DAY+ONE+-+WHY+WE+TEACH

//(You may copy and paste the questions into your virtual notebook (i.e. your page under "Student Pages")//
 * =//ESSENTIAL QUESTIONS//=

Please press the discussion tab above to have a discussion with classmates. =LINKS= Controversial Issues and Practices
 * 1) What are the Controversial Issues you would feel most uncomfortable asking to a teenage student? Why?
 * 2) Why is it important to use Metacognition?
 * 3) To what extent is POV the essence of the social studies classroom?
 * 4) To what extent should the social studies class be the venue for a writing workshop?
 * 5) Is reading truly needed in today’s Post Literate Society? ||

Iceberg Model and Getting In Depth

POV and Connotation

POV AND HISTORY DINNER PARTY

POV and "Dissection" of Primary Documents

Writing with the 6+1 Traits

Writing Protocols

Reading Strategies for the Unwilling Reader

Reading Lab =Homework= 1. Create a plan of action on how to handle controversial issues (or a journaling format for your future reference) 2. Read a couple of articles dealing with current issues (or with your focus area of study) and create an iceberg model to show the students when they ask for an example. 3. Find primary sources regarding your focus area of study. Create a DBQ set of questions that will focus on going beyond summarizing and going beyond the "what" question. 4. Evaluate writing from the 6 + 1 Traits site to feel more comfortable teaching how to evaluate only one trait and how to look beyond obvious mistakes. 5. Practice writing SOCACA thesis statements to provide examples for the students, because they no doubtedly will ask for help. 6. Create a reading lab for your students (this is a great emergency lesson if you need to be absent or need to buy time) 7. Add a couple of resources on the Useful Sites Link

Please use the following items to complete your homework (All Items are from Yes! Magazine): Rationale: 1. So that the teacher candidate can apply the concepts of the lesson (1-7 above) to an authentic source. 2. So that the teacher candidate can gain an orientation / understanding of curricular materials from an outside source that focuses upon items discussed in class. Moreover, so that the teacher candidate can gain an in depth understanding of the strengths and weaknesses of a paricular source. 3. So that the teacher candidate can discern what items are to be applied, and what items can be abandoned for a particular lesson...or, in short, so that a teacher candidate can gain an understanding of lesson planning with a limited pool of resources. 4. So that the teacher has a practical resource to use in future endeavors.

SAMPLE 1 (To be done in class): On Supporting Veterans [] SAMPLE: 2 (To be done in class): On Eating Together []

AT HOME: After perusing the resources below, teacher candidates should do the seven items under homework in their notes. Please note, not all articles / readings below need to be pored over to complete the assignments. I placed these items here because they are something of a set, and I would like teacher candidates to consider a number of things when perusing them. For example the teacher candidate should ask if "soft" topics are equally valid in a social studies classroom as "textbook" content. Moreover, how can a teacher candidate use some of these items to accomplish the desired skill set needed for a social studies classroom without sacraficing the pacing? Furthermore, how might "softer" topics actually increase interest, empathy, and/or a desire to learn the more standardized materials? Finally, how does an outside authentic source change the way a teacher approaches a classroom? a student approaches the same classroom?

Pool of Resources from YES! magazine. Full Reading/Writing Lesson Plans



[|Reprints and reposts:] YES! Magazine encourages you to make free use of this article by taking these [|easy steps]. Creative Commons License

space.menu