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Engaging Students with Text Project

EDUC 505 USC MAT
by

Jay Spriggs

on 29 December 2014

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Transcript of Engaging Students with Text Project

Classroom textbook
Discipline: United States History
Grade: 11
School: Perris High School
Textbook: The Americans: Reconstruction to the 21st Century (2006)
Video Media:
YouTube channel History CrashCourse
Common Core State Standards (CCSS)
CCSS 11.10.6
Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Learning Outcome
• Students will be able to draw information from multiple sources and transfer them to literary skills
• Students will attribute (analyze) issues of importance with depth and complexity.
• Students will generate (create) multiple perspectives, looking at an issue or topic from different viewpoints in order to gain fuller understanding.

Rationale for Text
Why was this text chosen?
Today's students need to be immersed in the 21st Century skills and this internet media satisfies the requirement.
CrashCourse
is a creditable academic video resource that highlights Social Science topics in a visually stimulating fashion. These productions contain verifiable documents, commentary, and archival information for extraction. The text chosen is at a medium difficulty level as 11th grade high school students have been exposed to research methods and analytic practice.

How the text aligns with the CCSS selected?
This assignment addresses the requirement for students to break down information and formulate significant points. Learners will gather qualitative information to exploit the perspectives of alternate views of Civil Rights events, decisions, and struggles.
Literacy Strategy
Rationale
Cornell Notes are an excellent tool to comprehend and summarize key information with videos. As the students view the material, they will focus on looking for supporting facts to produce a "big picture" and/or generate questions for further research. This activity requires learners to recall previous knowledge that they were exposed to in the classroom textbook and systematically dissect each component t isolate potential obstacles or highlight detailed information.

Explanation
This exercise will incorporate Sociocultural theory as learners will work within their Zone of Proximal Development (ZPD). They will be encouraged to work independently but will have support from myself as I supervise the activity. Under this learning theory, students are forced to think rationally over important social issues that shaped our society and how it affects them.
Discussion
Students are expected to master judgment of materials and to make sound decisions of relevant information from multiple sources. In addition, they will practice gathering evidence to support positions on social topics. I will conduct a "Whip Around" where I will pose a couple questions pertaining to the video and students jot their answers down on paper. Afterwards, I will randomly call upon students to share their responses for the entire class.
Supplemental Text Series
Common Core State Standards Language Standards 11–12

CCSS.ELA.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
(CCSS, 2009,p.55)
Learning Outcome
Students will be able interpret vocabulary specific to the topic. In addition, learners will expand on literary terms and phrases that highlights social constructs and issues that plagued are nation.
Rationale for Text
Why was this text chosen?
This median expands on basic instruction found in the textbook. Journal series provides a deeper content for readers to formulate an elevated knowledge based on topics chosen. The reading assignment is a high difficulty level where 11th graders should be proficient in research and reading comprehension skills.

How the text aligns with the CCSS selected?
This assignment addresses the requirement for students to draw correct conclusions on the subject matter by utilizing literary techniques as they begin reading. In addition, learners are expected to demonstrate initiative to investigate words and/or ideas not familiar to them.
Literacy Strategy
Rationale
Survey, Question, Read, Recite, and Read (SQ3R) is a dynamic reading strategy that empowers readers to fully understand literature. As the acronym states, first the reader will survey (scan) over a particular chapter assigned by the teacher just to get a feel of the overall components. Secondly, write questions about passages or words that stands out. Next, the student will read the section in its entirety with the previously generate questions in mind as a guide. Afterwards, the reader will then recite or make an honest assessment of understanding. Finally, a review of the entire process will be executed to accomplish the reading assignment.

Explanation
This exercise will incorporate Metacognition which involves the abilities of the individual. Students will address their procedural and thought process in a strategy order to obtain an outcome.
Discussion
It is anticipated for the students to learn how to obtain the correct meaning of literature no matter the topic, style, or subject. It is vital for learners to possess this ability in order not to misinterpret information that may affect functionality in society. To check for understanding, I will task the students with an "Exit Slip." As the class session draws to an end, learners will draft a short summary containing overall idea, one significant finding, and one word not previously know on a piece of notebook paper and drop in the Inbox before exiting the classroom.
Informational Map
Common Core State Standards
CCSS.ELA.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
Learning Outcome
Visuals enhance or even clarify subject matter after classroom delivery. The map text will allow students to bring into perspective of how divided the nation was over equality. They will infer distinct criteria in the map to formulate questions as to how and why particular States adopted their position on segregation.
Rationale for Text
Why was this text chosen?
The Civil Rights issues were mainly divided along physical boundaries. Therefore, it is necessary for students to understand the geography that affected this conflict. This particular text was chosen to highlight those areas allowing students to exploit information to enhance previous knowledge. This activity is at a high difficulty level as learners have the ability to create theories as well as geographic skills.

How the text aligns with the CCSS selected?
This assignment addresses the requirement for students to utilize visual media to conduct higher order of thinking. In this case, students will use the map to answer what factors led to a state's decision to be or not to be segregated. Learners will have to research information on criteria not know to support conclusions.
Literacy Strategy
Rationale
A Graphic Organizer allows the user to compartmentalize specific types of information to create an end product or overall understanding. Students will create categories such as economic, moral thinking, ethnic make up, history, and other attributes then populate them with the states that was identified as such. The classroom will be allowed to work in groups in order to discuss the depictions on the map and the unique position of each state on the landscape.

Explanation
This exercise will incorporate Constructivist theory as learners will rely on previous knowledge about the states before the Civil War. History is a progressive discipline meaning that the content builds on top of earlier events and/or actions. Students will demonstrate memory of earlier lessons about Northern, Southern, and newly admitted states to the Union.
Discussion
It is anticipated for the students to extract information from non-literary sources. I will check for understanding Summative Assessment of "Fill in Your Thoughts." Participants will address phrases written on the dry erase board such as:

The state of ___ generated revenue by ___ which led to their position of segregation.

After the Civil War, northern states had ___which the southern states did not, there by forcing ____.
References
Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. (2009, September 1). . Retrieved May 20, 2014, from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Danzer, G., et al (2006). Taking on Segregation. The Americans: Reconstruction to the 21st century. Sacramento, CA: McDougal Littell.

McNeese, T. (2007). Brown v. board of educatio: Integrating america's schools. New York, New York: Chelsea House. Retrieved from http://books.google.com/books/about/Brown_V_Board_of_Education.html?id=Dm0KkmdQ62sC

Muller, S. (Producer). (2013, November 21). Civil rights and the 1950s: Crash course us history
Engaging Students with Text Project
Jesse Spriggs
EDUC 505
Dr. Paula Nelson
Full transcript