Alternative+Assignments

From time to time, Career Switchers miss class. So that they may stay "caught up", and since class is incredibly interactive when students are present, students are asked to review the links under each day (that's what was discussed/worked on in class). Afterwords, they are asked to do the Alternative Assignment underneath each link (each assignment is denoted with a bullet and the abbreviation "Alt"). Students may submit on the discussion tab above or via email at earl.demott@vbshools.com. As attendence is vital, please do assignments in a timely fashion, and contact teacher as to your planned absence and/or assignment load. Thanks, EDM

=Openers= Please answer the questions on Opener, Opener 2 or Opener 3 (depending upon the missed lesson)

=Day 1= Controversial Issues -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. a "disclaimer paragraph" for your class expectations (from day one) that would make allowances for controversial topics to be discussed in your class. Be sure to justify the rationale behind the use of these topics and your expectations of students during these discussions. 2. provide two articles for the Controversy Sells section; be sure to provide a reflection on why these particular articles would be a good read for future teachers. 3. provide definitions of PERSIA, explain how issues can be adjusted using the acronym. How does this technique assist the teacher during the teaching of controversial topics.

Iceberg Model -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. three articles over the course of a ten year time span, deliniating a similar topic/theme. Create three model Icebergs to provide to students when they ask for clarification on how to "do an iceberg". 2. a visual explanation of the iceberg model that could be used as a classroom poster. 3. Reflect upon the advantages and disadvantages of regularly using this model in the classroom.

POV -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Ten lesson or unit specific words and their potential connotative counterparts, with an explanation on how you would embed them into the lesson 2. Create a POV paragraph in which there is an obvious bias based on choice of words. Next to each biased word or phrase, provide a blank for students to completely change the connotation. Leave an explanation box for students to create who would have said the newer version and why. 3. Create an instruction sheet for students to find examples of POV connotations in the news.

POV 2 -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Label the evidence in the Burning at the Stake letter to justify your answers in your bias, validity, motivation, societal position, world historical context chart. 2. Find an article that has three distinct points of persuasion. Create an instruction sheet that can be used to jigsaw the piece into three separate groups. Speculate and reflect on the potential response you'll receive from the three different groups. 3. Examples of each of the POV items that could be created into a classroom poster.

Writing -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Create an essay question that will clearly provide the in depth historical answer and consists of multi levels of PERSIA. 2. Grade three different sample 6 + 1 Traits Writings 3. Create a set of "rules" for making comments on essays.

Writing 2 -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Write 10 SOCACA thesis statements, each from different eras or regions. 2. Examples on the cloth and thread approach to writing. 3. 10 Buckets from different eras or regions

Reading Lab -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Create 5 Teacher created Reading Labs from different eras or regions. 2. Create a list of rules on how to write questions for students use. 3. Create a Powerpoint or Prezi to be used in class regarding the dos and donts regarding website validity.

Reading Readings -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. a guideline for your students on how you plan to handle reading. 2. a library wish list of 100 books / magazines / articles if you were to have an area in your room where students could read non graded history 3. a plan to keep the five most boring items in history alive and fresh.

=Day 2= Define and Apply the concepts of: Code Switching, Entrance and Exit Tickets motivation -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Examples proving / disproving items in the article "Why Students Don't Want to Learn" 2. A lesson plan analysis on labeling TPOV and SPOV based on planned activities. 3. List of motivation catalyst for three different "types" of students

Habits of the Mind -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. An example activity that would provide evidence of each of the 16 traits. 2. A model person / character / story / movie that would highlight one or more of the traits 3. A list of obstacles that would prevent acomplishing the trait

Showcasing and Videoconferencing -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. A list of content driven showcase activities for your students (base it on a specifi unit or lesson) 2. Review three items from gng.org. Reflect upon their usefulness. 3. An instruction sheet on how students should behave / expectations for videoconferencing and / or showcasing

For the Following: Please Retrieve 3 useful articles for teacher candidates to consider / reflect upon concerning the following topis (total of 12 articles or pieces) Teaching as a Facilitator vs. as a Disseminator

Controversy Sells

History Alive!

Declaration of Human rights showcase

=Day 3= Assessment Basics -Alt: [] Read and take 3 sets of notes based on these three filters: 1. Ethical Considerations brought up in the article; 2. Perspectives / Multiple Perspectives brought up in the article; 3. Rules and structures brought up in the article (Interested students should note that this technique of notetaking is from the Depth and Complexity Icon Chart)

Socratic Seminar -Alt: [] Watch and read the class links on Perfectionism. What prompts would you create for a socratic seminar held in Career Switchers Class on this topic. How would you make sure it is personal enough to engage all students and general enough to be useful during the teaching career of the teachers? Provide ten prompt if you are to be the moderator. Please review Socratic Seminar notes from class at Socratic Seminar. All submissions should be a post on the discussion tab above. The Perfectionist articles are listed below.
 * 1) []
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 * 4) []

Movies in Class -Alt: Skim through the document above and select 5 movies/ movie clips worth showing in class. Draw up a sketch of a lesson plan that would use the movie in a way that is beyond just watching it. The student needn't do a full lesson plan, but rather develop activities around/about the movie/ movie clips selected.

Presentation Samples -Alt:(warning graphic); [] (warning: disturbing) Review the Presentation Samples (as well as the two presentations above) and categorize them into different uses of 1. for presentation only, 2. for labwork 3. could be for both 4. other Explain your answers. Please submit on the discussions tab. (For interested students, find two more sources for Presentations and submit on the Useful Sites new submissions page.)

DISCIPLINE STUFF -Alt: [] Review the articles linked the the URL above. Make a chart of which strategies are useful to you and which are not. Explain your answers.

Silent Lesson -Alt Read through the material in the link above. Provide questions as needed to the teacher via email. Provide the following: 1. Discipline strategies for "minor disturbances" 2. Discipline strategies for "procedural disturbances" 3. Discipline strategies for "major violations"

Lesson Plan help Please submit your lesson plan for review and comment. You may do this on your page (under Student pages)