My first idea is to use a PowerPoint presentation to represent the pictorial and area representations of manipulating polynomials with multiplication. This relates to SOL “A.11 The student will add, subtract, and multiply polynomials and divide polynomials with monomial divisors, using concrete objects, pictorial and area representations, and algebraic manipulations.”
As a second idea, I would like to create a graphing calculator tutorial or presentation to teach students how to factor binomials and trinomials. This comes from SOL “A.12 The student will factor completely first- and second-degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.”
For my third idea, I would again use the graphing calculator to teach students how to find the zeros of a function graphically. SOL “A.15 The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph,” relates to this lesson idea.
My fourth idea is to use a software package like Excel or other statistical software to analyze groups of data by calculating vital statistics and creating graphs. SOL “A.17 The student will compare and contrast multiple one- variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs,” covers this topic.
Finally, from SOL “A.18 The student will analyze a relation to determine whether a direct variation exists and represent it algebraically and graphically, if possible,” I plan to teach a lesson using online videos that discuss real-world applications of direct variation.
Lesson Focus Possibilities:
ReplyDeleteSeventh Grade English
1.SOL 7.9 “The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing” taught in Quarter 1.
To bring this unit on grammar to life, I would like to use an educational video from BrainPOP with a BrainPOP quiz. I will need to make sure that the Berkeley Middle School has an account with BrainPOP and how to access that account. This should make the unit more interactive, and BrainPOP has great quizzes for assessment.
2.SOL 7.4b “recognize analogies and figurative language” taught in Quarter 3.
To teach hyperbole, I would like to use a song; “The World’s Greatest” by R. Kelly would be an example. The students could listen to the song and identify hyperbole.
3.SOL 7.5 “Read/demonstrate comprehension of fiction, narrative, nonfiction and poetry” taught in Quarter 3.
I have a recording of Langston Hughes reading his poetry which would help auditory learners and delight the class.
4.SOL 7.5 “Identify poetic forms ballad” taught in Quarter 3.
To teach the imagery of ballads the students could create collages or story boards on the computers in the media center.
5.SOL 7.7 “Develop Persuasive and expository writing” taught in Quarter 4.
Students could watch a television advertisement to identify persuasive techniques in media.
Topic I: World War I Propaganda
ReplyDeleteI want to create an extensive mini-lesson on the use of propaganda during wartime. I especially enjoy the posters used in World War I to demonstrate multiple U.S. viewpoints about involvement in the war. Students could eventually create their own posters on Glogster.
Associated SOL: VUS.9 The student will demonstrate knowledge of the emerging role of the United States in world affairs by
b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations.
Topic II: The Civil Rights Movement
I am a huge fan of the movie "Eyes on the Prize," which outlines the quest for African-Americans to obtain equal rights after World War II. In addition to watching the movie, I would ask students to create a brief newscast highlighting the events and significance of the Brown v. Board of Education (1954) decision. Students could even "interview" those that opposed the decision.
Appropriate SOL: VUS.14 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s
by
a)identifying the importance of the Brown v. Board of Education decision, the roles of
Thurgood Marshall and Oliver Hill, and how Virginia responded;
Topic III: The Boston Massacre
I will center my lesson around the "Historical Scene Investigation" module for the Boston Massacre to get students to develop essential critical thinking skills used by historians as they investigate primary sources. Students will be able to determine whether or not justice was served for two men convicted of harming the colonists during the massacre.
Appropriate SOL: VUS.4 The student will demonstrate knowledge of events and issues of the Revolutionary Period ...
Topic IV: The New Deal
Students could use Inspiration to categorize the multiple "alphabet soup" organizations created by FDR in the 1930s to combat the Depression. After students created an organized chart that showed the different areas these organizations tried to affect, students could play (or create their own) Jeopardy games for review.
Appropriate SOL:
VUS.10 The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by
d) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government’s role in the economy.
Topic V: The United Nations
Students learning about the creation and evolution of the UN could use the online CIA World Factbook to learn about a specific country that they would represent, could use the computer create an informational sheet to pass out to other students (or a Powerpoint presentation to present), and could then engage in an educated debate over a controversial contemporary issue as representatives of their selected countries.
Appropriate SOL:
VUS.13 The student will demonstrate knowledge of United States foreign policy since World War II by
a) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan;
1. Poetry: I can use an mp3 file of Robert Frost reading one of his poems to prepare students to present their own poems orally.
ReplyDelete7.2 The student will identify the relationship between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures.
2. I could use t.v. or radio commercials to demonstrate persuasive messages in the media, and to distinguish between fact and opinion.
7.3: The student will describe persuasive messages in nonprint media, including radio, t.v. video
a) Identify persuasive technique used.
b) Distinguish between fact and opinion.
3. I could teach a novel and have students use graphic organizers, including inspiration, to prepare students to give an oral presentation on a part of a novel.
SOL 7.6: The student will read and demonstrate comprehension of a variety of informational texts.
g) Organize and synthesize information for use in written and oral presentations.
4. During the writing of an essay, I could use internet databases to teach research methods.
7.7 The student will apply knowledge of appropriate reference materials.
a) Use print and electronic sources to locate information in books and articles.
b) Use graphic organizers to organize information.
5. I could use Purdue’s Online Writing Lab, or other online resources, to teach editing skills.
7.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.