Search: 11, Flexible
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Letter Writing for Human Rights | Students will be able to identify which human rights are being violated in a given case summary and explain how those rights are being violated. Students will be able to clearly and formally express arguments and concerns regarding human rights violations. This lesson is designed to address two essential questions: What are human rights? How can ordinary people defend human rights? | 10, 11, 12 | |
| Examining World Cultures Through Their Folktales | Juniors and seniors in a world literature class examine world cultures through the lens of a culture’s folktales. The essential question is: How do folktales reflect a country’s culture? In particular, the students (1) analyze how folktales convey a society’s morals and values, and (2) apply their knowledge by creating a literary piece in the folktale genre that reflects aspects of the culture. | 11, 12 | |
| Creating 21st Century Superheroes | As a conclusion to a unit on the comic book as literature, students will work in small groups to research a current global issue and create a superhero who has the 21st century skills to solve it. Essential Questions: What are the characteristics of a superhero? Which global issue impacts my community? | 11, 12 | |
| Career Options: Which One Is Right For Me? | In their career explorations, students assess the usefulness of a range of resources including print, online, and human sources. They retrieve information from different sources including interviews and workplace observations. Students address the following essential questions throughout the project: What career paths have I explored? Which career appeals most to me and why? How can I find out more about this particular career? How do I know if I am suited for this career? | 11 | |
| Idea-Noun Definition: Source Searching | This lesson is designed to teach students the location and how to access their sources. This lesson falls under step three in the Big6 Research Process. Students will review the various sources available to them and the specifics for access and searching within those sources. Students will find three sources related to their research task (selected idea-noun) and cite them correctly. Essential Question: How does this source change/support/influence your definition of _____ (student's idea-noun focus)? | 11, 12 | |
| Trip to an Art Gallery | Art is viewed through a variety of lenses by people from all around the world. How art is seen, valued, and absorbed differs with each person's cultural background and life experiences. The students in Spanish V are asked to present art to teens from a Spanish speaking country, using language native to the teen and incorporating the culture and ideals of the visiting student. | 11 | |
| Plagiarism: Avoiding Accidental Internet Plagiarism | In this lesson in the research paper unit, students will learn why cutting information from the Internet and pasting it into a research paper is plagiarism. They will learn how to properly paraphrase and cite their sources to avoid the consequences of theft of intellectual property. The essential questions for this lesson include: Why can't I cut and paste information from the Internet? How can I report my research without risking a charge of plagiarism? | 11, 12 | |
| Rock Star Road Trip | Just what is there to do and see in this country anyway? We don't often ask students what their interests are. Through personal choice in music, this activity encourages students to visit other cities, apply real-world tools, and discover just what there is to do in other places. May be conducted collaboratively with music (genre), social studies (geography), and Math (economics)or may be taught in isolation. | 7, 8, 9, 10, 11, 12 | |
| Analyzing Sonnets | How does [insert sonneteer's name] use literary techniques to convey his/her message/theme in [insert sonnet name]? In answering the above essential question, students will read an critique dramatic selections from a variety of authors (to choose their sonnet),read and critique a specific type of poetry (sonnets and the type of sonnet style based on the sonnet chosen), create source and notecards in MLA format, and then write a documented research paper. | 11 | |
| Exploring Art Movements | First students will be introduced to the concept of art movements in the classroom, with examples of each, and come to the library for an introduction to CAMIO. Then the students will go on a fieldtrip to a local art museum to look at the artwork. Students choose an artistic work and art movement to imitate and create their own version/interpretation. | 11, 12 |