Outline of Activities for both English and History 8 class
English History Connection with Class
Incorporating literacy with content area Introduce Unit -Introduce examples of Yellow Journalism through projector TEXT: Headlines What is Yellow Journalism? How was it started? Who were Yellow Journalists? --Students will analyze text through discussion
Yellow Journalism activity TEXT: Political Cartoons in style of Yellow Journalism Students will discuss the author/illustrators points of view and purpose Students will look for examples of yellow journalism
Introduce Unit -Activate background knowledge by discussion from previous unit -Powerpoint on Progressive Era (overview) will transition to new unit Images of the era Basics of era: political, social, economic situations Key historical figures Vocabulary --Class Discussion of what they noticed
Jigsaw activity Students research specifics about the Progressive era: three key issues Muckraker individuals TEXT: textbooks, internet, articles, trade books. (information will be collected on a group blog page which will be printed and distributed to the students when completed)
Share/Review Jigsaw findings Discussion following presentations
Connect to student interests and out of school literacy and experiences with different types of media
Use of background knowledge
Vygotsky: Knowledge is socially constructed
Acts of comprehension
Use of graphic organizer- during reading guide
Introduce Upton Sinclair TEXT: Youtube Video introducing Sinclair and his part in Progressive Era. Powerpoint on Sinclair and issues that he attacks
Focus on Muckraker TEXT: Excerpts from three journalists-Muckrakers Students will read each Muckrakers excerpts and answer the questions provided. This will be done in three groups Acts of comprehension
Connection to out of school literacy and student interest
Critical literacies Introduce The J ungle (graphic novel) TEXT: Terms and vocabulary needed to understand The Jungle from tips on how to read a graphic novel
Students will analyze points of view of the Muckrakers through evaluation and analyzing texts for points of view and purpose
Scaffolded instruction Begin reading the graphic novel The J ungle(aloud) Stop every chapter and check for comprehension
Fishbowl Activity Middle of novel Discussion of various points or questions about the text social/political events that fueled his writing
Political Cartoon Activity TEXT: Various political cartoons Review how to read a political cartoon Look at various political cartoons and answer questions (Groups of 4) Each group will then split and take a side of point of view (2 vs 2) to discuss Follow-up: Find current cartoon and write short analysis for homework Checking for understanding while reading and other acts of comprehension through an engaging collaborative discussion
Guided Oral Reading Procedures
Connection to out of school literacy Finish reading The J ungle Stop every chapter and check for comprehension
Final Fishbowl Activity
Yellow Journalism Activity (will occur simultaneously with reading of novel) Coordinating with Muckracker lesson in social studies (follow-up of yellow journalism) Choose Muckraker and create a headline /intro to article, comic strip, or political cartoon. Style of yellow journalism. Fakebook Online Activity Students will be placed into groups/pairs based on their preference of a list of Muckrakers and adversaries Each student will research their individual and collect their data in a Fakebook account. TEXT: textbook, magazines, articles, websites, images. After each page is created, students from each group must read and comment on several fakebook posts. They will collaborate and discuss view points through social media Participatory approach engages students in learning
Connected to real life, Disciplinary Literacy
Choice of historical figure and texts
Online discussion encourages free expression and thoughtful response
Use of media and popular cultural text emhance student comprehension skill
Outline Assessment Students will learn how to form and write a proper outline. TEXT: A modeled outline Each group will prepare an outline of information for their historical individual. They will list all the important things about their individual as well as their point of view. Top three things need to be apparent
Finish creating Fakebook All students have posted and participated in a discussion with several Facebook pages. Students will post Fakebook and previous work around the room. Students walk around the room and learn about other individuals while viewing text and discussing with peers. Feedback is given
Collaborative learning community
Clear goals and expectations: Rubric
Preparation for Dinner Party Students will meet with their groups and prepare for their discussions. Dinner Party Assessment Students will sit in groups and have their dinner party discussions. Performance Assessment supports learning
Connected to real life, Disciplinary Literacy
Knowledge is social constructed within cooperative learning environment
Vocabulary Activity: A word wall will be kept throughout. Students will learn the vocabulary that they are going to come across for the lesson of that day at the beginning of the lesson. Students retain and understand more when they know the vocabulary that they are going to come across. A Multi-literacies Approach to instruction: Situated Practice: Witness the material and become emersed in it through multiple ways. Overt Instruction: Work on specific parts. Students take on a specific historical figure. Critical Framing: In the bigger context, students connect to other characters through the Fakebook. Reformed Practice: They students create a dinner party discussion to discuss what they learned. Content Literacy: While using critical literacies and multimodal texts, students gain knowledge of the content while further enhancing literacy skills. Form groups based on strengths Technology Classroom management Clear goals Choices Cooperative learning Strategies to enhance literacy in and create deeper understanding of content Variety of assessments throughout which promote learning: Formative and Summative