Casey Van Voorhis
RED 4350
Summer C, 2013
Strategy Application Project
Religions impact on the World
High School
1
Table of Contents
Unwrap your theme
Semantic Mapping………………………………………………………………………………...3
Reading comprehension
Anticipation Guide………………………………………………………………………………..5
Book Mark Technique………………………………………………………………………….....9
Oral Language
ReQuest………………………………………………………………………………….……….12
Comprehensions by Differentiated Instruction
Gallery Images…………………………………………………………………………………...14
Word Study/ Fluency
Dialogue Journal………………………………………………………………………………....16
Vocabulary
K-W-L Charts……………………………………………………………………………………18
Vocabulary Self-Collection…………………..………………………………………………….21
Reading & Writing Connections
Snapshots of History…………………………………………………………………………….24
Paragraph Frames……………………………………………………….……………………….26
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Name (of strategy): Semantic Mapping
Reading Target: Word Study/ Fluency
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS :
SS.912.W.1.6: Evaluate the role of history in shaping identity and character.
LACC.910.RH.2.5: Analyze how a text uses structure to emphasize key points or
advance an explanation or analysis.
ELL Standard:
1. Conduct ESOL programs within the parameters, goals, and stipulations of the Florida
Consent Decree
Assessment: This formative assessment will be grades on completion with the categories
below.
Incomplete
Turned In
Completed
Means you as the student
Means you turned in a
Means you submitted both
did not participate in this
least one Semantic Map.
Sematic Maps with at least
activity and did not turn in Or you turned in both
ten bubbles on each map.
a Semantic map by the end maps with only nine
of class.
bubbles or less on each.
Description of the strategy: Semantic Mapping can be used before and after reading.
You give students a topic word in which they then brainstorm anything they can think
of regarding that word in their prior knowledge. After they read the text, they then
complete another Semantic Map or expand on the first one regarding the new
information they obtained through reading the text (McLaughliln, 2010, p. 51).
Rationale for Use: Semantic Maps are used to activate prior knowledge introduce
content specific vocabulary, and organize information about a topic (McLaughliln,
2010, p. 50).
Book, Article, Magazine, etc. that you will be using for your student to read:
Molloy, Michael (2010). Experiencing the World’s Religions: Tradition, Challenges, and
Change, Chapter 1: Understanding Religion. N.Y: McGraw-Hill.
Short Summary of the book, article or magazine: This chapter explains the generic
meaning of the word religion. It breaks down what constitutes as a religion and what makes
things sacred and meaningful. This chapter also talks about the patterns among religions
which are focus of beliefs and practices, views of the world and life, and lastly expected
gender roles. It also breaks down the significance of studying the religions of the world in
order to get a better understanding of the world’s peoples and cultures.
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Strategy Example: Before you begin reading I want you to expand the Semantic Map on the
word religion with information that you already know about the word. Also include your
own definition of what you think the word means.
Religion
After reading I want you to construct the same Semantic Map completing it with
information you learned from the text.
Religion
Writing Integration: Once they have completed both Maps I will have my students
write a paragraph explaining the differences between what they thought they knew
about religion and what they learned from the chapter about religion. I will also have
them evaluate whether they think the chapter is correct on their assumptions of
religion or if they believe their explanation makes more sense.
Technology Integration: I would integrate technology by doing a class Semantic map
up in a smart board. I will have the students who I call on, come up and write what
their ideas on the board.
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Name: Anticipation Guide
Reading Target: Comprehension
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS :
LACC.910.RI.1 Key Ideas and Details
SS.912.W.2.2 Describe the impact of Constantine the Great's establishment of "New
Rome" (Constantinople) and his recognition of Christianity as a legal religion.
ELL Standard:
12. Apply content-based ESOL approaches to instruction.
Assessment: This formative assignment would be given to my students before they
begin reading to make their own predictions, while reading they will return to the
chart to fill in the second part of the chart. This assessment will be graded on if they
made the predictions prior to reading which I will monitor by walking around the
room while they are making their predictions. Then the second half of the chart will
be graded on the correct answer and their support in which they found in the article to
support this answer.
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2
3
Made Predictions
Made less than
Made at least one
Made all
one third of the
third of the
predictions prior to
predictions prior
predictions
reading.
to reading.
requested.
Went back after
Correctly
Correctly answered Correctly answered
reading and
answered half the at least two thirds
all the statements
answered statement
statements as true of the statements as as true or false.
correctly with true or of false.
true or false.
false.
Clearly stated the
Correctly cited
Correctly cited at
Correctly cites all
text in order to back half their
least two thirds of
their answers.
up their answers.
answers.
their answers.
Description of the strategy: This Strategy is used for before and after reading in order
to give students important details to pay attention to while reading the text. The
strategy lays out certain details that are given to the student prior to reading in which
they make their own predictions of if they agree or disagree with the statement. After
they have made all of their predictions while reading they are to be looking for these
statements within the text they are reading, so that after they can go back and answer
whether it was true or false and whether their answer was right or wrong and why
their thinking had changed (McLaughliln, 2010, p. 49).
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Rationale for Use: Anticipation Guides are a great way for students to preview what
they are going to read and to give them topics to think about while reading the article.
BY making students make their own decisions prior to reading they are activating
prior knowledge, which leads to making connections with the text. This gives
students a purpose while reading which develops a more precise understanding of an
informational text (McLaughliln, 2010, p. 49).
Book, Article, Magazine, etc. that you will be using for your student to read
Lost Gospel of Judas.(1996) Constantine the Great Rules. A.D. 312. Retreieved form
http://www.nationalgeographic.com/lostgospel/timeline_10.html
Short Summary of the book, article or magazine:
This article breaks down how Constantine adopted the Christian religion and how he had
such an impact on the religion. Constantine converted to Christianity during a battle against
Western Rome in A.D 312 when a flaming cross appeared to him. The next year Constantine
signed the Edict of Milan which ensured religious tolerance for Christians. This even gave
Christians the right to organize churches. After his accomplishments in Rome he took his seat
back in the largely Christian Byzantium, which was renamed Constantinople. Constantine
took part in the first meetings of Christian Churches called the Council of Nicea who decided
that the father and son of God are of equal importance in the Christian religion and
condemned the practice of money lending by clerics, and attempted to standardize the date of
Easter although unsuccessful at the time.
Strategy Example I will create an Anticipation Chart in which I will put 6 statements that
students will first agree or disagree with these statements. Once they have done that with
all six they will then read the informational text. During their reading they will be looking
for these statements to see if their predictions were correct or incorrect. After reading they
will correctly answer all six statements. But instead of reflecting after each one, I am going
to make them write the sentence in the text that proves their answer to be correct. Once
they have completed their chart students will then write a paragraph reflecting on how the
article changed their original thought process from when they made their predictions to
after they read the article.
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Example Chart:
Complete the Anticipation Guide by first reading all six statements. After reading all statements
write under the predictions column whether you agree or disagree with them. Then read the
article. After reading reread the statements and write whether they are true or false under the
“True/False” column, then write the sentence in the article in which proves that your answer is
correct under the “proof” column.
Statements
Predictions
(Agree or
Disagree)
True/False
Proof
Emperor Constantine is often
credited with converting the
Roman Empire to Christianity.
Emperor Maxentius saw a
flaming cross in the sky
bearing the words “in this sign
thou shalt conquer”
The Edict of Milan banned
Christianity from Rome.
Constantine did not take part in
the first meeting of Christian
churches, because he despised
Christianity.
The Council of Nicea
established Jesus as the
almighty power, higher than
God.
The Council of Nicea
successfully standardized the
date of Easter.
On the back of this chart write your reflection on why you choose the answers you did for your
predictions and how your thinking had changed after reading the article.
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Writing Integration: For my modified strategy I turned the writing integration into the
reflection. Once the assignment is completed by the students they will have to write a
well-constructed paragraph reflecting on how their thinking changed from the
beginning to after they had read the article.
Technology Integration: I could use a program in which students are able to answer
questions on their own personal clickers that are sent to a data base in the classroom
that the teacher is able to receive their answers. Prior to reading as a class we will go
through our predictions together in which for each statement the generic totals of
agree and disagree will pop up once everyone has answered. This way the class can
see how their fellow classmates think.
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Name (of strategy): Book Mark Technique
Reading Target: Reading Comprehension
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.W.3.1 Discuss significant people and beliefs associated with Islam.
LACC.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
ELL Standard:
2. Recognize the major differences and similarities among the different cultural groups in
the United States.
Assessment: This is a formative assessment used while students are reading to be sure
they comprehend what they are reading.
1
2
3
Completed all bookmarks
while reading the passage.
Gave adequate answers using
proper grammar and spelling
to all the questions.
Understood the main parts of
the reading.
Description of the strategy: The Book Mark technique is used to monitor students’
comprehension while reading. It forces them to stop and complete certain questions
regarding the main topics and details, this way they know if they cannot answer the
question they will need to go back and reread that section. There are a total of four
bookmarks all asking different questions based on evaluating the text to find the
answers (McLaughliln, 2010, p.66).
Rationale for Use: This strategy helps students monitor their comprehension while
reading and make verdicts about aspects of the text (McLaughliln, 2010, p.66).
Book, Article, Magazine, etc. that you will be using for your student to read:
Molloy, Michael (2010). Experiencing the World’s Religions: Tradition, Challenges, and
Change, Chapter 10 Islam. N.Y: McGraw-Hill.
Short Summary of the book, article or magazine: This chapter of the book goes into detail
about the structures and beliefs of the Islamic religion. The chapter begins with the
introduction and explanation of the life and teaching of Muhammad. Muhammad was the
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man who started the Islamic and Muslim religion. The essentials of Islamic holiday like
gatherings are the Five Pillars of islam, Creed (Shahadah), Prayer (Salat), Charity to the Poor
(Zakat), Fasting during Ramadn (Sawm), and Pilgrimage to the Mecca (Haji). The basic
religious practices of Islamic people are that of dietary restrictions, there is no usury or
gambling, all men are circumcised, marriage is usually arranged and is only a civil union,
women have very strict female roles, and lastly at death all Islamic people are equal no matter
the class. Also the Islamic bible is known as the Qur’an. The article also expands on Islamic
history, philosophy, and law. Islamic law is based on what is interpreted through the Qur’an.
The Chapter also touches on the art of the Islamic Religion and the designs of their mosques,
which are equivalent to churches and temples.
Strategy Example: I will create the four basic book marks for the students to use while
reading Chapter ten on Islam. Every seven pages they read they will stop and answer the
question on the bookmark, in order from one to four.
Name:
Name:
Name:
Bookmark One:
What part did you
find most
interesting? Why?
Bookmark Two:
Bookmark Three:
What was confusing Which vocabulary
in this text? Why?
word do you think
the whole class
should discuss?
Why?
Bookmark Four:
Which chart, map,
graph, or illustration
helped you to
understand what
you read? Why?
Page
Paragraph
Page
Paragraph
Page
Paragraph
Page
Paragraph
Name:
Writing Integration: Students will have to write their answers in complete sentences
for each bookmark. It will also count towards their grade to use proper grammar and
spelling in their responses.
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Technology Integration: I would use technology by having all the vocabulary words
the students choose projected on to the smart board and make a game to see who can
figure out the proper definition for the word.
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Name (of strategy): ReQuest
Reading Target: Oral Language
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.W.7.6 Analyze the restriction of individual rights and the use of mass terror
against populations in the Soviet Union, Nazi Germany, and occupied territories.
LACC.910.L.1.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
ELL Standard
5. Select and develop appropriate ESOL content according to student levels of
proficiency in listening, speaking, reading, and writing, taking into account: (1) basic
interpersonal communicative skills (BICS), and (2) cognitive academic language
proficiency skills (CALPS) as they apply to the ESOL curriculum.
Assessment: This strategy is based on classroom discussion, so I would use this as a
formative assessment on how well students know the material and the quality of
participation in the class. At the end of the book I will give the students a summative
assessment with a test on the book.
1
2
3
4
Read the article
Actively participated in classroom
discussion
Constructed well thought out questions to
ask the class, and responded adequately
according to the information in the article.
1-Good
2-Fair
3-Needs work
4-Does not meet criteria
Description of the strategy: ReQuest is a strategy used to generate questions to guide
reading. This strategy is used as a form of class discussion. Students and teacher will
come up with multiple level questions and then the class will actively participate in
answering them. This works by students and teacher reading silently and after asking
one another questions (McLaughliln, 2010, p. 65).
Rationale for Use: After reading the text students actively participate in the discussion of
the text. ReQuest provides opportunities to engage in the social construct of
knowledge and content learning (McLaughliln, 2010, p.65).
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Book, Article, Magazine, etc. that you will be using for your student to read
Frank, A., & Mooyaart-Doubleday, B. N. (1952). Anne Frank: The diary of a young girl.
Garden City (N.Y.: Doubleday.
Short Summary of the book, article or magazine:
The Diary of Anne Frank is an autobiography written by a teenage Jewish girl
hiding during the Nazi invasion of the Netherlands. Anne is a thirteen year old girl living
a normal life when her family ran from Germany to escape the Nazi. They settled in the
Netherlands which were then taken over by the Nazi, where she and her family went into
hiding with another family the van Daans. The two families where hidden in an annex
above Otto Frank’s office where employees kept them fed and cared for. They were kept
up to date with the war through a radio. The diary goes into Anne’s life while in hiding
and then ends abruptly due to the fact that the Frank family was arrested by Nazi on
August 4, 1944.
Strategy Example: This book will be read throughout the unit as homework. Students will be
required to read a certain number of chapters per week. Every Friday the class will start
with ReQuest on the chapters they read for the week. I will start off the discussion by
asking a few questions and then have the students answer freely as well as ask questions of
their own.
Writing Integration: In order to integrate writing into this strategy I would have
students write a weekly diary entry as if they were hiding from the Nazi in the 1940’s.
They will have to write in first person and create a story based on the facts from the
Anne Frank diaries
Technology Integration: After the students have taken the test on the Diary of Anne
Frank I will project them movie on the elmo projector for them to watch.
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Name (of strategy): Gallery Images Reading Target: Comprehension by Differentiating Instruction
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS :
SS.912.G.2.1 Identify the physical characteristics and the human characteristics that
define and differentiate regions.
LACC.910.RH.2.5 Analyze how a text uses structure to emphasize key points or advance
an explanation or analysis.
ELL Standard
13. Evaluate, design and employ instructional methods and techniques appropriate to
learners' socialization and communication needs, based on knowledge of language as a
social phenomenon
Assessment: Students will draw a picture of a mental image that came to mind while
reading. Along with the image students will also have to write a well written
summary on the article and what they think the moral of this event is. I will collect
the two and grade them as a summative assessment.
1
2
3
4
The drawing is a proper visual
representation to an aspect of the article.
The summary captures all the main points
and the writer states his or her opinion on
the moral lesson of the event.
The paragraph is well written, organized,
uses proper grammar, punctuation and
spelling.
1-Good
2-Fair
3-Needs work
4-Does not meet criteria
Description of the strategy: In this strategy the goal is to have students visualize what
they are reading. This will help them understand the passage or text better if they can
put an image to memory with the information. The best ways to do this is to have
your students read an article, and then draw a picture of something that came to their
minds while reading (McLaughliln, 2010, p. 75).
Rationale for Use: Gallery Images help us to create visualizations while reading and
provide then to share these mental images with others to see if they grasped the same
understanding (McLaughliln, 2010, p. 75).
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Book, Article, Magazine, etc. that you will be using for your student to read
Salem Witch Trials. (2013). The History Channel website, Retrieved June 19, 2013, from
http://www.history.com/topics/salem-witch-trials
Short Summary of the book, article or magazine:
This article tells the story of the Salem Witch trials in Massachusetts in 1692.
This happened when a couple of local girls accused other women in the town of
possessing them with the devil. The town went into complete hysteria, accusing innocent
women of being witches. Eighteen women were hung for being accused as witches and
150 towns’ people in total were accused of practicing witchcraft.
Strategy Example: The class will read the article on the Salem Witch Trials. As they read
they will use their imaginations to picture what it would look like during this time of
hysteria. They will draw a picture of something that comes to mind, but I will not allow
drawing of women being hung. After they draw their picture they will write a paragraph
summary of the article and what they think the reason for the towns’ people to react this
way. This will all be done on their own sheet of paper so there will be no worksheet.
Writing Integration: The paragraph summary is where students will practice their
writing skills. By students constructing a well written paragraph and explaining their
views as well integrates writing skills into this strategy.
Technology Integration: I would integrate technology by letting students who want to
share their pictures project them on to the board and explain what they drew.
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Name (of strategy): Dialogue Journals
Reading Target: Word Fluency
Source
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.A.2.7: Review the Native American experience.
LACC.910.L.1.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
ELL Standard:
2. Recognize the major differences and similarities among the different cultural groups in
the United States.
Assessment: I will assess each journal entry by using a form of checklist. This way it is
easy for students to make sure they have everything they need to receive an “A.”
Includes information from the chapter in their entry.
Explains what he or she has learned from the chapter they read today.
Creates a prediction or some sort of anticipation for the next chapter.
Has a question about what they read, what will happen next, or why
something happened in the chapter.
Description of the strategy: The particular strategy I am using is an unprompted
Dialogue Journal, but in a sense with the check list I am giving my students an outline
of what should be included. Dialogue journals are used for students to be able to
write their reactions to learning, analyzing their thinking, attempt to define new
topics, and raise questions (McLaughliln, 2010, p. 162).
Rationale for Use: These journals are used for students to write about their reactions,
analyzing their thinking, attempt to define new topics, and raise questions. Our
responses as teachers validate students’ ideas and offer them new information to pose
new questions (McLaughliln, 2010, p. 162).
Book, Article, Magazine, etc. that you will be using for your student to read:
Lake-Thom, Robert. (1997). Spirits of the Earth: A Guide to Native American Nature
Symbols, Stories, and Ceremonies. Penguin Group. New York
Short Summary of the book, article or magazine:
This book goes into detail to explain Native American tradition and religion. This
book explains certain animals, birds and insects are signs or omens to the Native
American religion. He explains vision quests are ways that Native Americans embrace
their own powers of awareness and intuition. This book explains roles of spirit symbols,
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creative dreaming, and ceremonies practiced by many Native Americans. The focus of
Native American religion is that of nature in which they worship the Great Spirit or the
Great Creator, which is similar to our God. The difference is that Native Americans see
the Great Spirit’s life giving force is in all things living in the Universe which how they
created such a strong relationship with nature.
Strategy Example: For this book I would read a chapter out of it every week. Each chapter
will introduce a new concept to the Native American religion. After I read the chapter
aloud I will have the students write their Dialogue journal. Once they have completed their
dialogue journal, which students will refer to the Dialogue checklist on the board to be sure
they have written a complete entry. I will then start a classroom into a discussion. In
which case students use the questions they ask at the end and as a class we try to figure out
the answer. Once they turn in their journals I will read them and write a short response to
their entry.
Writing Integration: This strategy is based on writing a journal entry. In this activity I
will expect my students to write to the best of their abilities; using proper grammar,
punctuation, and vocabulary.
Technology Integration: I will use technology by projecting the book on the board
using an Emlo so that my students are able to follow along with me as I read.
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Name (of strategy): K-W-L Charts
Reading Target: Vocabulary
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS :
SS.912.W.2.5: Explain the contributions of the Byzantine Empire.
LACC.910.RH.2.5: Analyze how a text uses structure to emphasize key points or
advance an explanation or analysis.
ELL Standard:
18. Create a positive classroom environment to accommodate the various learning styles
and cultural backgrounds of students.
Assessment: Three being the best score you can receive, two meaning average, and one
meaning needs work.
1
2
3
Completed chart with at least 3 things in each column.
Shows growth in knowledge after reading the text.
Used proper sentence structure and grammar.
Description of the strategy: K-W-L charts are divided up into three columns for each
letter. K-W-L stands for “what you Know,” “what you Want to know,” and “what
you Learned.” Before students read they are to fill out the “K” column with their own
prior knowledge regarding the topic. Once they have filled that out, they then move
to the “W” column in which they fill out what they want to learn from this article
about the topic. After reading they fill in the “L” column with whatever they learned
from the article (McLaughliln, 2010, p. 69).
Rationale for Use: KWL charts activate prior knowledge about a topic, setting a
purpose for reading, and confirming, revising, or expanding original understandings
of a topic (McLaughliln, 2010, p. 69).
Book, Article, Magazine, etc. that you will be using for your student to read
Treadgold, Warren. (1997). A History of the Byzantine State and Society. Standford
University Press. Standford, California.
Short Summary of the book, article or magazine: This book gives a history oof Byzantium
from A.D. 285 and ends in 1461. Through this time Byzantium shaped Modern Greek,
Roman, and Christian traditions through law and theology. The book talks about political and
social developments along with cultural and economic trends. The book talks about the
famous people who changed the Byzantium Constantine, Justinian, Theodora, and Heraclius,
along with lesser-known figures like Constans II, Irene, Basil II the Bulgar-Slayer, and
Michael VIII Palaeologus.
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Strategy Example Before reading you will complete the K and W columns of the chart. “K”
will be used to list things you already know about Byzantine Empire or ancient Rome. The
“W” you will use to guide your reading by creating questions or topics in which you would
like to learn more about from the text. And after reading the text you will complete the “L”
column with everything you learned from reading the text. Be sure to use complete
sentences.
K
W
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L
Writing Integration: While students complete their KWL charts they are to write all
their thoughts down using complete sentences and proper grammar.
Technology Integration: I will use technology by conducting a class KWL chart on the
smart board. Students will be asked to share what they wrote in their charts by
writing down ideas on the smart board for the class to expand on.
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Name (of strategy): Vocabulary Self-Collection (VSS)
Reading Target: Vocabulary
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.G.2.2 Describe the factors and processes that contribute to the differences
between developing and developed regions of the world.
LACC.910.RL.2.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
ELL Standard:
5. Determine and use appropriate instructional methods and strategies for individuals and
groups, using knowledge of first and second language acquisition processes.
Assessment: After we do this activity I will create a vocabulary list based on the words
the class selected. I would give them the list of vocabulary words so they know
which to study. Then I will conduct a summative assessment of a matching
vocabulary quiz and then the student will have to choose three words and correctly
use them in a sentence.
Grading Scale for the quiz:
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59-0
Description of the strategy: While students read they come across words they do not
know or would like to learn more about them. In the VSS while students read they
are encouraged to write these words down and share them with the class to encourage
a class discussion on figuring out the definitions (McLaughliln, 2010, p.108).
Rationale for Use: This strategy was created to encourage students’ interest in
vocabulary because it is based on what they want to learn from different words
(McLaughliln, 2010, p.107).
Book, Article, Magazine, etc. that you will be using for your student to read:
Molloy, Michael (2010). Experiencing the World’s Religions: Tradition, Challenges, and
Change, Chapter 2 Indigenous Religions. N.Y: McGraw-Hill.
Short Summary of the book, article or magazine:
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This Chapter goes into detail on religions of indigenous people. Indigenous religions refer to
the native religions that were passed down through primarily word of mouth, which is why
these religions varied from place to place. Indigenous religions may seem odd to an outsider
but many have great connection with the people and the natural world in which they live in.
Many of these indigenous have sacred space or areas and the have mutual respect for not only
gods but ancestors as well. These religions also consist of life-cycle ceremonies, taboo and
sacrifices, trance, and spiritual powers. The difficult aspect of indigenous religions is they are
only relevant to the people living in that region not all indigenous religions have the exact
same universal aspect, unlike a religion based off a sacred text or book which is universal.
Strategy Example: While students are reading they will have to write down at least eight
words that capture their attention. These words must be words they have either never seen
before or never understood what the word meant. Once they find a word they will write it
done on a sheet of paper and use context clues to try to figure out the definition. After
reading the chapter and choosing all eight words with what they think the definition is they
will share their words with the class. The class will conduct a discussion to try and figure
out the meaning of the words. For homework or if there is enough time in class they will
have to look up the definition of the words and write them in the next column on their
worksheets.
Word
Your Definition
1.
2.
3.
4.
5.
6.
7.
8.
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Actual Definition
Writing Integration: The student will have to write what they believe the definition of
the word to be and also the real definition. Also in addition to that when the students
take their summative vocabulary quiz they will have to be able to properly use three
of the words in a sentence, using the proper parts of speech of the words.
Technology Integration: When students present the words to the class I will have them
project it onto a smart board and have students write in their brainstorming ideas
regarding the words definition on the board so everyone in the class could see. I could
integrate technology into this lesson by allowing them to use an online dictionary to
find definitions and also by creating a vocabulary jeopardy type of game as a review
before their quiz.
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Name (of strategy): Snapshots of History
Reading Target: Reading & Writing Connections
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.W.7.6 Analyze the restriction of individual rights and the use of mass terror
against populations in the Soviet Union, Nazi Germany, and occupied territories.
LACC.910.W.1.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
ELL Standard:
15. Evaluate, select, and employ appropriate instructional materials, media, and
technology for ESOL at elementary, middle, and high school levels.
Assessment: Students will have to actively participate in the reenactment of the
photographs within their group. After the reenactment takes place students will have
to write a short one page narrative in first person as one of the people in the
photograph. The narrative will be graded as a summative assessment.
1
2
3
4
Use of first person
Proper use of grammar, punctuation, spelling
Used knowledge learned from the Holocaust
lesson to integrate real occurrences during this
time.
Used vide detail to create a hypothetical story
for the character chosen.
1-Good
2-Fair
3-Needs work
4-Does not meet criteria
Description of the strategy: You divide the class into groups. Each group will decide on
a picture in which they will have to depict what lead up to that exact moment. The
teacher will say “begin” once the groups are settled at this moment students will
begin commentating what happened prior to the photograph as if they were one of the
people there. Once they get to the point of the picture the students will say “freeze,”
creating the mood of the picture they have chosen. Then the class will be divided into
smaller groups and given a snapshot in history. Each student will pick one individual
in the picture or painting to represent. The students will then write a first person
narrative from the perspective of the individual in the picture (McLaughliln, 2010, p.
221).
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Rationale for Use: “Snapshots of History combines theatrical tableaus and imaginative
writing about historical events,” (McLaughliln, 2010, p. 221).
Book, Article, Magazine, etc. that you will be using for your student to read:
United States Holocaust Memorial Museum. Photo Archives. Retrieved June 6,
2013 from http://www.ushmm.org/research/collections/photo/
Short Summary of the book, article or magazine: This website gives students access to
approximately twenty percent of 85,000 historical photographs during the Holocaust. You put
in a key word that you want your photograph to be from and it filters out through hundreds of
pictures.
Strategy Example: First I will pull up this website for the class project a few photos and have
the students divide into groups of ten. They will then reenact what certain people were
doing prior to the photo being taken. Once they get to the point in the story that the picture
would have been taken they will say “freeze.” I will do this a few times. Then divide the
groups into groups of five and let them go onto the website and pick out a picture they want
to do their narratives on. They will print out the picture and write a one page narrative as if
they were the one standing in the photograph.
Writing Integration: Each student is required to write a one page narrative in first
person as if they were one of the people in the photograph their group has chosen.
Technology Integration: Students will have to work on computers to access the United
States Holocaust Memorial Museum’s website to search through the photographs to
pick the one they want to narrate.
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Name (of strategy): Paragraph Frames
Reading Target: Reading & Writing Connections
Source:
McLaughlin, M. (2009). Content Area Reading: Teaching and Learning in an Age of
Multiple Literacies. N.Y: Pearson
CCSS:
SS.912.W.3.1 Discuss significant people and beliefs associated with Islam.
LACC.910.RI.1.2: Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
ELL Standard
11. Apply essential strategies for developing and integrating the four language skills of
listening composition, oral communication, reading, and writing.
Assessment: This strategy I would use as an informative assessment of how the students
comprehend the text through their ability to summarize certain parts of the text into
Paragraph Frames.
1
2
3
Constructs logical paragraphs using information found
through the article
Shows an understanding of the main points in each section
of reading in summaries.
Answers the blanks properly with correct information
found in the text
Description of the strategy: For this strategy students are to summarize certain sections
of the text while reading. The students will read up to a certain section and then refer
to the Paragraph Frame to summarize what they read in that section. Paragraph
frames tend to have a few words on them in which the students must fill in the blanks
to construct a logical summary of the section (McLaughliln, 2010, p. 167).
Rationale for Use: Students must be able to write good summary paragraphs inorder to
engage in informal writing, If students are new to writing in the content areas,
Paragraph Frames are used to help scaffold their paragraph summary writing
experiences (McLaughliln, 2010, p. 166).
.
Book, Article, Magazine, etc. that you will be using for your student to read:
Smith, Patricia. January 2006. Islam in America. New York Times Upfront. Issue 20.
Short Summary of the book, article or magazine: This article first starts off by talking
about a normal teenage girl growing up in New Jersey, who is Muslim. She practices the
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Muslim religion by praying five times a day and dressing conservatively. As you read the
article transitions into the Muslim community in the United States. The article refers to many
different teenagers growing up in America post 9/11 and their struggles as Muslim
Americans, and also their religious beliefs. Many teenagers were forced to change their
religious practices because Mosques became less accessible after 9/11. One college student
used to go to the Mosque every time to prey in high school but once he got into college after
9/11 he was forced to prey in the privacy of his own dorm. The article also goes into a life of
a young lady who took the Muslim religion and modified it to suit her American lifestyle
more.
Strategy Example After reading each section of the article you must complete the Paragraph
Frames.
Introduction:
Sana Haq practices Islam by
.
Islam in the United States is
, because
. Young Muslims are
.
Contrast with Europe:
American Muslims
.
As opposed to European Muslims
.
Both still face challenges with
.
Impact of 9/11:
American Muslims changed after 9/11 because
. An
example
of this change is
.
As a result young Muslims
‘More American’
Samiyyah Ali changed Muslim religion by
.
Writing Integration: Writing is intergraded by having students complete the
paragraphs, creating a logical dialog.
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Technology Integration: I could integrate technology by having students search the
internet for a local Mosque located near them and to then search for the number of
Mosques that closed post 9/11.
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