A friend showed this site to me the other day called Lucidchart.
She was using it to create a workflow model for her students to show them the next step they needed to take to complete their coursework. But, she also suggested it could be used to help kids make a dichotomous key in science class, show character development in a novel, illustrate the choices a character like Hamlet must make, or show how a historical event could have gone differently. Flow charts are really big right now for project planning and work flow. I could see Lucidchart being a great tool to help students reflect on their decision making and work flow to better prepare them for the business world. Cool stuff!
Students will learn how literature frames the context of historical events, as well as the power of words in shaping a community’s view of an event and its consequences.
Earlier this week, a student asked me if the final project can include a movie or a play, and I told him I would think about how we can include that option in the final project. After musing upon it, I decided that it might be a good idea to work with the class to design a project. This way, their voices will be heard and they will be given the options that they want—not just ones that I imagine would be good for them.
As a writer, to get an audience, you must hook an audience. This lesson (adapted from Nancy Atwell) examines four different ways to begin a personal narrative.
7th Grade students will create a written profile accompanied by visual symbols of their "anti-self" as a getting to know you activity. This is in lieu of the usual "describe yourself" activity to which middle school students are accustomed.
The Boston Massacre presented in a tiered instruction model.
Background and Content: This unit is designed for a standard 11th Grade Virginia and United States History class that has read a packet of primary sources for homework the previous night. It focuses on government, military and civilian statements and reactions in the build up to, occurrence of, and aftermath of the Boston Massacre. The lessons are meant to build on the class’ preexisting knowledge of how primary and secondary sources help us to understand the causes and consequences of major events in history. It is designed to show students that the authors of primary and secondary resources possess different points of view and motivations in creating them, and provide important insight into an event- in this case, The Boston Massacre. Students should better understand how primary and secondary documents provide important information about events, and they will be able to interpret and explain the different points of view of John Adams, Sam Adams, Paul Revere, Captain Thomas Preston, and Prime Minister Lord North as they relate to the Boston Massacre.
The students in this class are learning how to present information in front of the class on specific subject matter. This teaching of this lesson will commemorate the anniversary of Hurricane Katrina, so they will learn about a historical event and employ necessary skills to present information on the hurricane to the class. Therefore, they will become familiar with presenting and communicating on a variety of historical topics. All classroom discussion and written notes will be done in Spanish. This lesson is meant to last for 90-minute class period, with the presentations to be presented on the next day.
This concept development lesson will take place in an ethnically and socioeconomically diverse Advanced Spanish IV or above classroom of about 30 students. These students in the classroom will equally resemble each of the three student profiles provided earlier. The lesson will up the major part of a 90 minute class period, and both the students and the instructor are expected to speak only Spanish during that time. The curriculum is based on cultural and linguistic comparisons.
