Relevant Pedagogy: Learning Styles (Assessment Choices)

Evaluate:

The content assessment for this unit will be either a writing prompt OR a mind map, both with the same scoring guide. The prompt question will be the same as the essential question: “How does power affect my perspective” so the students will be quite literally answering it once and for all.

The scoring guide is as follows:

40 Points Total 10 points - address three ways in which having power can affect your perspective10 points - address two ways in which lacking power can affect your perspective8 points - make use of three examples from our history lessons in class to defend your arguments8 points - describe how your perspective on power has changed4 points - 5 paragraphs written with proper spelling and grammar

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Day Fourteen

Level of Inquiry: Self-ReflectionLearning Objective: Students will reflect on what they have learned about powerContent Standard(s): B.8.2Multiple Intelligences: Intrapersonal, ExistentialCulturally Relevant Pedagogy: Applied (Power, Justice, Oppression)

Reading Strategy: Discussion Groups (Pre-)

Engage Close Your Eyes: I will have students close their eyes and prepare to take on new perspectives, applying what they’ve learned about power to how they would be different. An example, Johnny, in your new life you are exactly the same except that the color of your skin is now black; how would this change the way you would look at things?

Explore I will use the reading strategy “discussion groups” to have students come up with the most important thing they learned and how it has changed the way they think, believe, or act.

Elaborate I will ask the class: “What have you learned?” Anyone will be able to share with everyone at this point, and the class can also tell me ways in which I might make this unit more enjoyable if it were to be done again. It will serve as a community meeting.

Evaluate: Students will complete the L of KWL

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Day Fifteen

Learning Objective: Students will prepare for their Showcase ActivityContent Standard(s): B.8.2Multiple Intelligences: Kinesthetic, VisualCulturally Relevant Pedagogy: Community (Showcase activity)

Engage Energizer: Students will play “The King is Dead.” They form a circle of six or seven, the first student says, “the king is dead.” The student to his/her right asks, “how did he die?” The first student then makes a motion indicating the method of death (such as mocking choking on food) and with each new motion all the previous ones must be done by the entire group as well. Students play until they cannot remember all of the motions.

Explain I will have a Q&A with the students about the showcase activity.Elaborate Students will prepare for their showcase activity.

Evaluate: Showcase Activity

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“What is my story?”

Central Concept: Communication/ Expression

Purpose: Expression of the human experience through text

Arcadia Middle School: 8th Grade, 4th Quarter

Kirsten Redding

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Common Core Standards- English Language Arts

ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).

ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

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Day One

Level of Inquiry: ObservationLearning Objective: Students will describe when they felt like they were misunderstood and communicate how they could have expressed themselves better.Content Standard (s): ELA-Literacy.W.8.10 Multiple Intelligences: Bodily Kinesthetic (reenacting), IntrapersonalCulturally Relevant Pedagogy: Individual Specific (Student’s backgrounds, Story)


1. Moral: 8th graders are beginning to understand moral conflict and where they fit into it. They start to question authority as they develop their self- concept.

2. Intellectual: At this age students begin to feel like they can empower themselves.

How will these be addressed in your lesson plan?This lesson will touch on moral conflicts and questioning authority and give students a chance to discuss their ideas on these topics. Students will feel like the can empower themselves because they will be reflecting on situations where they could have done something differently and how they can empower themselves in the future.


1. Approximately 53% of students are considered at an economic disadvantage.

2. I could have students who are of the interpersonal intelligence in my class.

How will these be addressed in your lesson plan?These will be addressed because students will be able to interact with each other during my lesson, so those with the interpersonal intelligence will be able to be social. The students of lower SES could perhaps bring up these issues when we discuss different perspectives.

What plans (if any) do you have to include technology?Students could use computers to type their journals if they wished.

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Instructional Objectives: What do you expect your students to KNOW / be able to DO at the end of the period that they did not know/ could not do at the beginning of the period? Students will demonstrate their knowledge of perspectives by identifying situations where they could have recognized multiple perspectives.Wisconsin Model Academic Standard (WMAS) Connection:ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).How does this lesson fit within the UNIT of Instruction (yesterday they learned…/tomorrow they will learn)?This lesson is the beginning of a new unit and provides scaffolding for the entire unit as a whole. It introduces the concept of perspectives, which students will be talking about for 15 days.

Engage: Compelling Why

It is fascinating to me to hear all of you discuss issues that you are having with your friends. Just the other day I heard someone in the hall talking about how she didn’t like that her friend didn’t come over Friday night because she was at someone else’s house. Then that other friend happened to pass by me and I heard her talking about how she had to go to her cousin’s house because her aunt was sick – and she was upset because her best friend wasn’t talking to her for some reason. Now, I’m hoping you can all see that with some communication between these two friends, any hard feelings between the two of them would go away. How many arguments could be solved if each person knew the other person’s side of the story? Would you feel as angry at your friend if you knew he was crabby because he had gotten in a fight with his girlfriend that morning? Would you get as angry at your dad if you knew he had a really hard day at work and that is why he was short with you?

Understanding why people act the way they do can make life a lot easier. Imagine a life with fewer misunderstandings. Fewer screaming matches with your mom or brother. Fewer disagreements with your friends. Fewer run-ins with me about whether or not you have to do assignments. I want you to think for a moment about a recent argument you had. If the other person had known your side of the story – how would the argument have been different? What if you had known their side of the story? I bet you that argument would not have lasted as long and you both would have been a lot happier.

Think about what our essential question is for this unit: What is my story? In this unit we are going to be thinking a lot about people’s stories – and your own story. I want each of you to think about why you think the way you do throughout this unit. Since it is our job in Language Arts to learn about expressing the human experience through texts, we will be looking at various different texts and learning about different people’s stories.

You all will be creating your own text for this unit to tell your story. Each of you are going to write a journal that you will hand in to me at the end of this unit. This journal will be about the different stories you read and how they affect your thoughts, beliefs, actions – your story. This journal is going to be worth 15% of your grade, so I want you all to put a lot of

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thought into your entries. I will be giving you more specific directions for each entry depending on what I want you to think about. Right now I want you all to take out your blank notebook, write the date on the top of the first page, and reflect on what you think it means when I say “your story.” Remember to put it in the terms “my story,” because you are talking about yourself.

Explore: Students interact with each other through discussion and/or materials in small groups. Students will reenact arguments they have had with peers, family, or other people. They will be switching roles and thinking about the arguments from other perspectives.How will you assess that students are exploring?I will be walking around and helping them reenact the arguments. I will prompt groups to think about different perspectives if necessary.

Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect it to this new info. Differing views are shared.Students will talk about what they did in explore. I will also explain what effective communication is, giving specific techniques and ideas. I will also talk about how there are always at least two sides to an argument and that sometimes people have different opinions. I will tell the students it is important to think about these other sides. Students will briefly discuss how the explore relates to what I said.I will see if students are making connections between my lecture and their explore activity.

Elaborate or extend: Students apply information to a new situation. Students will look at a written dialogue and identify the perspectives. Once they finish this, they will write a journal on perspectives.How will you assess students’ ability to apply information?I will look at their written dialogue and see if they are identifying perspectives.

Evaluate: Assess students’ knowledge and/or skills. What evidence will you use to prove that students have changed their thinking or behavior? Journal entry: What are my perspectives? Do I have perspectives? Formative. Students will be able to fully express the ideas that they have come up with during the lesson and I will be able to assess what they took from the lesson and if they understood what perspectives are.

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Day Two

Level of Inquiry: CuriosityLearning Objective: Students will interpret what the danger of a single story is in their own words.Content Standard (s): ELA-Literacy.SL.8.2 Multiple Intelligences: Linguistic, Visual/SpatialCulturally Relevant Pedagogy: Issue Specific (Global Community)Reading Strategy: Discussion Groups (Post)Students with Exceptionalities: If I had a deaf student I would incorporate them into the lesson by having the video have subtitles. I would assume they would have a sign language interpreter available to them as well, which would be utilized during group discussion. They could also rewrite the video in their own words.

Engage The Danger of a Single Story video

Explore Discuss the video in groups (reading strategy: discussion groups). Each student will have a role in their group and discuss how the video ties in with the EQ as well as the theme.

Elaborate Write it in own words: Students will rewrite the video or main idea of it using their own language and wording.

Evaluate/ Assessment: I wonder what the danger of a single story is – I wonder why someone thinks something – etc. Students will create I wonder statements to further illustrate the idea of perspectives. Formative

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Day Three

Level of Inquiry: Problem StatementLearning Objective: Students will find out about different perspectives.Content Standard (s): ELA-Literacy.RI.8.3 Multiple Intelligences: Linguistic, ExistentialCulturally Relevant Pedagogy: Culture Specific (Race) Reading Strategy: Discussion Groups (Post) ELL: Students who are learning English will be given the opportunity to write a journal entry in their own language at the end of this lesson. This will help them be included in the community and share their language with others.

Engage Share a belief. Students will circle up and share a belief that they have. They will be asked to remember what their peers said for discussion.

Explore Talk about diversity in groups (discussion groups). Students will use the discussion groups to talk about diversity. They will note how everyone has different beliefs and thinks differently. This discussion will prepare them for reading Story in Harlem Slang.

Elaborate Read Story in Harlem Slang by Zora Neal Hurston. This story is written in Ebonics/Harlem slang. It will give students the opportunity to read a text in a different form of English and help them understand multiple perspectives.

Evaluate/ Assessment: Students will share reactions to stories (out loud and journal entry). Students will have to write a journal in their own language (slang, formal, foreign, etc). Formative.

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Day Four

Level of Inquiry: Gather InformationLearning Objective: Students will find examples of texts that are of a different perspective than their own.Content Standard (s): ELA-Literacy.SL.8.2 Multiple Intelligences: Bodily/Kinesthetic, InterpersonalCulturally Relevant Pedagogy: Issue Specific (Global Community)

Engage Ask how many different perspectives are represented in my room. Students will be asked to think about who is represented in my classroom.

Explore In groups, find the perspectives in my room. Students will walk around and note each perspective that is represented in my room. They should analyze books on my shelves, posters, etc.

Explain Why I have so many texts, what they can get from them. I will discuss why it is important to me to represent multiple perspectives. I want them to know that I care about what they think and want to understand where they are coming from. I want them to find mirrors in my room as well as ideas that are opposite from theirs.

Evaluate/ Assessment: Reorganize at end/middle to briefly share findings and discuss. Have them talk about whether or not I do a good job of representing multiple ideas or not. Did they find themselves in my room? Formative

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Day Five

Level of Inquiry: Action Plan: Analysis/Response/Critiques – Identify the piecesLearning Objective: Students will summarize the perspectives in texts.Content Standard (s): ELA-Literacy.W.8.10 Multiple Intelligences: Visual/spatial, LinguisticCulturally Relevant Pedagogy: Culture Specific (Race, Gender, Religion) Reading Strategy: KWL (Pre/During/Post), Magnet Summary (Post)

Engage Write down perspectives on Middle East. Students will take note of what they know or believe about the Middle East. – students will put this in a KWL chart. They will also write what they want know in the chart.

Explore Read excerpt from Persepolis in groups. Persepolis is a graphic novel by a woman from Iran. Students will write more things that they want to know on their charts as well as what they have learned.

Explain Summarizing different forms of expression – reading strategy: magnet summary. Students will write about how graphic novels present ideas and a summary of what they read.

Evaluate/ Assessment: Journal entry: Summarize Persepolis, other ideas about the Middle East. Students will be able to use magnet summary and KWL chart. Formative

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Day Six

Level of Inquiry: Identify the piecesLearning Objective: Students will compare texts to their own life.Content Standard (s): ELA-Literacy.W.8.3 Multiple Intelligences: Linguistic, Visual/SpatialCulturally Relevant Pedagogy: Culture Specific (Race)Reading Strategy: Underlining and text marking (During)

Engage Virtual reading of Diary of a Part-Time Indian by Sherman Alexie

Explore Talk about video in relation to previous texts. Students will talk about the perspective being shown in this text and how it is different from others we have talked about.

Elaborate Excerpts from Native American texts – reading strategy: underlining and text marking. Students will be broken up into groups and given various texts by Native American authors. They will be asked to identify some Native American perspectives by marking their text and underlining.

Evaluate/ Assessment: Students will relate what they read to their own life. Students will write a journal entry about beliefs they share with Native Americans. Formative

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Day Seven

Level of Inquiry: Identify Appropriate CriteriaLearning Objective: Students will analyze the representation of perspectives in texts.Content Standard (s): ELA-Literacy.RI.8.3 Multiple Intelligences: Visual/Spatial, IntrapersonalCulturally Relevant Pedagogy: Issue Specific (Global Community)RtI tier 2 Intervention: At this point I would incorporate a Tier 2 intervention by having some students break off and reread some of the previous texts if they were struggling. They would read with a reading specialist/reading teacher to get them caught up on the pieces if they weren’t grasping them.ELL: I would also have rereading available for ELL students in case they got left behind during one of my lessons. They could ask each other questions or go get help from an ELL teacher so that they didn’t feel like they were floundering in class.

Engage Rewatch section of Danger of a Single Story – they will watch highlights of the video to get the ideas back into their heads.

Explore Talk about video in relation to previous texts in order to establish relation to perspectives and see how people feel about perspectives now.

Explain Often people only express what they know and this can be dangerous. Students will be given a chance to talk about why this is dangerous and cases where it is most dangerous. They will be able to reflect on times when it has directly affected them.

Evaluate/ Assessment: Journal entry: Tell me about nuclear fusion. Now tell me what you do after school. This journal will help them see that explaining things they know about is a lot easier than explaining things that are foreign to them. Formative

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Day Eight

Level of Inquiry: Identify Appropriate CriteriaLearning Objective: Students will dissect texts to find missing perspectives.Content Standard (s): ELA-Literacy.RI.8.3 Multiple Intelligences: Interpersonal, Logical (finding missing pieces)Culturally Relevant Pedagogy: Culture Specific (Race, Religion, Socioeconomic Status)Reading Strategy: Different Perspectives (During/Post)

Engage Read A Daughter’s Care for her Mother by Kao-Ly Yang out loud.

Explore Why did Dr. Yang write this story? Did she think someone was missing her perspective? Students will discuss these questions in groups.

Elaborate Select a story and find missing perspectives – reading strategy: different perspectives. Students will find different perspectives while they are reading and then will reflect on the different perspectives that were present or that should have been present.

Evaluate/ Assessment: Have them share the stories and perspectives they found with a partner while I walk around. Formative

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Day Nine

Level of Inquiry: Appraise PiecesLearning Objective: Students will criticize texts in terms of how well they demonstrate multiple perspectives.Content Standard (s): ELA-Literacy.W.8.2 Multiple Intelligences: Interpersonal, linguisticCulturally Relevant Pedagogy: Culture Specific (Global Community), Issue Specific (Global Justice)Differentiated Instruction: For this lesson I could have differentiated instruction because some students may know what the canon is and its issues and some may not. I could have some groups where I talk to them about the canon and help them remember what they read and other groups I could send to the library to find specific perspectives that are left out in the canon. Some students could also find alternatives to the canon for the classroom.

Engage Have students share books we have read this year/in previous years. Students would say one book they had read for class or a book that they knew they had to read in high school.

Explore Discuss what happened in those books in groups. Is there a pattern? – Yes, most are from the canon or are “classics.”

Explain What the canon is, how it only represents white folks, mostly men. I would also have some students who already knew this or that I sent to the library share their findings.

Evaluate/ Assessment: List of perspectives missing from certain texts.

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Day Ten

Level of Inquiry: ReportLearning Objective: Students will share with their peers the missing perspectives they found in a text.Content Standard (s): ELA-Literacy.SL.8.2 Multiple Intelligences: Interpersonal, Visual SpatialCulturally Relevant Pedagogy: Issue Specific (Oppression)Reading Strategy: Anticipation Guide (Pre)

Engage Students will talk to each other about the media and what happens on the news. They will see some news clips.

Explore Students will fill out an anticipation guide on perspectives in media before watching a series of media clips.

Elaborate Analyze news clips/commercials in order to find missing perspectives or who is the most represented.

Evaluate/ Assessment: Journal entry: Whose perspective is most often represented in media?

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Day Eleven

Level of Inquiry: ReportLearning Objective: Students will share with their peers the missing perspectives they found in media clips.Content Standard (s): ELA-Literacy.SL.8.2 Multiple Intelligences: Visual Spatial, LogicalCulturally Relevant Pedagogy: Issue Specific (Oppression)

Engage Show a Colbert Clip to the class.

Explore What’s missing? In groups. Groups will discuss what perspectives are missing in the Colbert clip quickly before the media presentations.

Elaborate Students will briefly present on media clips they found. They will be getting up out of their chairs and giving a very brief summary of what they found and show an example.

Evaluate/ Assessment: Media clip presentation. They will turn in a more detailed media analysis to me, but present their main idea in class. Summative/performance

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Day Twelve

Level of Inquiry: AnalysisLearning Objective: Students will analyze what the meaning of “perspectives” is.Content Standard (s): ELA-Literacy.W.8.3 Multiple Intelligences: Bodily Kinesthetic, InterpersonalCulturally Relevant Pedagogy: Learning Specific (MI)

Engage Everyone moves to a different seat, leaving their stuff.

Explore How is it different where they are sitting? How is this activity like the unit? Students will discuss these questions in groups.

Explain I will explain how communication and expression are key in perspectives.

Evaluate/ Assessment: Journal Entry: What is a perspective? How have my perspectives changed? Formative

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Day Thirteen

Level of Inquiry: Self-ReflectionLearning Objective: Students will demonstrate their knowledge of perspectives by writing their thoughts in a journal and sharing their entries with their peers.Content Standard (s): ELA-Literacy.W.8.10 Multiple Intelligences: Visual/Spatial, Bodily KinestheticCulturally Relevant Pedagogy: Community Specific (Student Voice)

Engage Video of Suheir Hammad – First Writing Since (Def Poetry) (Muslim woman writing after 9/11).

Explore Share an entry from journal with group to practice for the open reading.

Elaborate Open reading of journals – snapping, clapping allowed. Students will get up and read a journal entry for the class – whichever one they want.

Evaluate/ Assessment: Journal on perspectives that they’ve been working on the whole time. Summative

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My content assessment is going to be a diary/journal that the students will work on throughout the entire unit. They can include images as well as words to respond to prompts that I will provide for them. These entries will be their reactions to different perspectives I will expose them to. Their very first entry will be on what they think a perspective is and how they think perspectives are involved in their daily life. Other entries will includes things such as writing from a certain character/person’s perspective, writing from an animal’s perspective, and general reactions to things they read, watch, or see. The last journal entry will be a reflection on the entire unit and what they think perspectives are now compared to what they thought before as well as whether or not their perspectives have changed for anything. Another aspect of this journal is for the students to figure out how their story fits with others and vice versa. I will be grading these based on completion, which to me will be 5+ sentences, relevance to the prompt, and originality/creativity. This project will be 15% of their grade and they will be given class time to complete it. This project also fits with my central concept, which is communication/expression.

CATEGORY 10 7 4 1 Creativity The journal

contains many creative or original details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his or her imagination.

The story contains a few creative or original details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his or her imagination.

The story contains a few creative or original details and/or descriptions, but they distract from the story. The author has tried to use his or her imagination.

There is little evidence of creativity or originality in the story. The author does not seem to have used much imagination.

Focus on Assigned Topic

The entire journal is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the journal is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the journal is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the journal to the assigned topics.

Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Day Fourteen

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Level of Inquiry: Self-ReflectionLearning Objective: Students will create a showcase project that demonstrates their interpretation of perspectives.Content Standard (s): ELA-Literacy.SL.8.4, ELA-Literacy.SL.8.5 Multiple Intelligences: Interpersonal, IntrapersonalCulturally Relevant Pedagogy: Individual Specific (Goals, Interests)

Activities:

Library work day (would give them an in-class work day as well – more if needed)

Evaluate/ Assessment: Progress on projects. Formative

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Day Fifteen

Level of Inquiry: Self-Reflection Learning Objective: Students will create a showcase project that demonstrates their interpretation of perspectives.Content Standard (s): ELA-Literacy.SL.8.4, ELA-Literacy.SL.8.5 Multiple Intelligences: Interpersonal, LinguisticCulturally Relevant Pedagogy: Community Specific (Collaborative Leadership)

Engage Turn to a partner and ask what they are doing for their showcase.

Explore Groups – what else needs to be done for their showcase project. Students will talk to each other in order to find out what everyone is doing and how far they are in order to foster a sense of community.

Elaborate Have students share what they have for their project so far in groups and get feedback from each other/teacher. This will give students the opportunity to catch anything they have missed for their projects.

Evaluate/ Assessment: Progress on Projects. Formative

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References

Physical Education

Grehaigne, Jean-Francis, Jean-Francois Richard, and Linda L. Griffin. Teaching and

Learning Team Sports and Games. New York: RoutledgeFalmer, 2005. Print.

Griffin, Linda L., Stephen A. Mitchell, and Judith L. Oslin. Teaching Sport Concepts and

Skills: A Tactical Games Approach. Champaign, IL: Human Kinetics, 1997. Print.

Math

Gurung, Regan A. R., Nancy L. Chick, and Aeron Haynie. Exploring Signature Pedagogies:

Approaches to Teaching Disciplinary Habits of Mind. Sterling, VA: Stylus Pub.,

2009. Print.

Thorton, Stephen J. "New Approaches to Algebra: Have We Missed the Point."

Mathematics Teaching in the Middle School 6.7 (2001): 388-92. JSTOR. Web. 16

Nov. 2012. <http://www.jstor.org/stable/41180982>.Social Studies

Alvermann, Donna E., Stephen F. Phelps, and Victoria Ridgeway. Gillis. Content Reading

and Literacy: Succeeding in Today's Diverse Classrooms. Boston: Pearson/Allyn &

Bacon, 2007. Print.

Martorella, Peter H., Candy Beal, and Cheryl Mason. Bolick. Teaching Social Studies in

Middle and Secondary Schools. Upper Saddle River, NJ: Merrill, 2005. Print.

English Language Arts

Bomer, Randy. Building Adolescent Literacy in Today's English Classrooms. Portsmouth,NH: Heinemann, 2011. Print.

Smagorinsky, Peter. Teaching English by Design: How to Create and Carry OutInstructional Units. Portsmouth, NH: Heinemann, 2008. Print.

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Evidence of Collaboration and Editing (Text from Thematic Unit Facebook Group):Kirsten Reddingdo we need that google docs portion for our TU?Like · Comment · Unfollow Post · 15 minutes agoSeen by 2Samantha Weix Mitch is trying to find a way to show ourcollaboration and editing by using Facebook..,,I don't evenknow how to use google docs5 minutes ago via mobile · LikeMitchell Hahn I'm going to copy our facebook page and usethat. We never used google docs, which I'm pretty sure Debsaid is fine. As long as there is evidence of collaboration I'mpretty sure we're ok. How is you TU coming5 minutes ago · LikeKirsten Redding good. i should be done soon. i just need toelaborate on my activities and find my two outside sources.to double check - we only need to list the standards we areusing, correct?2 minutes ago · LikeMitchell Hahn Yes2 minutes ago · LikeWrite a comment...OLDER POSTSMitchell HahnJoshua, do you have your 2 outside sources for your thematic unit?Sam and I have been working to put everything together and thatseems like the only thing we need from you still. Thanks!Like · Comment · Unfollow Post · about an hour agoSeen by 2Write a comment...Kirsten Reddingis that culturally responsive teaching chart on d2l/what is it calledon there? all of the logical names for it are not it.Like · Comment · Unfollow Post · 15 hours agoSeen by everyoneMitchell Hahn It's not on d2L for some reason. the categoriesare: CULTURE SPECIFIC (race, class, gender, religion,socioeconomic, sexual orientation etc.), ISSUE SPECIFIC (socialjustice, global community, human rights, oppression etc.),LEARNING SPECIFIC (types of learning models, learning styles,multiple intelligences etc.), COMMUNITY SPECIFIC (choice theory,collaborative leadership, student voice, democratic classroom,responsive classroom etc.), INDIVIDUAL SPECIFIC (a student'sbackground, story, interests, talents, goals, aspirations,challenges etc.) and APPLIED (real-world problem solving,students take on issues and causes to help make a differencelocally and/or globally)15 hours ago · LikeMitchell Hahn you need at least one each day, with one daybeing race specific15 hours ago · LikeKirsten Redding you are wonderful. thanks!4 hours ago · LikeWrite a comment...Write Post Add Photo / Video Ask Question Add FileMitchell HahnAlso, we never got around to making the scoring guide for ourShowcase activity when we met today. Hopefully Samantha and Iwill have time tomorrow to put it together when we meet at 10.Like · Comment · Unfollow Post · 15 hours agoSeen by everyoneSamantha Weix I'm on the 2nd floor in the back right corner.6 hours ago · LikeWrite a comment...Thematic Unit - Social Studies.docxPreview · Download · Upload Revision · History (2)Joshua Thomas uploaded a new version of Thematic Unit - SocialStudies.docxLike · Comment · Follow Post · Yesterday at 3:01pmSeen by everyoneWrite a comment...School Profile.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.Like · Comment · Follow Post · Yesterday at 2:53pmSeen by everyoneWrite a comment...5 E's Lesson Plan.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.Like · Comment · Follow Post · Yesterday at 2:48pmSeen by everyoneWrite a comment...Final TU.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.Don't be fooled by the name...we really aren't done yet :(Like · Comment · Follow Post · Yesterday at 1:27pmSeen by everyoneWrite a comment...Seen by everyoneSamantha WeixI'll be in the library about 1! See you all there :)Unlike · Comment · Unfollow Post · Yesterday at 10:41am near Elk Mound, WIYou like this.Mitchell Hahn Awesome, I'm just sitting by where the coffee

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shop used to be working on my TU, so I'm ready wheneveryou all get here. See you soon!Yesterday at 10:54am · Like · 1Joshua Thomas I just got back, I'll head on over tooYesterday at 12:33pm · LikeWrite a comment...Mitchell HahnThere are a couple of things I have questions on that I'll bring toour meeting tomorrow, but I should have practically everythingdone by then. See you all tomorrow, and happy unit writing!Like · Comment · Unfollow Post · Sunday at 11:37pmSeen by everyoneWrite a comment...Kirsten Reddingok, i know we only need one formal 5 e's, but do we have to pute's for everyday or can i just list activities?Like · Comment · Follow Post · Saturday at 12:58pmSeen by everyoneSamantha Weix You need to put the e's from your unit plandown and elaborate on what the activities are rather than juststating the activitiy.Sunday at 4:27pm · LikeWrite a comment...thematicunitkirsten.docxPreview · Download · Upload RevisionKirsten Redding uploaded a file.Hello! Here is what I have for mine so far.Like · Comment · Follow Post · Saturday at 3:35pmSeen by everyoneWrite a comment...TU To-Do and Template.docxPreview · Download · Upload RevisionSeen by everyoneSamantha Weix uploaded a file.The first page is a to-do list sort of in order that the TU goes in.I've started a running document with everything like cover page,objectives, romance and showcase, etc. The second page is atemplate I created for us to follow. It list the things that we needto identify every day and also the things we only need to addressone or two times. Let me know if you have questions. The lastpage is a key for MI. One TU I looked at used these images torepresent MI which I liked since it broke up having so many wordson the page. Whatever 2 MI you address each day just put theimages that coordinate with them under the MI heading. Again, letme know if anyone has questions. We are going to try and meetMonday around 12:30 to put it all together and get this thingturned in!!! Good Luck!Like · Comment · Follow Post · November 16 at 4:10pmJoshua Thomas and Kirsten Redding like this.Write a comment...Joshua ThomasDon't forget to upload that template Sam :DLike · Comment · Follow Post · November 16 at 1:35pmSeen by everyoneWrite a comment...Samantha WeixRemember we are meeting Friday after class to go over ourthematic unit stuff! That way we have the weekend to make anychanges we need to before Wednesday. See you Friday!Unlike · Comment · Unfollow Post · November 13 at 6:56am near Elk Mound,WIYou like this. Seen by everyoneJoshua Thomas Would anyone be willing to upload a day oftheir lesson for me to look at? It helps when I can see oneproperly formattedNovember 13 at 1:21pm · LikeSamantha Weix that would require me to have somethingdone...if i get something done i'll definitely share!November 13 at 1:22pm · LikeMitchell Hahn Phew, I thought I was the only one who didn'thave anything done... How much are we shooting to havedone by Friday? I can't remember if we wanted it done or juststarted. Either way is fine with me, I just can't remember.November 14 at 3:40pm · Edited · LikeJoshua Thomas I'd say we should at least have one fulllesson done so we know we all have the formatting. Once wecan do that, the rest should come alright. We'll want to savesome time to work on the cover page and other group pages aswell, perhaps we could even work on those things on Friday?November 14 at 4:22pm · LikeSamantha Weix I've been so busy working on everything elseI haven't gotten to this much but I like Josh's idea of having atleast one lesson done for tomorrow.November 15 at 6:24pm via mobile · LikeMitchell Hahn Agreed, that is what I was going to shoot foras well. I think from that we will be able to get a good idea ofwhere to go, and if need be we can meet again early next weekto finish things up.November 15 at 6:26pm · LikeJoshua Thomas I'm finding I'm struggling a lot at convertingmy unit plan days into full lessons without a template to lookat. I might not be able to start until Friday when I can take a veryclear look at either one of your days or a day in a past TU (WhichI shou... See MoreNovember 15 at 6:43pm · LikeWrite a comment...

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Joshua ThomasDo we need our showcase activites ready for tomorrow or just outown assessments?Like · Comment · Follow Post · October 31 at 1:18pmSeen by everyoneSamantha Weix Our showcase activities have already beensubmitted so just our own assessmentsOctober 31 at 1:21pm · LikeJoshua Thomas What were they again? I know a debate wasone.October 31 at 1:21pm · LikeSamantha Weix debate, newspaper, and a RAFTOctober 31 at 1:23pm · LikeSamantha Weix just uploaded the document aboveOctober 31 at 1:24pm · LikeJoshua Thomas I got it, thanks. Do we have anything for thefive criteria on the unit plan?October 31 at 1:25pm · LikeSamantha Weix no but we can brainstormOctober 31 at 1:27pm · LikeJoshua Thomas Was evidence used to defend a perspective?Could the student respect another perspective? Could thestudent take the role of having an alternate perspective?October 31 at 1:34pm · LikeSamantha Weix I put students support a position, studentsdefend a position, students acknowledge other positions,students use valid resources, and students collaborate withpeers....idk if these are good but it's worth a shotOctober 31 at 8:34pm via mobile · Like · 2Write a comment...Romance Activity and Showcase Activity.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.Like · Comment · Follow Post · October 31 at 1:24pmSeen by everyoneWrite a comment...Kirsten ReddingHey, who is doing the other days this week for morning meetingand energizer?Like · Comment · Unfollow Post · October 9 at 7:51pmSeen by everyoneView all 9 commentsMitchell Hahn I have stuff planned for tomorrow, that way wecan keep the same order as last time as well.October 9 at 8:00pm · LikeMitchell Hahn sure sounds goodOctober 9 at 8:00pm · LikeWrite a comment...Samantha WeixHey Group,Can we create a list of developmental characteristics for PIESm?If each of us put one characteristic for each area we should begood! Just list them below :)Like · Comment · Follow Post · October 9 at 9:52amSeen by everyoneJoshua Thomas Rememeber, this part is specifically for ourgrade (8th grade)Physical: Many are in puberty; physical apperance is veryimportantIntellectual: Beginning to feel like they can empower themselvesEmotional: Very afraid of embarassment... See MoreOctober 9 at 1:18pm · LikeKirsten Redding Physical: Since they are so concerned withbody image, eating habits can be poor/they can developeating disorders. 8th graders also just have poor eating habits ingeneral.Emotional: 8th graders question their emotions. They want tobelong and feel l... See MoreOctober 9 at 7:49pm · LikeWrite a comment...Joshua ThomasBrainstorming Relevant Essential Questions for "DifferentPerspectives"?Have you ever thought about something in a different way frombefore?Can you and someone who thinks differently from you both beright?Is there always a right and wrong answer to a problem?...See MoreLike · Comment · Unfollow Post · October 9 at 1:26pmSeen by everyoneKirsten Redding I thought of:how do you see the world?what does it mean to have a perspective?what lens do you look at the world with?do you have multiple lenses?... See MoreOctober 9 at 3:30pm · LikeMitchell Hahn I was thinking:How do multiple identities/perspectives affect your daily life?Or something similar to that.October 9 at 7:34pm · LikeWrite a comment...(1) Thematic Unit 11/20/12 3:20 PMhttp://www.facebook.com/groups/374013429345040/396634207082962…ment_id=396637410415975&ref=notif&notif_t=group_comment_reply Page 6 of 11

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Mitchell HahnI was just wondering if anyone was willing to meet tomorrow nightto go over the school profile and other thematic unit things thatare due Wednesday. I work until 6, but anytime after that worksfor me. I know Sam said she would meet, but she has a volleyballgame around 7ish. What do you all think Kirsten, Joshua, andSamantha?Like · Comment · Unfollow Post · October 8 at 12:33pmSeen by everyoneJoshua Thomas I'm working from 5 until 8 but couldindepedantly attempt to complete a portion of the schoolprofile or anything else you needOctober 8 at 12:34pm · LikeMitchell Hahn Would yo be willing to meet after you are donewith work?October 8 at 12:35pm · LikeJoshua Thomas Yes I would. I worked on Campus so thatwould be just fineOctober 8 at 12:36pm · LikeSamantha Weix If you guys meet later I can do a portion ofthe profile as well. Otherwise do you all have class beforeblock? Or could we meet at like 9am?October 8 at 12:37pm · LikeMitchell Hahn Alright, we'll see what Sam and Kirsten saywhen the reply, but for now lets tentatively shoot for around8.October 8 at 12:37pm · LikeMitchell Hahn That would work for me as wellOctober 8 at 12:37pm · LikeSamantha Weix It's just hard for me to meet late especiallycause i live out of townOctober 8 at 12:38pm · LikeMitchell Hahn Oh ok, well why don't we shoot for beforeclass then. I don't think it will take too long to finish it up.October 8 at 12:38pm · LikeJoshua Thomas Before class tomorrow?October 8 at 12:39pm · LikeSamantha Weix yesOctober 8 at 12:39pm · LikeMitchell Hahn That way if we don't finish it for some reason,we still have time to work on it tomorrow night or Wednesdaybefore class.October 8 at 12:40pm · LikeJoshua Thomas I can do that. I take the bus in to campus soI can arrive at 9:10 or 9:30October 8 at 12:41pm · LikeSamantha Weix 9:10 would be greatOctober 8 at 12:49pm · LikeMitchell Hahn Agreed, hopefully Kirsten can make it as well.October 8 at 12:57pm · LikeKirsten Redding sorry i did not check facebook! ackOctober 9 at 3:34pm · LikeWrite a comment...Joshua ThomasI've been brainstorming possible assessments for a showcaseactivity. Having them create a poster about a group of people whohave a different perspective than them on a certain issue thatexplains why they feel that way could be one effective activity.Another one may be a debate between differet class groups.Like · Comment · Follow Post · October 5 at 7:07pmSeen by everyoneSamantha Weix I really like the debate idea...I think givenanything in any of our subjects a debate could be created. Aposter would be good too. I also thought about a persuasiveessay since you have to defend your side but also acknowledgethe opposition. Another idea would be a critique of a video orstory where they critique it from multiple perspectives....like wedid in class for the hobbitOctober 7 at 7:06pm via mobile · LikeKirsten Redding i think a debate would be good. i would push itSearch for people, places and things Mitchell Hahn Home 1Show OlderEvan Langer shared a link.This Person Should Be Fam...Kirsten Redding uploaded afile in the group ThematicUnit.here are my contentstandardsKirsten Redding commentedon her own post in ThematicUnit: "good. i should be donesoon. i..."Evan Langer posted a link toKelli Gasparka's Wall.Bob Dylan- Don't Think Tw...Joe Szulczewski likes RyanHahn's post on Nancy Hahn'sWall.Evan LangerclassicStar Wars gangsta rap wit...Samantha Weix commentedon Kirsten Redding's post inThematic Unit: "Mitch istrying to find a way..."Veronica Crane commentedon Maria Rose Crane's photo:"Awesome!"further and say they have to take the view of the side they don't agree

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with so that they can exercise seeing things from other points of view.October 9 at 3:33pm · LikeKirsten Redding i also thought a good showcase would befor them to create a children's book where they write from aperspective other than their own or something titled/about "HowI Got My Perspectives"October 9 at 3:33pm · LikeWrite a comment...Samantha WeixI've been trying to think of some options for the romanceactivity...I was thinking since we are focusing on perspectives itwould be cool to imerse the students in something thatsunfamiliar to them. I thought of 4 potential ideas:1. Attend a tribal ceremony for a Native American group2. Visit an art museum with abstract art3. Visit the Chippewa Valley Arts Museum here in Eau Claire(history of EC...in Carson Park)...See MoreLike · Comment · Unfollow Post · October 3 at 3:16pmSeen by everyoneMitchell Hahn I think these are all really awesome ideas! Ireally like the homeless for a night one, I think that it wouldbe really powerful for the students to experience something likethat!October 3 at 8:18pm · LikeJoshua Thomas That homeless for a night one would besomething they'd never forget.October 3 at 9:46pm · LikeKirsten Redding i think the homeless night is a good idea, oreven a homeless day if we couldn't get them at nightOctober 9 at 3:31pm · LikeWrite a comment...School Profile.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.School ProfileLike · Comment · Follow Post · October 9 at 9:49amSeen by everyoneWrite a comment...School Profile.docxPreview · Download · Upload RevisionSamantha Weix uploaded a file.School ProfileLike · Comment · Follow Post · October 9 at 9:48amSeen by everyoneWrite a comment...Samantha WeixHey Group,Starting tomorrow we are the thematic unit group in charge offacilitating the morning meetings and energizers. I believe it goesuntil Monday, Oct. 15 which is when the next community meetingis. I'll head up tomorrows morning meeting and energizer andthen we can rotate through for everyone to facilitate about 2 if youguys are good with that.Like · Comment · Follow Post · October 2 at 9:40amSeen by everyoneWrite a comment...Mitchell HahnHas anyone had any time to think about our goals/dispositions atall this weekend?Like · Comment · Unfollow Post · September 30 at 3:12pmSeen by everyoneJoshua Thomas Knowledge "Students can describe why anhistorical event could be interpreted in different ways"September 30 at 3:38pm · LikeJoshua Thomas I've been trying to think of a disposition aswell, something like "Students will recognize the need forviewing phenomena through different perspectives"September 30 at 3:44pm · LikeKirsten Redding hi! i can work on some of thegoals/dispositions in a little butSeptember 30 at 4:33pm · LikeKirsten Redding *bitSeptember 30 at 4:33pm · LikeSamantha Weix Okay here are some objectives I thought of...Knowledge:-the student will be able to identify factors that influence theviews of a person or group of people.-the student will be able to explain the implications of having aone sided perspective.Skill:-the student will be able to compare/contrast multipleperspectives.-the student will be able to justify (or demonstrate) why certainperspectives exist.Disposition:-the student will strive for shared understanding-the student will accept responsibility for self and othersI think that the objectives need to be broad and not specificallyidentify with a certain content area however I may be wrong. Itried to create objectives that each content area would be able towork towards. Please provide feedback and share anything youall came up with!September 30 at 7:06pm via mobile · LikeMitchell Hahn I think these are EXCELLENT! Nice work Sam! I

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like how they aren't content specific because I agree and thinkthey are supposed to be interdisciplinary.September 30 at 7:23pm · LikeSamantha Weix Thanks Mitch...honestly let me know if youhave other opinions or think they need to be reworded.Kirsten and Josh let me know your thoughts and ideas so I canhave time to type everything up!September 30 at 7:29pm via mobile · LikeJoshua Thomas I really like them Sam. For the dispositions,we just need to pick two from the five we know? (I thoughtthat we had to create some but I probably just thought that.)September 30 at 7:43pm · LikeKirsten Redding those look good to me!September 30 at 7:45pm · LikeMitchell Hahn I think the dispositions can come from the 5that we have or we can make them up, either way. But I likethe idea of using the 5 that we are working towards personallybecause I think that those are 5 things that we should always beworking towards.September 30 at 7:50pm · LikeSamantha Weix Like Mitch said I think we can use those 5 ormake our own. I up for either option.September 30 at 7:57pm via mobile · Like · 2Write a comment...Samantha WeixCouple thoughts on class today...1. The book Sue read I thought fit into our theme of "perpectives"or a single story really well2. Joe's presentation on RAFT could be very useful in our unit as itmakes students think about various perspectives3. We got lucky that our objectives aren't due until Monday...Ididn't get a chance to look at any today but I'm going to tomorrowso hopefully we can figure these out this weekendLike · Comment · Unfollow Post · September 27 at 8:09pmSeen by everyoneMitchell Hahn I was thinking the same thing about Joe'spresentation! As for them being due on Monday, I agree. Theweekend will be helpful in getting things sorted out.September 27 at 8:21pm · LikeWrite a comment...Seen by everyoneSamantha WeixI liked the video Kirsten posted. I think it could fall under thetheme "identities" or perhaps our theme could be "persepectives",or "stereotypes." I don't know if "the dangers of a single story"works as a theme or if it needs to be condensed into one wordhowever, if it does I like that as well. I think I could figure outsomething to do related to PE if I looked at sports from variousperspectives such as a parent, spectator, coach, ref or player.History I think could definitely work into this and Kirsten alreadysaid she could make something work related to English. For math Ithink you could look at the various ways to solve problems sincethere are usually multiple ways depending on the perpective youtake. What does everyone else think? I'm up for working with justabout anything so if there are other suggestions lets hear them sowe can get this thing rolling!Unlike · Comment · Unfollow Post · September 26 at 7:05pmYou like this.Mitchell Hahn I really like this idea as well. It seems like it iseasily transferable to all the content areas. I vote yes!September 26 at 7:20pm · LikeSamantha Weix Any suggestions on what to title our theme?September 26 at 7:22pm · LikeJoshua Thomas I'm happy to work with this theme. As forhow to word it... "Multiple Perspectives" seems fitting, or"Multiple Viewpoints".I know of at least one Social Studies standard that can fit thisunit: B.8.4 Explain how and why events may be interpreteddifferently depending upon the perspectives of participants,witnesses, reporters, and historians. So like "Students canidentify how an historical event can be interpreted in differentways" or somethingI'm going to take a look as those past units hiding in the closetin the classroom tomorrow because I'm very curious how othershave put all these different disciplines together. Have any of youlooked at them?September 26 at 7:47pm · LikeMitchell Hahn I like the idea of calling our theme"perspectives."September 26 at 7:48pm · LikeSamantha Weix Ok so if there are no objections lets go with"perspectives" as our theme. this encompasses the dangers ofa single story but also the benefits of multiple views. From herewe need to consider what grade (6, 7, or that we want tofocus on. We also need to think of 6 objectives...2 knowledge, 2skill, and 2 dispositions.I think we could definitely use strives for shared understandingand perhaps accepts responsibly or self and others. What do youall think?Any suggestions for skill or knowledge?September 26 at 7:56pm via mobile · LikeMitchell Hahn I think those are two good ideas for thedispositions. As for the other goals I guess that I'm not quiteas sure about what they are looking for as I thought. Would it beokay if I look at some of the examples tomorrow before class toget a better idea?

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As for the grade level, I would be more open to 7th or 8thpersonally, just because you get into more interesting things inmath during those grades, but I'm completely fine with 6th ifthat's what everyone else would prefer. What do you guys think?September 26 at 8:22pm · LikeSamantha Weix That's totally okay with me. I may take a lookmyself because I'm not really sure what the expectation iseither. I'm open to whatever grade you all want to do.September 26 at 8:40pm · LikeJoshua Thomas After that video on Monday I'm afraid oftrying to teach seventh graders I vote for 8thSeptember 26 at 9:16pm · Edited · LikeSamantha Weix We don't actually have to teach them we justplan a unit based on that grade (I think anyways) however I'mfine with 8th grade as well.September 26 at 9:18pm via mobile · LikeWrite a comment...Joshua ThomasI believe that by this Wednesday we'll need to have six goals of ourthematic unit, two for knowledge, two for skills, and two for(dispositions?). We should start by restating our majors and gofrom there. I'm History.Like · Comment · Unfollow Post · September 23 at 7:36pm near Eau Claire, WISeen by everyoneMitchell Hahn I'm mathSeptember 23 at 8:03pm · LikeJoshua Thomas Kirsten Redding is English and SamanthaWeix is Physical Education if I'm not mistaken. Also, I think weshould think of a theme before we set out some goals. Anyonehave any ideas?September 24 at 11:59am · LikeJoshua Thomas Remember, themes shouldn't be "TheRevolutionary War" or "The Grapes of Wrath" but rather biggerthings such as "Human Rights" or ... well I can't think of anexample for the book but I bet someone canSeptember 24 at 12:02pm · LikeKirsten Reddinghttp://blog.ted.com/2009/10/07/the_danger_of_a/i thought this would be a cool theme. "the danger of a singlestory." it is about how it is dangerous if we only know one sideof a story or make assumptions about people. like if we think ofall africans as poor with no food (one of her examples, she grewup in africa)TED Blog | The danger of a single story:Chimamanda Adichie on TED.comblog.ted.comOur lives, our cultures, are composed of manyoverlapping stories. Novelist Chim...See MoreSeptember 24 at 2:56pm · LikeWrite a comment...Samantha WeixTransitionsIdentitiesInterdependenceWellnessSocial Structures...See MoreLike · Comment · Follow Post · September 24 at 2:56pmSeen by everyoneWrite a comment...Joshua ThomasThis group is for our thematic unit to keep in communication witheach other!Like · Comment · Follow Post · September 19 at 1:28pm near Eau Claire, WISeen by everyoneWrite a comment...Joshua Thomas created the group.Like · Comment · Follow Post · September 19 at 1:27pmSeen by everyoneWrite a comment...

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Documents

kirstenredding.weebly.com · Web viewAll students and teachers involved in the Thematic Unit will participate in a homeless night at Memorial Park where they will experience what