Curriculum Standard:
e. The student will identify and interpret facts, opinions, or tools of persuasion
in texts. (DOK 2)
1) Distinguish between fact and opinion.
Big Idea: The students will determine the difference between facts and opinion, and identify them in a text.
Preparation:
1. Introduce the idea of facts and opinion.
2. Give the students some fact about herself. (I have dark brown hair)
3. Give the students some opinions about herself. (Ice cream is the best desert in the world.)
4. Ensure that the students understand that facts are always true for everyone and everything involved.
5. Ensure that the students understand that opinions are unique to those who express them, and others may not have the same feelings.
6. Ask the students to share some facts.
7. Ask the students to share some of their opinions.
8. Discuss the importance of knowing the difference between facts and opinion.
Guidance:
1. Brainstorm facts and opinions that relate to the Civil War which is being discussed in Social Studies class.
2. Students create their own list of facts and opinions on the Civil War.
3. Allow the students to share some items on their lists, giving feedback to what they announce to the class. (offer corrections or an explanations as to why it is a fact or an opinion.
Application:
1. Introduce a article on the civil war to the students.
2. Allow students to read the article to find facts and opinions that exist within it.
Assessments:
Students will be assessed on on their ability to find both facts and opinions in the article, as well as identifying the facts and opinion correctly.
Tuesday, February 24, 2009
Monday, February 9, 2009
Teacher Blog
21classes.com is a blog website that teachers can use to get their students involved in blogging. I think this website can be very beneficial because it offers a lot of perks for teachers and students alike. For example, students are not required to have an e-mail address. This means that younger students can get involved in blogging without the hassle of prior steps that could be confusing for them. The blogs created are also completely controlled by the teacher. This will ensure that the students' work is completely secure and appropriate for all viewers. The website also offers a home page for the entire class. This will give the students a central place to meet and view assignments pertaining to the blog or other class requirements. The sites offerings seem to be very clear, concise, and easy to follow and enjoy.
http://www.21classes.com/
http://www.21classes.com/
Chapter 5
Prior knowledge plays a huge roll when working with text and student. If students have absolutely no idea what the text is referring to, then work needs to be done with the students before they can fully gain all the benefits of the text. Obviously the more the students know before hand, the more they will be able to take away. As a teacher, it is important to remember that every student is not going to step up to a text with the same background knowledge. When introducing new text to students, a teacher should try to make it as relatable to all students in the classroom. This can be done by giving extra cues to students who are new to the concept, or allowing the students who are very familiar with the content to elaborate and share their experiences.
I really believe that the reason why I hate reading text is because of my past experiences with it. I could not agree more with the text when it talks about students' experience with text. So ofter students are required to read text that does not make since to them or holds no purpose. Text books are hard enough to read and comprehend as it is. When teacher give the students a reason for reading, the students will be more likely to do so, and develop a purpose for completing the task. The students can take away a lot more from reading when they have a purpose for reading. Other ways to give bring great experiences to the table is making the text more interesting. Teacher can bring in better resources other the the boring text. Offer magazines, blogs, websites, and other things of this nature for the students to read. Many times the format has a lot to do with how the reader perceives the text being presented.
This goes hand in hand with motivation and text. If the text is something that the student wants to know about, then obviously they will want to or be more likely to read it. Even if the topic is not something that the students do not enjoy, if the text is appealing it will bring the student in. Once the students interest has been gained, they will continue with the reading hopefully taking some knowledge away with them. The main point I took away from this chapter is make the text interesting. By providing the students with something that is intriguing, the student will learn.
I really believe that the reason why I hate reading text is because of my past experiences with it. I could not agree more with the text when it talks about students' experience with text. So ofter students are required to read text that does not make since to them or holds no purpose. Text books are hard enough to read and comprehend as it is. When teacher give the students a reason for reading, the students will be more likely to do so, and develop a purpose for completing the task. The students can take away a lot more from reading when they have a purpose for reading. Other ways to give bring great experiences to the table is making the text more interesting. Teacher can bring in better resources other the the boring text. Offer magazines, blogs, websites, and other things of this nature for the students to read. Many times the format has a lot to do with how the reader perceives the text being presented.
This goes hand in hand with motivation and text. If the text is something that the student wants to know about, then obviously they will want to or be more likely to read it. Even if the topic is not something that the students do not enjoy, if the text is appealing it will bring the student in. Once the students interest has been gained, they will continue with the reading hopefully taking some knowledge away with them. The main point I took away from this chapter is make the text interesting. By providing the students with something that is intriguing, the student will learn.
Monday, February 2, 2009
Chapter 4
I found the information in chapter 4 very beneficial for my future in teaching Social Studies. So often teachers of this subject focus on the text, without bringing any life or excitement to the content area. I really do believe that Social Studies (or any other subject) should involve more than just text. The text should be used to promote the content, but it should not be the teachers only method of teaching. Three areas that I most enjoyed from chapter four were the sections on encouraging the students. Although this is said over and over again, I think that educators often forget how much of an impact encouraging one's students can have. Although this chapter focused on encouraging in Social studies, students should receive encouragement throughout all subjects.
I really agree with the text when it says "every student can be a high achiever in that everyone can always better." No matter what level a student is on, they can always try to do better. Weather the student is failing and tries to do better by making a D, or weather a student is on honor roll and tries to become top of the class, everyone can try do to better. The focus of encouragement is usually set toward one specific target. Only those who are doing well receive encouragement to do better. For example, when students make As they are told good job. Rarely do those students who continue to struggle with lower grades hear those words. In my opinion those are the students that need the most encouragement. With a boost of confidence, theses students will develop a drive to do better. Academics is not the only area that students should receive encouragement.
The book brings out the students should receive encouragement for thoughtfulness. I take this as students should be encouraged to be kinder individuals. Many take for grant it that thoughtfulness is something that is taught before students enter school. If the student is not kind upon entering into school, they are just mean kids. I really do think that thoughtfulness is something that is taught, and can be taught at any point. Although it will be more difficult the older the child is, it can be taught. By encouraging those students who do already practice thoughtfulness, other students will be more likely to begin practicing kinder actions. When those who are not accustom to being thoughtful receive encouragement for being thoughtful, they will most likely continue with their good habits.
Creativity is something that all children posses at an early age. Most take this for granit, and do nothing to foster this natural talent young children posses. I have often heard older students say that they are not creative and can not take part in art class or thing of that nature. If encouraged at an early age to own their creative ability, students will be able to produce creativity at an older age. Encouraging students to do creative things can result in more creative works in the future. When students realize that they will not be put down for their creative work no matter what it lookds like but encouraged, they will be more likely to continue on with their creativity.
I really agree with the text when it says "every student can be a high achiever in that everyone can always better." No matter what level a student is on, they can always try to do better. Weather the student is failing and tries to do better by making a D, or weather a student is on honor roll and tries to become top of the class, everyone can try do to better. The focus of encouragement is usually set toward one specific target. Only those who are doing well receive encouragement to do better. For example, when students make As they are told good job. Rarely do those students who continue to struggle with lower grades hear those words. In my opinion those are the students that need the most encouragement. With a boost of confidence, theses students will develop a drive to do better. Academics is not the only area that students should receive encouragement.
The book brings out the students should receive encouragement for thoughtfulness. I take this as students should be encouraged to be kinder individuals. Many take for grant it that thoughtfulness is something that is taught before students enter school. If the student is not kind upon entering into school, they are just mean kids. I really do think that thoughtfulness is something that is taught, and can be taught at any point. Although it will be more difficult the older the child is, it can be taught. By encouraging those students who do already practice thoughtfulness, other students will be more likely to begin practicing kinder actions. When those who are not accustom to being thoughtful receive encouragement for being thoughtful, they will most likely continue with their good habits.
Creativity is something that all children posses at an early age. Most take this for granit, and do nothing to foster this natural talent young children posses. I have often heard older students say that they are not creative and can not take part in art class or thing of that nature. If encouraged at an early age to own their creative ability, students will be able to produce creativity at an older age. Encouraging students to do creative things can result in more creative works in the future. When students realize that they will not be put down for their creative work no matter what it lookds like but encouraged, they will be more likely to continue on with their creativity.
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