Tag Archive for stations

Topic Selection and Source Evaluation!

Central Focus: Topic choices, why my topic is important to me and evaluating websites that will support my writing.

  • Rationale: The ability to evaluate websites, blogs, online articles etc… is an important lifelong skill that students will use in school and out of school. The Internet can be used as a tool to learn the latest news, all around the world as well as getting any kind of information that serves different purposes such as learning and communicating. It is vitally important to encourage students to use this invaluable source to get any kind of information they need in their academic studies and also to be able to evaluate the credibility of the information.
  • Theme: Why is my social justice issue important?

Content Standards: 

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives:

  • Students will conduct short research on the internet and evaluate the credibility of the sites they look at.
  • Students will learn the difference between quoting and plagiarism.
  • Students will use technology to produce a clear and concise short self-video.

Instruction:

Opening (4 minutes):  Take a laptop. I need you to be seated at your designated stations from yesterday. If you missed yesterday’s class, please ask the teacher for a number 1 or 2 and a copy of the hand-outs for each station.

  •       Number 1s go to the “Topic” station.
  •       Number 2s go to the “Source Evaluation” station.

Instruction (60 minutes): You’ll spend 30 minutes at each station. At the Topic station, using your list of potential social justice issues, the teacher will help you create and record a Flip Grid where you can explain briefly which topic you want to research and write about and why it’s an important topic for you. At the Source Evaluation station the teacher will go over the list of vocabulary words again and discuss the definitions. Then you will have some time to identify and evaluate potential websites that you might use as information sources for your research papers. Please watch the timer on the smart board and move to the next station once the 30 minutes are up.

Closing (6 minutes): Let’s play Kahoot! The Kahoot questions are based on the vocab words from the “Source Evaluation” station.

Differentiation/Planned Support:  Process (small group sessions, hand-outs)

World Lit: Social Issue Stations, Day 2

Standards: 

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: Students will demonstrate their knowledge of “Quotes”, “Topics” and “Source Evaluation”.

Opening Session: 

Take a laptop. I need you to be seated at your designated stations from yesterday. If you missed yesterday’s class please ask Mrs. Hannah for a number 1-3 and a copy of the hand-outs for each station.

  • Number 1s go to the “Quotes” station with Mrs. Jones.
  • Number 2s go to the “Topic” station with Mrs. Bristow.
  • Number 3s go to the “Source Evaluation” station with Mrs. Hannah.

Work Session:

You’ll spend 20 minutes at each station.

  • At the Quotes table, using your list of “Lead-in” sentences and “Transition words”, Mrs. Jones will help you create some sentences of your own that you might use in your essays.
  • At the Topic station, using your list of potential social justice issues, Mrs. Bristow will help you create and record a Flip Grid where you can explain briefly which topic you want to research and write about and why it’s an important topic for you.
  • At the Source Evaluation station Mrs. Hannah will go over the list of vocabulary words again and discuss the definitions. Then you will have some time to identify and evaluate potential websites that you might use as information sources for your research papers.

Please watch the timer on the smart board and move to the next station once the 20 minutes are up.

Closing Session: Let’s play Kahoot! The Kahoot questions are based on the vocab words from the “Source Evaluation” station. Tomorrow we will start class with a graded vocab quiz so pay attention!

Assessment: Formative (individual sentence creation, topic selection and Kahoot! participation)

Differentiation: Process (small group sessions, hand-outs)

World Lit: Social Issue Station Day 1!

Standards:

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: I can get ready to write my Social Issue research paper by exploring social issues, how to evaluate sources, and how to incorporate quotes into my writing.

Opening Session: Ticket in the door: Give each student a number from 1 to 3! Take a laptop. I need you to be seated at your designated table with your laptop.

  • Number 1s go to the “Quotes” station with Mrs. Jones.
  • Number 2s go to the “Topic” station with Mrs. Bristow.
  • Number 3s go to the “Source Evaluation” station with Mrs. Hannah.

Work Session: It’s time to start preparing to write your social issue research paper. You’ll spend 20 minutes at each station.

  • At the Quotes table you will be given a list of “Lead-in” sentences and “Transition words” that will help you with your writing. Mrs. Jones will help you with these.
  • At the Topic station Mrs. Bristow will discuss potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station Mrs. Hannah will give you a list of vocabulary words with definitions that you will discuss. All the words will help you to identify and evaluate websites as information sources for your research papers.

Please watch the timer on the smart board and move to the next station once the 20 minutes are up. We will help shuffle you along 🙂

Closing Session: Thank you for participating and making this a smooth process. We will be doing the same thing tomorrow so please remember your number and start at the same station as you did today. Also bring back to class all the handouts from today. As you leave the classroom, please debrief with a partner about what you learned today 🙂

Assessment: : Formative (small group and one on one discussions)

Differentiation: Process (small group sessions, hand-outs)

 

Choo-choo! Welcome to the Caesar Station!

Anyone got a little brother or sister, maybe a niece or nephew, who loves trains? It’s like a law that kids love trains. Thanks to my daughter’s train obsession, I can’t talk about stations without thinking of trains now…

Standard: 

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Learning Target: I will review various aspects of the play Julius Caesar based on the four main standards we covered this unit.

Opening Session: Just a review and maybe some more historical perspective about the death of Julius Caesar. Since we’re reviewing today, this should activate your brains to think about Caesar’s story.

Work Session: Ok! So since today is Monday, I thought it would be helpful to go over the plan for the week… you know me, I like plans!

  • Today we will review the major standards we covered this unit
  • Tomorrow I’m out at an all-day meeting. Y’all will work on a packet with the substitute. Yes, I will grade it.
  • Wednesday is our performance of Caesar:60PAY ME PAY ME PAY ME!!!!!!!
  • Thursday is your Julius Caesar Unit Test!
  • Friday we will be doing CardinalCon again!

Sounds like a busy week, right? Let’s get started!

Today you will be doing stations for Julius Caesar review. You’ll be divided into 8 teams of 4 – pull a marker from my bag, and the marker color is your team! Everyone get with your team now…

We’ve got 4 stations, so that’s 2 teams per station. The WINNING TEAM will be the team with the most contributions across all stations! The stations are:

  • RL1: Cite textual evidence to support analysis of inferences drawn from the text – Was Brutus a good or a bad person? What quotes from the play tell you that? WHY? Write those quotes and explanations on the poster!
  • RL2: Provide an objective summary of the text – Write down things that happened in each act of the play in the appropriate places on the poster.
  • RL3: Analyze how complex characters interact with other characters – Chalk Talk – you may write your own answer to the question OR respond to someone else’s answer! How did Cassius convince Brutus to kill Caesar? Why was it an effective way to persuade him?
  • RL4: Determine the meaning of words of phrases as they are used in the text – Find as many vocab words and definitions as you can…..GO!!!

You will have 12 minutes at each station. Remember, you’re sharing the station with another group, so you’re in head to head competition against one another team the entire time, as well as your overall competition with the whole group.

After everyone has hit up each station, we’ll head back to our own desks to reflect a little on what we’ve done today.

Closing Session: Ticket out the Door! Rank the 4 standards we did today (I’ll put them on the board) 1-4, with 1 being the standard you feel you’ve mastered the most, and 4 being the standard you need the most work on.

Assessment: Formative (TOTD, posters visually assessed by color)

Differentiation: Process (students given aids such as dictionaries or annotated texts); Learning style (visual, kinesthetic).

Communism World Tour

Standard: RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: Students will move through stations to learn more about communism around the world, in order to get more background knowledge and quotes for their essay assignment.

Activator: Karl Marx Explains Marxism

Welcome to Thursday, everyone! Since we finished Animal Farm yesterday, today we’re going to start on our essay for this unit! Are you ready? Are you ready? Here’s the prompt!

Animal Farm Essay!

Essay prompt: Could communism ever work in America? Drawing on sources of how communism has worked or not worked around the world (the articles we read in class), decide if communism could ever work in America. If so, why is the system not already in place? If not, why not?

You must include FOUR QUOTES from the articles we read in class in your essay!

Your essay must meet the following criteria:

  • MLA format, including headings, 12 point Times New Roman, double spaced.
  • Formal style (no contractions [don’t, wasn’t, etc.], no first person [I, me, my, you, your, our, we, etc.], no slang or abbreviations)
  • 750 words
  • Due on Wednesday, February 12th. (The day before our break!)

After we finish talking about the essay, we’re going to break into four groups and do some station work. We’re going to look at communism in several different countries, and I want you guys to complete a graphic organizer about these places. You’re going to be asked to find quotes, and to answer a critical thinking question about each country.

Communism Around the World

Get ready to take a trip around the world! Today you will be investigating communism in four countries: North Korea, the Soviet Union, Cuba, and China. As your group moves from station to station, keep this question in mind:

How are the communist countries around the world different from how things work in America?

Station 1: North Korea

Find two quotes from the articles “What is life like inside North Korea” and “’Hello World’: First tweet sent from a cellphone in North Korea as Pyongyang offers mobile internet service to foreigners.” These quotes should be about how communism works (or doesn’t work) in North Korea.

http://www.cnn.com/2010/WORLD/asiapcf/09/26/north.korea.explainer/

http://news.nationalpost.com/2013/02/27/hello-world-first-tweet-sent-from-a-cellphone-in-north-korea-as-pyongyang-offers-mobile-internet-service-to-foreigners/

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2:

Critical Thinking:  If you had sent the first tweet from North Korea, what would you have said? (Remember, keep it to 140 characters or less!)

Station 2: Eastern Europe (the Soviet Union)

Find two quotes from the articles “Why Communism Failed” and “Why Didn’t Communism Work in Eastern Europe.” These quotes should be about why communism did not work in Russia and Eastern Europe.

http://www.wisegeek.org/why-didnt-communism-work-in-east-europe.htm

http://www.fee.org/the_freeman/detail/why-communism-failed

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2:

Critical Thinking: The article “Why Communism Failed” says that a communist economy does not work because “no market prices can develop for [goods and services]” because the government owns everything. This means that supply and demand does not exist. Give a real-life example of how supply and demand works in America. (Supply and demand means that prices are higher when there is not much of an item [demand is high], and prices are lower when an item is easy to get [supply is high]).

 Station 3: Cuba

Find two quotes from the articles “Cuba – Does Communism Really Work Here?” and “Fidel Castro says his economic system is failing.” These quotes should be about whether or not Cuba’s communist system is working.

http://gobonvoyagetravel.com/cuba-does-communism-really-work-here/

http://www.theguardian.com/world/2010/sep/09/fidel-castro-cuba-economic-model

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Critical Thinking: The article “Cuba – Does Communism Really Work Here?” says that “As far as maintaining a financially and socially equal society, Communist Cuba seems to have succeeded, at least on the surface. No one seems to have very much, and yet all seem to have enough to survive.” Which do you think is better:

  1.  a society where some people will die because they do not have enough to survive (but where some people will be millionaires and everyone has the opportunity to move up
  2. a society where no one is rich but no one will starve to death?

 Station 4: China

Find two quotes from the articles “The Myth of Communist China” and “How China is ruled: Communist Party.” These quotes should be about how communism is working in China, when it has failed almost everywhere else.

http://www.simplyshrug.com/index.php?option=com_content&view=article&id=64:the-myth-of-communist-china&catid=31:general&Itemid=50

http://www.bbc.co.uk/news/world-asia-pacific-13904437

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Critical Thinking: The article “The Myth of Communist China” says that China is not really a communist country any more. List three ways that China is NOT a communist country.

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