X hits on this document

57 views

0 shares

0 downloads

0 comments

5 / 10

lesson plan, 37; plate tectonics language activ- ity, 36–40; Plate Tectonics Word Web Activity (handout), 38; science and technology stan- dards, 36–37; word web, 37; What’s a Word Web? (handout), 39 Power of Their Ideas, The (Meier), 1 Properties of Food, The (handout), 42 Public education: back-to-basics curriculum, 4–5; background theor , 6–7; changing demograph- ics, 2; curriculum, 3–4; diversification of activ- ities, 6; and economics, 3; five pedagogy principles for teaching and learning, 7; lack of relevance, 3; modifying teaching, 5; paradigm of, 2–3; solutions to problems of, 4–7; teaching force, 2; whole language movement, 4–5

Q Quick-Write Activity (handout), 48 Quick write, defined, 45

R Reading comprehension, and instructional con-

versation, 99 Recursion, 98 Relevance, lack of, 3 Research support, for joint productive activities,

10–11 Rights/responsibilities, learning centers, 130 Rousing Minds to Life (Tharp and Gallimore), 123

S Save the Earth (Porritt), 45, 47–48 Scaffolding, 102; defined, 32 Scaffolding instruction, 32 Self-talk, 98 Semantic web, 37 Service-learning, 53–54 Sheltered English, defined, 40–41 Sheltered English lesson (language development),

40–44; commentary, 44; conduct of lesson, 43–44; expository reading activity, 41–44; learning objectives, 41; lesson plan, 41;

Index

Properties of Food, The (handout), 42; sample of student work for expository reading, 43; standards for English language development, 41 Small-group conversational etiquette, and instruc- tional conversation, 102 Social science lesson (complex thinking), 84–87, 90–95; commentar , 87, 92, 94; conduct of les- son, 85; Global Warming Activity (lesson), 85–87; learning objectives, 90; lesson plan, 85, 91–92; lesson plan, for generating research para- graphs, 92; lesson plan, for research (one to three periods), 92; lesson plan, for writing appropri- ate research questions (one to two periods), 91; research paper rubric, 93; social science stan- dards, 85; standard (literature and social sci- ence), 90; Student Assignment for “Our Environment: Global Warming” (handout), 86; Writing Research Papers (lesson), 90–95 Student’s culture wheel, 67

T Taschek, Laura Ianacone, 13–14, 22–28, 45–51, 57, 65, 84–87, 90–95, 104, 113–120, 127–128 Teachers, as gatekeepers, 52 Teaching through dialogue, transformative poten- tial of, 97; See also Instructional conversation Tent construction activity, rubric for, 35 Think pair share, 9–10; defined, 9 Time, Sequence, and Setting in Literature (litera- ture lesson), 15–17; commentary, 16–17; con- duct of lesson, 16; learning objectives, 15; lesson plan, 16; standards for literary response and analysis, 15 Tragedies of War: The Japanese Internment (con- textualization), 58–61; commentary, 60–61; examples of student quick-writes, 59; learning objectives, 58; lesson plan for literary analysis, 60; lesson plan for role pla , 58–59; standards: liter- ary response and analysis for grades 6 to 9, 58 Trigonometry (lesson), 86–89; commentary, 88–89; lesson plan, 88

149

Document info
Document views57
Page views57
Page last viewedFri Dec 09 19:18:41 UTC 2016
Pages10
Paragraphs57
Words2254

Comments