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1243 teachers viewed a Video

Classroom Video: Think Pair Share

Reptiles, Time For A New Outfit

3rd Grade Science » Unit: Vertebrate Classification
Big Idea: Scientist develop models in order to explain phenomena
296 teachers viewed a Video

SM EDP in their own words

Science vs. Engineering Project - Presentations

7th Grade Science » Unit: Introduction to 7th Grade Science
Big Idea: We can plan our own investigations using our own scientific method and engineering design process.
Ellen Herman added a Reflection

Respect and Responsibility

The activity has them leaving the classroom and requires the students to work independently from the teacher. In order to make this a positive experience it is important to lay down clear expectations. In the first few days of school we cover respect and responsibility as being expectations. I remind my class that the expectations I have for them is that they can have fun while learning. Respect is following directions, being polite, and in this case being mindful of others in the building who are working. For example, they will visit a part of the school where others might be, they need to not distract and be good observers. I ask them how they can demonstrate responsibility and I add to their ideas on how it pertains to this lesson. After each expectation is given I always give the opposite example of what is NOT expected. It helps make the message more clear and gives them a model of what not to do.  

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Follow the Leader: Following Directions

4th Grade Science » Unit: Opening Science
530 teachers viewed a Resource

Index Master

Eliciting Student Ideas: What is Heat? What is Temperature?

8th Grade Science » Unit: Heat Transfer and Interactions of Matter
Big Idea: Need a lesson to find out your students ideas about heat and temperature before digging into content? This is the one.
187 teachers viewed a Reflection
22 teachers favorited a Video

Classroom Video: Think Aloud

Investigating Worms Part 2

3rd Grade Science » Unit: Animal Structures
Big Idea: How can you conduct an experiment to answer your questions about worms?

Classroom Video: Exit Tickets


7th Grade Science » Unit: Evolution
Big Idea: Derived characteristics in organisms may be used to determine evolutionary relationships
20 teachers favorited a Lesson

Four Brains are Better than One

7th Grade Math » Unit: Expressions and Equations - The Basics
Big Idea: Students work in groups of 3 - 4 to evaluate algebraic expressions
23 teachers favorited a Lesson

Source #1: Analyzing the Author's Organization Cornerstone

7th Grade ELA » Unit: What Happened to Emmett Till?: Analyzing Multiple Sources to Discover History
Big Idea: In which we learn about history to understand an author's motivation for writing literature.
4 teachers favorited a Reflection

More Context Needed

Well, we got through one question.   The question asks about McBride’s primary purpose, and goes on to ask if they thought it was a personal essay or a cultural study.  The question of purpose has been a challenging one for students to grapple with, because there is often more than one response (thus, multiple central ideas!) that seems plausible.   The group that worked with this question came to the conclusion that it is more of a cultural study, but it has lots of personal essay elements in it, and that it seems like he is trying to show how hip-hop music is more than just about gangs and profanity.  In trying to move students from the kind of bumper sticker central ideas I asked the students what is he trying to say about rap music, and how does he get there.  As students referred to some of the historical context that McBride provided, I found myself providing more context—their prior knowledge regarding the history of hip-hop is very limited, as is their knowledge urban America in the 1970s and 80s.  I guess this shouldn’t be a surprise—these students were all born in the late 90s—but because hip-hop is so part of our culture now, I assumed they had some knowledge of its past.  So as we looked at the succession of historical information he provides, both regarding hip-hop’s beginnings and its place in broader cultural events, I had to provide some context.  Given this, before continuing with the discussion tomorrow, we will watch part of a documentary I found on the history of hip-hop that goes into more detail about what they read.  Hopefully this visual context will help as we interpret the rest of the piece.

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Multiple Central Ideas: James McBride's "Hip-hop Planet" Day 1

11th Grade ELA » Unit: Thematic Unit: Popular Culture
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