Exploring Education: Then and Now

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Exploring Education Then and Now

• Kay Bassen
• Education 200
• Final Presentation
• April 29, 2003

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Context of Lesson Plan

• This lesson could be used for grades 7-9,
  depending upon ability level of the classroom.
• This lesson would work well in a suburban school
  district. ( ie NY suburb)

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Exploring Education Then and Now
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Lesson Plan Objectives

• To set a classroom tone and standards for
  entering students.
• a. Cooperative learning (group organization)
• b. Teacher as facilitator who encourages
  inclusion of outside materials, creatvity and
  provides continuous feedback.
• c. Critical thinking skills (reading, writing,
  planning of writing)
• d. Relationship of process to product, including
  group/self evaluation.
• 2. To focus students in an English class on
  English skills related across the curricula.
• a. reading and writing for various purposes
• b. punctuation, capitalization, grammar
• 3. To provide students with a sense of ownership
  of their own education
• a. compare and contrast methods of education
  from 100 years ago.
• b. recognize students own preferred learning
  modalities

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Objectives Adhering to CT Framework

• In this lesson, there are several objectives that
  adhere to CT framework guidelines for grades 5-8
  as well as 9-12. They are
• Students will produce written, oral, and visual
  texts to express, develop and substantiate ideas
  and experiences.
• Students will plan, organize, create and revise
  visual, written and oral pieces at a level of
  elaboration appropriate for middle school.
• Students will evaluate explicit and implicit
  information within a work to others with similar
  topics, themes, and characters, or problems.
• Students will apply collaborative skills to
  elaborate on concepts being addressed and to
  describe processes used in achieving results.

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Mondays Lesson Plan

• Form six groups Count off from 1-5
• Pass out handouts Read them through aloud
• Discuss lesson objectives
• Primer question sheet
• Group evaluation sheets
• Pass out primers for each group each student
  receives their own photocopied primer that will
  be collected at the end of class
• Discuss one specific primer with entire class as
  an example for further group discussions

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Tuesdays Lesson Plan

• Students organize into assigned groups.
• Pass out primers for students to evaluate and
  read together.
• Students compare primers with current educational
  materials.
• Teacher watches groups to make sure students are
  working well together.
• At the end of class, collect photocopied primers
  from each student.
• For homework, each student will review a text
  from another class and compare/contrast with
  their assigned primer.

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Wednesdays Lesson Plan

• Students will choose their text from those
  brought in as a homework assignment. This will
  encourage group work and get each student
  involved.
• Students will use these texts and primers to
  create group primers at the end of the entire
  lesson.

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Thursdays Lesson Plan

• Students will continue to work with textbooks and
  note vocabulary and content as compared to the
  primers.
• Wednesday and Thursday act as interim days for
  the students to digest their new group positions
  and acclimate to the new school year.

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Fridays Lesson Plan

• Students will work with their assigned
  photocopied primers.
• Primers will be rotated amongst groups as much as
  needed. It may not be necessary to review all six
  primers depending on group ability.
• Students will work on evaluation sheets and note
  group progress throughout the week.
• Students will also work on Classic American
  Reader worksheet.
• Students will begin preparation for their group
  primers for next weeks project.

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Mondays Lesson Plan (One week later)

• Students begin work on group primers combining
  information found in Classic American primers and
  current texts
• Students will choose the primers content and
  illustrations according to groups organization.
  They will be expected to hand it in by the end of
  the week.
• Students will contribute the group primers by
  assigning themselves specific roles within the
  group. (ie, illustrator, writer, note-taker).

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Tuesdays Lesson Plan

• Students continue working on their primers for
  the duration of the week.

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Thursdays Proposed Lesson Plan

• Students hand in group projects.
• Students present their projects to the rest of
  the class.
• Students will demonstrate their interpretation of
  the century old primers in relation to the
  current texts offered in their classes.
• If primers take longer to create (more than three
  days) than students will present in on the
  following Monday, giving them the weekend to meet
  and work on the projects.

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Fridays Proposed Lesson Plan

• Students should be presenting primers in class.
• Students should complete another group evaluation
  and primer sheet for the work done in the second
  week.
• Using the evaluation sheets and group primer,
  students will receive group grades.