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108–109; homework/seatwork, 112; joint prod- uct, 112; learning objectives, 107; lesson plan, 107–108; National Science standards, 106; text support, 110–111; weaving question, 109 Foundations of Literac , The (Holdaway), 31

G Gatekeepers, teachers as, 52 Geometry construction (language development les- son), 33–36; learning objectives, 34; lesson assess- ment, 34–35; lesson conduct, 34–35; lesson plan, 34; mathematics standard, 34; revised lesson, 35–36; rubric for tent construction activit , 35 Global Studies lesson (instructional conversation), 113–120; commentary, 119–120; conduct of lesson, 115–119; connection question, 117; global issues lesson design, 114; homework/seat- work, 119; joint product, 119; learning objec- tives, 115; lesson assessment, 119; lesson plan, 115; samples of student work on the war and conflict unit, 121; Student Assignment for the Global Reading Center Human Rights Task: What Is a War Crime? (handout), 116; text sup- port, 118–119; War and Conflict Instructional Conversation (lesson), 115–120; weaving ques- tion, 117–118 Global Studies lesson (language development), 44–51; commentar , 45–46, 47; Examining the Environment, 45–51; learning objectives, 46; lesson assessment, 47; lesson plan, 45, 46–47; Quick-Write Activity (handout), 48; Research Tasks for PowerPoint Presentation (handout), 49; rubric for grading literary responses: envi- ronment unit, 50–51; standards, 45, 46 Global Warming Activity (lesson), 85–87; com- mentary, 87; conduct of lesson, 85; learning objectives, 85; lesson plan, 85; social science standards, 85; Student Assignment for “Our Environment: Global Warming” (handout), 86 Greenlandic Education Delegation, 123 Greenlandic mythology, 123

Index

H High School Leadership Summit (U.S. Secretary of

Education), 10 History/social studies lesson (contextualization),

69–70; commentary, 70, 73; essential lesson goals, 69; Families of the Coastside (handout), 71; lesson plan, 70 Homeless Garden Project, 65

I I Know Why the Caged Bird Sings (lesson), 79; commentary, 79; lesson plan, 79; Maya Angelou literary analysis rubric, 80 I Know Why the Caged Bird Sings (revised lesson), 83; commentar , 83–84; essential standards, 83; learning objectives, 83; lesson plan, 83; Maya Angelou editorial writing assignment rubric, 82; Student Assignment for I Know Why the Caged Bird Sings Lesson (handout), 81 In the ime of Butterflies (Alvarez), 95 Instructional conversation, 97–121; assessing, 105; benefits of, 99; biology lesson, 105–113; classroom conversation schedule (example), 103; connection questions, 101; content areas for, 98; conversational activities, organizing, 100–105; defined, 97; differentiated instruc- tion, 104; focus questions, 99–100; follow-up seatwork/homework, 101; joint production/ conclusion, 101; learning to incorporate into teaching, 120; lessons from the classroom, 105–121; participation structure cards, 103–104; planning lessons with, 99–100; power of, 98; sequence, 101; social science les- son, 113–120; structuring, 100; student par- ticipation, encouraging, 102; teacher’s role, 98; text support, 101; time management, 102; weaving questions, 101

J Joint productive activities: assessment o , 13; biol-

ogy lesson, 17–18; creating lessons with, 12–13; defined, 9; focus questions, 13; implementation

147

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