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Background. Co-Teaching & Planning Document Based Questions Assessment of first DBQ lesson How to further UDL it!. Document 1 This excerpt points out the positive and negative results of imperialism.

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  1. Background • Co-Teaching & Planning • Document Based Questions • Assessment of first DBQ lesson • How to further UDL it! Document 1 This excerpt points out the positive and negative results of imperialism. Modern progressive nations (European colonizers) … seek to control “garden spots” in the tropics. Under their direction, these places can yield the tropical produce that their citizens need. In return the progressive nations bring the people of those garden spots the foodstuffs and manufactures they need. They develop the territory by building roads, canals, railways, and telegraphs. The progressive nations can establish schools and newspapers for the people of the colonies. They can also give these people the benefit of other blessings of civilization which they have not the means of creating themselves. Source: O.P. Austin, “Does Colonization Pay?” The Forum, 1900 (adapted) 1a. According to this author, what are the benefits of imperialism to the colony?

  2. Use same “lesson plan” with China Unit PLAN • Drill: What is propaganda? Use a compiled student definition (can have student write on Elmo, Smartboard etc…) With answer, displayed on projector, show an example of one of Mao’s propaganda posters. • Review Objective and unpack with students UDL • 1.1 Offer ways of customizing the display of information • 2.1 Clarify vocabulary and symbols • 2.5 Illustrate through multiple media • 7.1 Optimize individual choice and autonomy • 7.2 Optimize relevance, value and authenticity

  3. LESSON • Motivation: • Distribute DBQ packet • Read Historical Context together-unpack vocabulary • Why would Mao need propaganda? (on PPT)-students predict/draw conclusions from prior knowledge? Where else have we seen this occur in our learning this year? • Review vocabulary for: Cultural Revolution, Red Guard, Great Leap Forward, Four Modernizations (use photos from this time to help students generate meaning behind vocabulary, also give students the opportunity to use previous notes to find vocabulary and/or examples of it) UDL • 1.3 Offer alternatives for visual information • 2.1 Clarify vocabulary and symbols • 2.5 Illustrate through multiple media • 3.1 Activate or supply background knowledge • 3.3 Guide information processing, visualizations and manipulation • 4.2 Optimize access to tools and assistive technologies

  4. LESSON • Guided Practice • Read through the first document-Model through think aloud what is being read and how to answer question 1. Display reading on Elmo, model first part of answer, have students add additional examples. Write answers to question on Elmo. Encourage students to record answer on their own paper • Break students into groups-review directions, rules and roles with students (on PPT) UDL • 2.3 Support decoding of text, mathematical notation, and symbols • 3.2 Highlight patterns, critical features, big ideas, and relationships • 5.3 Build fluencies with graduated levels of support for practice and performance • 6.2 Support planning and strategy development • 8.3 Foster collaboration and community • 9.1 Promote expectations and beliefs that optimize motivation

  5. Independent Practice: Gallery Walk • (Documents will be blown up next to poster paper, documents will vary; speeches, photographs, political cartoons) • Students will brainstorm then record information/answer/opinion/drawing by their posted primary source. • Students will rotate to next group. They will then adding to chart paper, their additional information/answer/opinion drawing of question to answer. • Teacher will circulate & assist • Revisit Objective • Entertain additional questions for clarity • 1.1 Offer ways of customizing the display of information • 1.2 Offer alternatives for auditory information • 3.2 Highlight patterns, critical features, big ideas, and relationships • 4.1 Vary methods for response and navigation • 5.2 Use multiple tools for construction and composition • 6.3 Facilitate managing information and resources • 7.3 Optimize individual choice and autonomy • 8.1 Heighten salience of goals and objectives • 8.2 Vary demands and resources to optimize challenge

  6. LESSON • Formative Assessment • Students will answer the following question in BCR format or by creating their own graphic organizer to represent the information. UDL • 3.2 Highlight patterns, creative features, big ideas, and relationships • 4.1 Vary the methods of response and navigation • 7.1 Optimize individual choice and autonomy

  7. Lesson • Closure • Review Objective, ask students“What are the benefits of looking at Primary sources? Challenges? How did these documents help you to better understand China’s cultural Revolution and move toward communism?” UDL • 8.1 Heighten salience of goals and objectives • 9.3 Develop self-assessment and reflection

  8. Reflection • In creating this lesson I had 2 aha’s … • 1. A good UDL lesson demonstrates the teacher and the student hitting as many of these guidelines as possible • 2. We do a lot more of these guidelines than we think

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