Rationale for Instructional Strategies:
Students will learn about the project in a joint session. The session will be co-taught in one classroom. The teachers will use a PowerPoint presentation, handouts, oral instruction, and visual examples in order to describe the project.
The teachers will co-teach the session because this cohort of students travels together from class to class. The students will only need to see the presentation once. The project will be revisited in specifics in each class. The co-teaching approach will be used to help students stay on task, to help manage student behavior, to support students one-on-one, and to provide differentiation.
The PowerPoint presentation and handouts will support students who need visual aid support. The visual examples will help students understand expectations and help support visual learners.
Students will learn the material through a variety of teaching strategies. The teachers will use lecture formats to provide students with background and content knowledge. This strategy will present students will organized, factual information that they can use to create their own presentations. The teachers will use a webquest to support the students’ acquisition of content area knowledge. This strategy will allow students to work together, which will support the needs of ELL students, Special Education students, and general education students. This will also expose students to technology.
Rationale for Student Activities:
The students will work in teams to complete the project. The students will work in teams because this will give them the opportunity to develop emotional and social literacy, collaboration, and problem solving skills.
Students will be exposed to a variety of activities which will build background knowledge, push their thinking, and allow them to apply what they have learned. Students will participate in lectures and discussions by taking notes, using think-pair-share, and asking questions.
In groups, students will complete a webquest online. This strategy will allow students to work together to build background knowledge. The students will be able to support each other during the webquest, which will especially benefit ELL and Special Education students. Completing a webquest will also expose students to technology.
Students will examine and then create propaganda. By examining propaganda, students will discover how propaganda was used to influence people, what qualities successful propaganda pieces have in common, and how to create their own pieces. This activity will serve visual learners well because it will illustrate what propaganda is and how it is used. It will also encourage students to use their creativity in class.
After reading an article about moral and ethical development, students will participate in a Socratic Seminar. The Socratic Seminar will expose students to different perspectives, give students the opportunity to apply what they have learned, and allow students to practice speaking in a public forum. This practice with public speaking is a scaffold to support their eventual presentations.
The students will teach a group of middle schoolers what they have learned. The “Learn to Teach” format will allow students to practice presentation skills, present their work to an authentic audience, and demonstrate their understanding in a variety of ways. This service-learning component will allow the high school students to serve as role models. This will provide the high school students with intrinsic motivation and reward. It will also benefit the middle schoolers by getting them excited for high school and offering them role models.
Students will learn about the project in a joint session. The session will be co-taught in one classroom. The teachers will use a PowerPoint presentation, handouts, oral instruction, and visual examples in order to describe the project.
The teachers will co-teach the session because this cohort of students travels together from class to class. The students will only need to see the presentation once. The project will be revisited in specifics in each class. The co-teaching approach will be used to help students stay on task, to help manage student behavior, to support students one-on-one, and to provide differentiation.
The PowerPoint presentation and handouts will support students who need visual aid support. The visual examples will help students understand expectations and help support visual learners.
Students will learn the material through a variety of teaching strategies. The teachers will use lecture formats to provide students with background and content knowledge. This strategy will present students will organized, factual information that they can use to create their own presentations. The teachers will use a webquest to support the students’ acquisition of content area knowledge. This strategy will allow students to work together, which will support the needs of ELL students, Special Education students, and general education students. This will also expose students to technology.
Rationale for Student Activities:
The students will work in teams to complete the project. The students will work in teams because this will give them the opportunity to develop emotional and social literacy, collaboration, and problem solving skills.
Students will be exposed to a variety of activities which will build background knowledge, push their thinking, and allow them to apply what they have learned. Students will participate in lectures and discussions by taking notes, using think-pair-share, and asking questions.
In groups, students will complete a webquest online. This strategy will allow students to work together to build background knowledge. The students will be able to support each other during the webquest, which will especially benefit ELL and Special Education students. Completing a webquest will also expose students to technology.
Students will examine and then create propaganda. By examining propaganda, students will discover how propaganda was used to influence people, what qualities successful propaganda pieces have in common, and how to create their own pieces. This activity will serve visual learners well because it will illustrate what propaganda is and how it is used. It will also encourage students to use their creativity in class.
After reading an article about moral and ethical development, students will participate in a Socratic Seminar. The Socratic Seminar will expose students to different perspectives, give students the opportunity to apply what they have learned, and allow students to practice speaking in a public forum. This practice with public speaking is a scaffold to support their eventual presentations.
The students will teach a group of middle schoolers what they have learned. The “Learn to Teach” format will allow students to practice presentation skills, present their work to an authentic audience, and demonstrate their understanding in a variety of ways. This service-learning component will allow the high school students to serve as role models. This will provide the high school students with intrinsic motivation and reward. It will also benefit the middle schoolers by getting them excited for high school and offering them role models.