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Teaching Demo - Judy McAlvey Chippewa River Writing Project Summer Institute - 2011

Teaching Demo - Judy McAlvey Chippewa River Writing Project Summer Institute - 2011. Situation: 1. An American history classroom 2. Wrapping up a unit on the ‘Roaring Twenties’ 3. Major topics already covered

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Teaching Demo - Judy McAlvey Chippewa River Writing Project Summer Institute - 2011

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  1. Teaching Demo - Judy McAlveyChippewa River Writing ProjectSummer Institute - 2011 Situation: 1. An American history classroom 2. Wrapping up a unit on the ‘Roaring Twenties’ 3. Major topics already covered • Role of Women in the 1920’s • America on the move: People moving from rural areas to the cities • Harlem Renaissance • Growth of Mass Media: Movies, Newspapers/Magazines, Radio • Increase of crime during prohibition; Gangs; Al Capon, ”Scarface” with J. Edgar Hoover on their trail Purpose:To learn about a well-known figure who lived during the ‘Roaring Twenties’ - Charles Lindbergh Audience:9th and 10th graders combine class Media:Power Point Presentation Genre: Historical non-fiction using primary sources and secondary sources

  2. The Life of Charles Lindbergh CREATE A TRI-FOLD BROCHURE

  3. 1. Contentions – Why is it important to learn about American history? 1. We need to know that history stores information that helps to explain and understand the behavior of people and societies. • 2. History serves as a springboard that shapes future events. Knowing history is no guarantee of good character, but it is nourished by a grounding in past examples.

  4. 4. We need to build life skills that demonstrate we • can interpret and communicate information in • diverse ways; to include creating graphic • designs. • All writers, in any genre, have the right to express their own voice in any work they create. • Conclusion: We need to be competent, passionate readers and self-assured, • ardent writers if we are to increase our knowledge of American history.

  5. http://www.themoralliberal.com/2011/05/19/charles-a-lindbergh-and-the-spirit-of-st-louis/What do you know already about Charles Lindbergh?

  6. Quote "I have seen the technology I worshipped and the aircraft I loved, destroying the civilization I expected them to serve.“ Charles Lindbergh

  7. What are you to do?DESIGN A TRI-FOLD BROCHURE GIVING THE FOLLOWING INFORMATION ON THE LIFE OF CHARLES LINDBERGH 1. Why was Lindbergh famous? 2. Early background: when/where born; family history 3. Major achievements/recognitions/ events 4. Advanced years: lifestyle/ residence; how, when, and where he died 5. New information learned (List 5) 6. Response to quote & Cite References

  8. STEPS TO SUCCESS 1. Create tri-fold brochure template 2. Front Cover - Topic - Image 3. Entitle each flap with one of the required topics

  9. Primary Source Interpretation "I have seen the technology I worshipped and the aircraft I loved, destroying the civilization I expected them to serve.“ Charles Lindbergh 1. Why do you think Lindbergh make that statement? 2. Did you find any information to support your answer? 3. How has technology changed the face of America?

  10. Front of Brochure Title Picture Cite web source of picture Inside Flap Back of brochure Response to Quote Cite References Created by Mrs. McAlvey 5 Most Interesting Things I Learned 1. 2. 3. 4. 5.

  11. Inside Right Flap Remarkable Events of Lindbergh’s Life Inside Left Flap Inside Center column Why Lindbergh is famous THE KIDNAPPING

  12. Inside Right Flap Remarkable Events of Lindbergh’s Life Inside Left Flap Inside Center column Why Lindbergh is famous THE KIDNAPPING In 1930 the Lindbergh baby was kidnapped. A ransom was paid and the bills eventually led to the arrest of Bruno Hauptmann. Revised to: During the 1930’s when most of the country was suffering from poverty because of the Great Depression, some people decided to turn to crime. Hauptmann was such a person. Lindbergh was wealthy and famous which made him a perfect target for such an enterprise.

  13. What insight does McCullough giveus regarding Lindbergh’s quote? "The evil of technology was not technology itself, Lindbergh came to see after the war, not in airplanes or the myriad contrivances of modern technical ingenuity but in the extent to which they can distance us from our better moral nature, or sense of personal accountability." David McCullough (Brave Companions)

  14. A lesson to be applied:How are we using our advanced technology today? In today’s digital world and with the development & expansion of the social media, we have a moral responsibility to use these technological devices to advance the good for our society & the world.

  15. 3. Knowing history is no guarantee of good character, but it is nourished by a grounding in past examples.

  16. The value of studying history 4. We need to build life skills that demonstrate we can interpret and communicate information in diverse ways; including using graphic designs.

  17. Other Applications for Tri-folds • To promote school and school events 2. To promote community events 3. To use by business entities 4. To transfer format for science, English, and other class projects 5. To promote youth activities

  18. Now it’s your turn to venture into the blue!

  19. Common Core Standards • Key Ideas and Details • RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. • RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. • RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. • Craft and Structure • RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. • RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. • Integration of Knowledge and Ideas • RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. • Range of Reading and Level of Text Complexity • RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

  20. Objective of Lesson To demonstrate how the writing process using graphics can be used across the curriculum and how it transfers to life-skills.

  21. Citationshttp://www.themoralliberal.com/2011/05/19/charles-a-lindbergh-and-the-spirit-of-st-louis/http://www.charleslindbergh.com/history/index.asp Citationshttp://www.themoralliberal.com/2011/05/19/charles-a-lindbergh-and-the-spirit-of-st-louis/http://www.charleslindbergh.com/history/index.asp

  22. Reflections on Teaching Demo • I thought the demo went fairly well. It was difficult to transfer the graphic information to a life-skill project in 90 minutes. • I debated about the organization of the presentation. But decided that to focus on the Charles Lindbergh brochure project first; showing the format on the Power Pt. and then handing out the sample brochure I created, would be less confusing to them than showing examples of all the tri-fold brochures at one time. • I waited until the end of the period to show the other brochures so they would know what the project looked like for them in the following ‘week’. But in an actual situation, I would have not presented these brochures until it was time to design their own for the next step of the project. • It was also my thinking to allow the students to first read the 5 page handout, as I wanted to introduce them to the subject; let them work on the project; then confer with their fellow classmates to glean more information for revision purposes. • I thought I’d announced that reading the Handout was required for two reasons: 1. To give information to help them with their project at hand ‘today.’ 2. There would be a class discussion ‘ after the week-end’ and they needed to be prepared to participate in that. Con’t.

  23. I noticed one comment on CRTD that addressed I didn’t have a class discussion. Apparently, I didn’t make that clear. Why not have the class discussion first? Wouldn’t that better help the student with their project? The brochure project was a ‘birdseye’ view about the life of Charles Lindberghand I thought the more information they had to work with at the beginning, the more difficult it would be for them to harness it in a brochure format. Also, as a teacher I wanted to reassess each student’s reading skill and also to see what information was of interest to each. Questions I asked privately to some students were to be included in a wider forum. Example: Why did Lindbergh oppose the war when he himself had joined the Air Force earlier in his life? Also, the class discussion would include having student tell what they found on the web. The class discussion was definitely past of my plan. I wish I would have made that more clear. • I really did enjoy doing this demo. It is not easy to do this type of presentation in front of one’s peers – it can be rather nerve-racking, but I feel I profited much from the feedback. • This class is very special. They are so supportive and encouraging. I really appreciate their help, advise, and reassuring presence. That makes all the difference in the world.

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