Unit 2 Opening Activity/"Hook"
Where in the World?
This strategy assesses prior knowledge and evaluates the acquisition of location of “hot spots” they will be exploring.
1. Teacher explains we will be exploring different parts of our world that are experiencing in different ways--conflicts. Some questions the teacher might open up for discussion:
· Who determines who’s right or wrong in society?
· How does a government influence a society's view point?
· Who has the power in a society?
2. To begin, have students individually identify on the map the locations of conflict we will be researching. Ask students to mark the following locations on their map: Gaza, Ukraine, Russia, Israel, Chicago, IL., southern Texas on the map.
3. Have students meet in groups and see if they are all in agreement with the location. Once they had a chance to change, modify or keep their map locations, review whole-group the location of those sites.
After the initial Where in the World? activity and discussion, lessons will be presented starting with a multimedia discussion, following a lesson connected to the anchor text. The length of time spent on each unit will vary, depending on the students you have in front of you and the length of time you have for class. In this first week, the focus of both multimedia and informational text study will be on point of view, using full integration of reading, writing, language and speaking and listening standards throughout.
This strategy assesses prior knowledge and evaluates the acquisition of location of “hot spots” they will be exploring.
1. Teacher explains we will be exploring different parts of our world that are experiencing in different ways--conflicts. Some questions the teacher might open up for discussion:
· Who determines who’s right or wrong in society?
· How does a government influence a society's view point?
· Who has the power in a society?
2. To begin, have students individually identify on the map the locations of conflict we will be researching. Ask students to mark the following locations on their map: Gaza, Ukraine, Russia, Israel, Chicago, IL., southern Texas on the map.
3. Have students meet in groups and see if they are all in agreement with the location. Once they had a chance to change, modify or keep their map locations, review whole-group the location of those sites.
After the initial Where in the World? activity and discussion, lessons will be presented starting with a multimedia discussion, following a lesson connected to the anchor text. The length of time spent on each unit will vary, depending on the students you have in front of you and the length of time you have for class. In this first week, the focus of both multimedia and informational text study will be on point of view, using full integration of reading, writing, language and speaking and listening standards throughout.