S: Team A: Learning Cooperative
FC: Team A: Learning Cooperative Matthew Campbell, Deloria Dallas, Alexis Edwards-Williams, & Amy Pendergrass University of Phoenix MTE 539
1: Team A: Learning Cooperative | Contents: 100 Years Ago in History, p. 2-12 Social Studies Adaptations made by Deloria Dallas Blood Disorders, p. 15-19 Science Adaptations made by Amy Pendergrass Descriptive Letter Writing, p. 21-29 Language Arts Adaptations made by Alexis Edwards-Williams Linear Equations, p. 31-38 Math Adaptations made by Matthew Campbell Characterization in Literature, p. 41-45 Literature Adaptations made by Amy Pendergrass
3: 100 Years Ago in History | Adaptations by Deloria Dallas
4: So Many Books, So Little Time | 100 Years Ago in History | Objective: Students will look back at history 100 years ago in different months to evaluate and/or highlight significant events that have contributed to our world or country's history. | Grades: 9-12 Subject: Social Studies Duration: 2-3 class periods | Materials: -Library and/or Internet resources -Paper, scissors, writing materials, & tape -Images (optional)
5: Oh, the things we will learn!
6: Students will track down important events that happened 100 years ago. Students will evaluate events for their importance in history and the importance of including them in the timeline. Students will then create a timeline of the events
7: Terms to Know: TIMELINE EVENTS CENTURY NEW YEAR 100 YEARS AGO
8: Procedure: 1.Pair up students 2.Pairs will research events that happened 100 years ago in different months (Teacher may assign topics & months) 3.All pairs will compile their research and create a timeline of events
9: Topic Choices: *Politics/law *Inventions *Entertainment *Sports *People
10: Special Needs Adaptations: -Student(s) will focus on one specific event that happened 100 years ago -Student(s) will add on to the class compilation with an image that represents their event
11: National Standards: NSS-WH.5-12.7 ERA 7: AN AGE OF REVOLUTIONS, 1750-1914 NSS-WH.5-12.8 ERA 8: A HALF-CENTURY OF CRISIS AND ACHIEVEMENT, 1900-1945
12: Rubrics for this lesson can be found on the Education World website at the following link: http://www.classbrain.com/artteach/publish/article_28.shtml | Resource websites: The History Channel: This Day in History Infoplease: This Day in History HyperHistory: WOrld History New York Times: On This Day | Reference: Education World, http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp042.shtml
15: Adaptations made by Amy Pendergrass | Blood Disorders
16: Subject: Biology & Life Science Grade: 9-12 Duration: 2 class periods | OBJECTIVE -Become familiar with common blood disorders -Understand the pathology and symptoms of some common disorders -Distinguish among the three categories of blood disorders | Blood Disorders
17: Procedures | 1. Play video segments from the Blood Detectives DVD showing patients being treated by hematologists at New York-Presbyterian hospital. Show segments for three to six of the patients, depending on how many class periods will be devoted to this activity. Show at least one segment for anemia, one for a clotting disorder, and one for lymphoma/leukemia. | 2. While watching the video segments, students should answer questions and fill out the table on the accompanying worksheet.
18: Give students a list of blood disorders not included in the video segment. Have the students work in teams of two to four to research their assigned disorder, including the symptoms of the disease, the changes that take place in the blood, available treatments, and current research that is being carried out on the disorder. Students can complete a research paper on their topic or give a presentation to the class. | Extension Activities
19: Have a summary of the disorders being discussed throughout the video for possible discussion before the video. Allow students to take notes during the video and fill out the accompanying worksheet after the video is over. Instead of a research paper for the extension activity allow students to create a PowerPoint presentation. | Adaptations | Reference: Scholastic. (2009). Lab Lessons and Hands on Experiments. Retrieved May 7, 2010, from http://www2.scholastic.com
21: Descriptive Letter Writing | Adaptations by Alexis Edwards-Williams
22: Objective: Students will write a descriptive letter that engages them in organizational structure and retains focus. | Descriptive Letter Writing
23: Grade: 8th Subject: Language Arts | Duration: Two- 40 minutes classes
24: The lesson lends itself to Georgia standard: ELA8W1 | Directions: Write letter to family member or friend who lives far away or that you do not see very often describing a summer day
25: Engage students in a brainstorming session where they recall prior knowledge of figurative and descriptive language.
26: What types of words are used in descriptive writing? How many of the five senses are used when readers read descriptive writing? Can you think of some words or devices that may be used in descriptive writing?
27: -Definitions of simile, metaphor, adjectives and imagery on the board | -Model sample sentences | Explain to students that they will use their knowledge about these elements to describe a Summer day to the parson they chose at the beginning of the lesson | Write on Board:
28: The special needs student would be allowed three to four class periods to complete this assignment | Before writing the special needs student would be allowed to do simple hand and wrist exercises | Adaptations
29: Each special needs student would be given a graphic organizer that outlines the parts of a letter (salutation, body and close) | Read two descriptive passages from an engaging, grade level appropriate text. | Reference: http://www2.scholastic.com/browse/lessonplan.jsp?id=1340
31: Linear equations | Adaptations by Matthew Campbell
32: Understanding Linear Equations | Objective(s): -Create a polygon on a graphing calculator using the LIST function -Graph linear equations to overlap lines on the sides of the polygon -Record observations about how different values affect the slope and the y-intercept -Draw conclusions about the behavior of m and b in the equation y=mx+b | Subject: Algebra Grade:8-11 Duration: 50 minutes
33: Materials needed for assessments: *Poster board and markers *Linear Alignment Activity Sheet | Vocabulary: Linear equation Slope Reciprocal Y-intercept Graph Polygon Triangle Quadrilateral Parallelogram Pentagon | Materials needed for lecture: -Graphing calculator with the LIST function -Linear Alignment Activity Sheet (completed sample)
34: -Begin class by passing out calculators and ensuring that all students remember how to use them. -Then review y=mx+b (slope intercept form) | Procedure: | Once this is established as prior knowledge, teacher demonstrates how to input points into the lists in the calculators.
35: -Teacher will walk students through one sample picture. -Teacher leads discussion on parallel and perpendicular lines and how to identify them. | -Notice the change in lines as different numbers are graphed in the equation: y=1x+1 -How do we change this equation to line up with the line on our graph?
36: -At this point, the worksheet would be handed out and students would pair up. -Advanced students will begin with #3 up to #1. | Procedure:
37: Wrap- Up: Create a coordinate poster and place several lines on it. Describe the following concepts on the poster: -If m is larger, then the line is steeper. -Negative slopes make y decrease as x increases. -Positive slopes make y increase as x increases. -Positive y-intercepts make the line cross the y-axis above the origin. -Negative y-intercepts make the line cross the y-axis below the origin. | Worksheet can be found at this link: http://illuminations.nctm.org/LessonDetail.aspx?ID=L771
38: Special education students: Complete # 1 & 2 on the worksheet. Should play a key role in creating the posters. Should be guided by group members as to what to put on the poster. May be put in a larger group of three if needed.
41: Characterization in Literature | Adaptations made by Amy Pendergrass
42: Subject: Literature Grade: 9-12 Duration: 1 class period | Objective: Gain insight into various methods authors use to build characterization. experience the creative process of developing a character. broaden understanding of the role of minor characters. achieve better understanding of types of characters. explore the inferential power of images and literary allusions to enhance characterization. | Characterization in Literature
43: Procedures | Ask students (individually) to: Write down the names of two favorite characters they have encountered in books they have read. Make a jot list of specific reasons why they designated the characters as “favorites.” Make a list of what they remember about how the author developed each of the two characters. | Tell students, while they complete the above activities, to consider ways the author makes the characters come to life, including each character's: physical characteristics (or lack thereof), interaction with other characters, interaction with his or her environment, internal thoughts and/or philosophical outlook, revelations about his or her past, and dialect or way of speaking.
44: -Divide the class into large groups and have students share their favorite characters’ names, rationale for selection, and details about the characters that make them come to life. -Have the students develop an in-class written profile of a friend or family member, describing their subject from a range of perspectives to capture as full a description as possible for the reader. -Initiate an open discussion of recurring patterns of characterization observed in the students' favorite characters and/or techniques used in students' descriptions of a friend or relative. -Ask for volunteers to share "profile" responses. | Procedures cont'd.
45: Adaptations: Allow students to take characters from favorite books , movies and television shows Allow students to act out characters and add their own take on what would make the character more appealing. | Reference: Arts Edge (2009). Lessons. Retrieved May 7, 2010, from http://www.artsedge.kennedy-center.org