Reflection: Flexibility History and Cultural Identity: Vocabulary for Maus by Art Spiegelman - Section 3: Building Knowledge: Vocabulary relating to the Holocaust and Literary Analysis

 

I thought it would take the students about 15 minutes to look up the words using the computer.  No. After 30 minutes, no one was done.  The students who were logged on were bogged down with the number of possible ways to look up these words.  "Do we google it?" "Is dictionary.com OK?"  "Where do we find literary terms on the internet?"  I assumed the students knew how to look terms up on the internet.  I was both right and wrong. They know how however they are unsure of how to choose the best internet resource for the task.  I need to work with them on how to distinguish the quality of internet resources related to the task. 

Additionally, it was so loud working on vocabulary. No one could really think clearly. I was trying to trouble shoot computer problems for those who couldn't log on and answer questions from the students who I thought could would independently. I had to be flexible and abandon my plan.  It was more important for them to get the notes then it was for them to use the computer.   

  Flexibility: Technology fail
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History and Cultural Identity: Vocabulary for Maus by Art Spiegelman

Unit 3: Impact of History on Identity and Culture
Lesson 1 of 14

Objective: SWBAT gather relevant information from multiple digital sources by using the internet to research historical events and define vocabulary related to Maus and graphic novels.

Big Idea: Students investigate the people and events that shaped and led to the Holocaust.

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