The learner-audience for this lesson are high school international students working on …
The learner-audience for this lesson are high school international students working on their English research paper. The lesson demonstrates how the successful writing of the “thesis-statement” is essential for writing an effective persuasive essay. The lesson will help prepare learners to write an effective thesis statement which their essay responds to. The lesson shows how a successful thesis statement guides the direction of the rest of the essay and that without an effective thesis statement most essays are difficult to write and to comprehend for the reader. The lesson encourages learners to practice writing thesis statements and to write thesis statements that draw from their own experiences. This can either be taught as a supplement to their English class or as stand alone class.
This lesson is designed to support English language learners when argumentative writing. …
This lesson is designed to support English language learners when argumentative writing. It is prepared using the topic selected by my students, “Are Social Networking Sites Good For Our Society?” This lesson could easily be adapted to meet other topics of interest. The lesson begins by reinforcing that when one is argumentative writing, the writer must choose a side and have a reason for choosing it. Then, the lesson evaluates others’ argumentative writing to see what it might look like. Afterward, the students have an opportunity to get comfortable with the argumentative writing topic they will be writing about with support of their peers and the teacher. Ultimately, with other support in place, students will write an argumentative piece to the best of their ability with a goal in mind.
This video goes over the basics of a 5-paragraph argumentative paper, including …
This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).
This 14 day Unit Plan integrates the Utah Core Standards for Language …
This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.
An Introduction to Critical Thinking Short Description: Arguments in Context is a …
An Introduction to Critical Thinking
Short Description: Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.
Long Description: Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.
Word Count: 96327
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Learners become introduced to the concept of budget and its use in …
Learners become introduced to the concept of budget and its use in business settings. They will prepare a simple budget in excel for two business trips from Washington D.C. to both a domestic and an international destination of their choice researching various websites and they will create a short presentation on ways to save money on business travel. The lesson will provide learners with an opportunity to develop basic literacy in MS office applications, basic financial literacy and to hone their internet researching skills.
The learner plans a vacation trip to Washington DC focusing on a …
The learner plans a vacation trip to Washington DC focusing on a three of their own selections between the numerous historical sites, monuments or museums. The learner plans where they will visit over those three to four days. Using addition, subtraction and or percentage functions, the learner prepares a budget for lodging, transportation, entertainment, souvenirs and food. The student will be ask to develop a five slide PowerPoint presentation of one of their places chosen and what they plan to spend on the visit to Washington DC. Materials to include in this exercise are computer, books and calculators.
Covering necessary information literacy topics in a traditional "one shot" session can …
Covering necessary information literacy topics in a traditional "one shot" session can be difficult. To address this challenge, a suite of interactive online modules were developed to provide active learning lessons on various information literacy topics. The modules can be used in fully online, flipped or face-to-face courses and can be integrated into a learning management system (LMS) so student knowledge and progress can be tracked and assessed.
Developed using Articulate Storyline, the sources files are available as open source downloads under a GNU General Public License (GPLv3). Please feel free to download and continue to enhance and improve these modules.
My unit will align with Mary Shelley’s Frankenstein for Advanced Placement Literature …
My unit will align with Mary Shelley’s Frankenstein for Advanced Placement Literature students, although it could be adapted to other texts that pose the same question: Will we be cautious in creating technology, or will our creations ultimately harm us? Many dystopian futures feature violent revolts on humans from mistreated robots. These stories resonate because they mirror past brutality against African slaves, proposals to purify humanity in the Eugenics Movement, and recent mistreatment of immigrants. When we create more beautiful, more intelligent, and more talented humanoid entities to think for us, to entice us, and to comfort us, how will we view ourselves? Our virtual assistants have female voices. Does this amplify biased views of gender? If we treat our virtual assistants as slaves, will this increase our hatred towards other humans? Will our lives become completely irrelevant? In this unit, students will research the current state of robotics, and draw comparisons between our modern creations and the moral and technological warning in Frankenstein, encouraging students to think about the technology they use, feel agency in determining its future, and strive towards creating tools for a more humane world.
Students produce original art (visual art, music, drama or poetry) that conveys …
Students produce original art (visual art, music, drama or poetry) that conveys an anti-bias or social justice message. Students then plan a public showcase of their work.
SYNOPSIS: In this lesson, students evaluate three slogans on climate awareness and …
SYNOPSIS: In this lesson, students evaluate three slogans on climate awareness and advocacy and create their own artistic slogans with four specific types of parallel structure.
SCIENTIST NOTES: The lesson enables students to understand the intrinsic value of slogans in climate and social justice advocacy. Students would also practice how to use artistic slogans to communicate climate change impact to diverse audiences and policymakers in order to inform better decision-making and drive climate action. All materials have been carefully reviewed, and this lesson is recommended for teaching.
POSITIVES: -This lesson can be used in all levels of English and art classes. -Art teachers can use this lesson in any unit and incorporate other art components. -Students are given voice and choice in this lesson as they learn to manipulate language to achieve different outcomes. -This lesson can be used as an introduction to climate change and overall climate awareness. -This lesson can be added to a science lesson evaluating evidence for climate change or a communications or business lesson on marketing. -This lesson can be used to discuss climate justice in social studies.
ADDITIONAL PREREQUISITES: -Students should have some understanding of basic grammar and parallel structure. -Students should have an understanding of slogans and their purpose. -Students should have access to computers or art materials in order to create the final version of their parallel structure slogan.
DIFFERENTIATION: -Students’ use of language and vocabulary can be simple or complex in order to fit the needs of the class. -Teachers can simplify the lesson by focusing on only one or two forms of parallel structure. -Art teachers can have students design two different visual pieces to go with the same slogan, then compare and contrast the effects of the different artistic elements on the overall message. -Additional scaffolding for AP English classes can include a discussion on the purposes and effects of each specific form of parallel structure as well as an analysis of parallel structures in literature. -Teachers can connect the parallel structure skills in this lesson to their current reading material or curriculum. For example, students can identify forms of parallel structure in previously assigned class literature or nonfiction readings. -Teachers can extend this lesson into various writing activities for students to practice expository, analytical, descriptive, or narrative writing with different forms of parallel structure.
The words we choose to communicate with can be quite tricky. In …
The words we choose to communicate with can be quite tricky. In fact, great writers are considered artists because of their language skills. In this seminar, you will learn how to enhance an argument by choosing your words carefully and “playing” with the language. Rhetorical devices (a fancy term for “persuasive words”) will be a significant aspect of your artful language.StandardsCC.1.2.9-10.H: Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence.CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.CC.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics.
These active process-oriented lessons focus on concepts of line direction and type, …
These active process-oriented lessons focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and principles of composition. Literacy-infused lessons explore text direction/spacing, observation, description, and story elements through drawing, painting, collage, clay modeling and printmaking.
The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
This creative start introduces concepts of line variety, geometric shape, actual texture, …
This creative start introduces concepts of line variety, geometric shape, actual texture, primary color, and pattern through exploratory drawing, painting, collage, and stamping. In literacy infused lessons, students make decorative letters, identify word sequence, analyze visual clues, and develop pictures by linking words and images.
The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2
Students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in …
Students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in order to craft and inspire their own poetry, studying central idea and six different poetic elements over the course of the unit. After analyzing and interpreting poems, students will recognize poetry as a vehicle to express untold stories about events small and large. Students will learn about the experiences of and challenges faced by AAPI women, including topics of retaining culture, climate change, and more.
2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 5.1, 7.5 Economics: 4.4 Historical Knowledge: 5.22 Social Science Analysis: 3.19, 4.21, 4.24, 5.26, 52.27, 6.26, 7.28, 7.29
With the United States and the Soviet Union in a Cold War, …
With the United States and the Soviet Union in a Cold War, fears of Southeast Asia falling to communism led to America’s increasing involvement with political and military matters in Vietnam, which was split between the communist North and anti-communist South in 1954. This lesson will address the U.S. government’s economic and tactical support of the conflict in Vietnam, and atrocities committed by American troops against Vietnamese civilians, which later became public. Domestically, an anti-war movement in the U.S. began to grow, with people questioning America’s involvement overseas—the money spent and the lives lost—which later impacted the war itself, including the withdrawal of troops and policies passed to prevent future U.S. military action without congressional approval.
2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 8.10, HS.10 Historical Thinking: 7.25 Social Science Analysis: 7.29, 8.33, 8.36, HS.72, HS.74, HS.77, HS.78
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