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Holocaust: What is the meaning of human dignity?

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Holocaust: What is the meaning of human dignity?

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Anila Hylviu: Learning Strategist ES

Fifth-grade students will watch an introductory video about Ann Frank and learn about laws/restrictions imposed by the Nazis during Holocaust.

Students will be asked to share notices and wonders about the video, and examine events in history and examples of human behavior that are unsettling and dehumanizing.

Next, students will read an excerpt from the book Anne Frank's Diary to learn more about her life and other Jews during the Holocaust time.

Students will engage in discussions analyzing and critique the crimes, dehumanization, and sufferings experienced by Ann and other Jews and make connections to other world scenarios, define human dignity, and suggest ways to honor human dignity.

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1. Kristina Bott, Instructional Strategist
2. 3rd Grade Gold Rush PBL
3. Multiple Perspectives - Miner's Journal
4. Effects of mining on our environment. (Effects then and now)
5. How the Gold Rush changed America
6. Virtual fieldtrip to Columbia State Park

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Jennifer Furman-Born, Mistake Analysis through Math Lessons: Students research different errors that are commonly made in whatever concept students are working on. Teacher creates a page with a problem that has an error, and it is the student's job to figure out what the error is. Teacher does one or two examples with the kids first so that they know expectations and so that they can warm up their brains to the types of errors that might be made in a specific math concept. Teach students how important it is to walk through the problem step-by-step. They need to figure out if the student has made a basic computational mistake or if the student has made an even bigger, more significant conceptual mistake. Once they figure out what the problem is, they have to give the “student” who made the mistake some advice on avoiding making the same error next time. Finally, students have to rework the problem on their own. Students complete error analysis tasks for just about every math concept. 

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Jennifer Furman-Born, Mistake Analysis through Math Lessons: Students research different errors that are commonly made in whatever concept students are working on. Teacher creates a page with a problem that has an error, and it is the student's job to figure out what the error is. Teacher does one or two examples with the kids first so that they know expectations and so that they can warm up their brains to the types of errors that might be made in a specific math concept. Teach students how important it is to walk through the problem step-by-step. They need to figure out if the student has made a basic computational mistake or if the student has made an even bigger, more significant conceptual mistake. Once they figure out what the problem is, they have to give the “student” who made the mistake some advice on avoiding making the same error next time. Finally, students have to rework the problem on their own. Students complete error analysis tasks for just about every math concept. 

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Ashley Mason Dyer
Students analyze multiple perspectives of Columbus' founding of the Americas.
Students analyze primary and secondary resources from Native Americans and European explorers about the founding of the Americas.

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1. Hokunani Keehu,  Chemistry
2. How do molecular structures and intermolecular forces contribute to bulk properties of materials?
3.  In pairs, students will be provided with two cups, one containing a small hole, and a balloon.  One student will fill the cup containing a hole in it with water and and lift it above the other cup creating a small stream of water.  The other student will rub the balloon on their head and put the balloon near the water stream.  They will observe the water stream bending.

4.  Students will review the structure of water and create an initial explanation about what happened when one student rubbed the balloon on their head and why the water stream bent when the balloon was placed near it.

4.  I will reveal a reading about intermolecular forces that exist between water molecules and the charges that accumulate when the balloon is rubbed on hair.

5.  Students will modify their explanation of the phenomenon incorporating intermolecular forces.

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Analysis from Multiple Perspectives Perla- ELL Coordinator 

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Analysis from Multiple Perspectives Perla- ELL Coordinator 

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It would be great for HS students to research and analyze our educational system.
Ss would research Thomas Jefferson's system and who was meant to benefit from it and who was not. (Class, sex, race) Research and analyze how the educational system and its structure have changed over the centuries and how they have not. (Environment; what the classroom environment and behavior expectations/rules are meant to teach.... Tracking/ Class schedules and trajectories. AP classes as opportunities and whom they benefit. Analyze the biases in the system who they affect and how to advocate for oneself.) As a final piece of the project, Ss would analyze the type of jobs/professions that benefit from the "worker" the educational system creates and compare other characteristics valued/needed for companies created by and run by moguls and forward thinkers.

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Autism developmental levels pre k thru 2nd grade.

1) teaching behavioural skills
2) communicstion skills
3) functional academics
4) structured leisure
Great thought provoking concepts to add a layer of critical thinking in ABA type lessons...
Challenging to figure out the best ways tondo this.

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Elizabeth, Pre-K/Math
Obj. Recognizing quantities up to 5
I will be teaching quantity as an attribute of a set of objects and we use numbers to name specific quantities.
The biggest mistake is not understanding what attribute of a set of numbers has or a number's specific quantity name.
I will have them analyze this mistake by creating story problems using the bears to reflect different quantities.
For example: Give story problem we have a school bus where only two can sit per roll of the seats and we have three rolls of seats. Show me how you would sit your bears and why?
I will give students 5 bears, dry erase, and a whiteboard to draw
I will show students two wrong answers

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1. Student will understand the use of rebuttal to a concession (counterclaim in an argumentative essay.
EX. We will start with what happens in an argument with a person.  If you accused someone of stealing something, you would want to hear their side.  Once you do, you might acknowledge what they said (concession) but then respond (rebuttal) to bring the argument to your claim.
2.  In your essay you would use the evidence from your claim that is closest to the concession as your rebuttal.
3. Remember it is not argument unless their are two sides.
ELA 8
mean the implicit details are in the text, and

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Would you rather have intelligence or wisdom? Why?

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1. Lesson on History and Culture
2. How can you view a work of art from History and Culture and use the elements and principles of art to create a similar style or technique?
3. Students will view various examples and have choice with their time period of choice, then identify 5 elements and principles of art in the work of art. Then recreate using the 5 chosen.

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Students will imagine they are moving to Mars. They will create a project by which they will decide what items, food, live stock etc. Items to create solar power, produce water, deal with radiation. Students will figure out a solution to combat radiation, gravy, lack of water, and stabilize life on Mars. Students will create a project to colonize Mars. Students will discuss and analyze colonization.

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Analysis from Multiple Perspectives: The Three Little Pigs

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Analysis from Multiple Perspectives: The Three Little Pigs

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1. Amanda Nelson, Kindergarten

2. We will compare and contrast different versions of the Three Little Pigs. First we will read a traditional version of the Three Little Pigs. Students will respond to questions below and I will record responses. Afterwards, we will read The True Story of the Three Little Pigs, and students will respond to questions again. We will discuss how the point of view from a different character can change how the events in the story are told.

3. What happened in the story from the point of view of the pigs? What happened from the point of view of the wolf? Why is the wolf going to the pigs’ homes? Why won’t the pigs let the wolf in?

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1. Judith Milligan/Central Office/HS
2. Experimental Design
3. Students will look at designing a specific experiment from their own viewpoint. This should create a rich discussion about confounding variables and how/if they should be addressed.

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1. Shane Bean, 11th Grade U.S. History
2. How did Manifest Destiny Impact different groups?
3.  I will show students the painting "American Progress" to identify groups impacted by Manifest Destiny
4.  Students will use an Instagram template and write a social media post that details the impact of Manifest Destiny on one of the impacted groups

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1. lesson on rations
2. common mistake with ratios is when students look at the numerator and denominator of fraction as two different integers instead of ratio.
3. One way to avoid that mistake is to teach them to write ratios different ways?

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1. Ivelina Hamel K-5 PE
2. The consequences of bad behavior
3. Bad vs good behavior
4. Students Engage in small group discussion through discourse and other strategies.

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Teaching the students how to resolve their conflicts.

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1. Gayla Henriksen, 6th Grade School Counselor
2. What is the best way to solve a conflict with a peer?
3. Students will identify a variety of ways to handle peer conflict. How do you solve the conflict when you think you are right? Would a person who is shy solve a problem differently than a person who communicates easily? What would a person who is angry do when solving a problem? How would you solve a conflict with a friend versus with an acquaintance?

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Adam Archie
Computer Science 6th grade
There are 3 worlds in which a dog is pointing a different direction and one of them has a ball to pick up. Write code to take the 3 situations and make them so that the dog is always facing east and there are no balls on the ground when the program is finished. You  will need to consider the 3 possibilities, how do you know which world you started in, and how will you write code that applies to all worlds but gives each situation what it needs.

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1. Give a real life example of using addition or subtraction.
2. How many can we come up with?
3. Do we really need math to function in life?
2. Peers agree or disagree.

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Annabelle Pagliaroli, Kindergarten
-Read part of the story and have them predict how it will end, and their reasoning it for it in how it will end.
-I will reveal how the story will end.
-Final Product is a writing page of how it ends, or maybe a book they make.

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1.  Lange
2.  Students will have to determine if they can think outside the box.
3.  Is it possible that in all the universe we are alone?
3.  If not why have we not been contacted?
4.  Is there evidence that we are not alone?
5. How would we react if there is evidence that we are not alone?

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1. Ron Hoffman Spanish/French Culture and language
2. Students are learning about Spanish colonization in the new world and the causes and effects of the Spanish Empire with a focus on the Christianization of the new world.
3. What would happen if Spain never conquered the new world? What would those civilizations be like today?
4. What would the Aztec civilization look like today if Spain never conquered Mexico? Site several examples of how it would be today?

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1. Taleah Kenney, Mythology High School
2. Should Prometheus be punished for stealing Fire from the gods?
3. Students can look at it from the point of view of Man, Prometheus, and Zeus. If the gods are supreme authorities, what is an appropriate punishment for someone who goes against their will? Prometheus is a titan, so older (maybe wiser) than the gods, so how does that factor in? Man was new to the scene, and would have died without the fire that was stolen, does that play a part in the sentencing? Does anyone have the right to take something from one person just because it will help another?

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1. Velynda Kimes, School Counselor
2. Is this school/district policy inclusive for all students?
3. I will present a school or district policy (e.g. dress code) and ask students to look for evidence that shows it's inclusive and evidence that shows it's not. I will ask them to consider not only their own perspective based on their own identities, but also from identities different from their own (e.g. race, gender, age) and roles different from their own (e.g. teacher, parent, administrator).

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1.      Melody Lupinek/5th/ELA

2.      Maine’s new “Right to Food” law

3.      Perspective from farmers, grocery store owners and workers, urban/suburban/rural residents, people from different socioeconomic demographics; reading the law (and figuring out just what it means), court arguments/documents, opinion pieces, interviews, etc.  Finding information from people who are for the law and people who oppose the law and learning the whys behind each belief.

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1. Giving examples of the content of answers and how we get to it to understand the term division through the discovery model.
Explain different strategies of long division that would be too hard for Joe Schmo and mistakes made.
2.  Biggest mistakes from long division in strategies for Joe Schmo
Where will he make his errors and why?
3. Looking at the wrong answers and working back to solve his errors.

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1) Jamie, 7th Grade ELA

2) Students will be studying inferences.

3) The biggest mistakes students make when learning about this topic is: a) they look for the literal meaning b) they look for inferencing within the text

4) Students can analyze their mistakes by collaborating with other peers/groups, comprehending others' answers, etc.

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Learning Multicultural Greetings through the song.
First students defining what is greeting, then students share what greeting words they know from their backgrounds in English, Spanish, and other languages. Learning the song with 8 greeting words with using voices, hands, and percussion instruments.
Last step - improvisation based on greeting words students use the most often in their everyday life.

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Argumentative writing-STEP ONE-brain storming and research
1.SW discuss hot topics and decide for class what topics to debate
2. Select topic and chose side to arugue
3. Research both sides in any way they see fit
4. small groups will discuss research and begin to expand on ideas for their argumentative writing

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1. Deb Reed, HS math, Calculus
2. Extreme Values
3. ask about min or max values with no further instruction or direction and then have students present their answers and their approach to finding the values. Were any approaches 'more right' or better than others? Are there times when 1 approach would better than another?

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Investigation and Discovery: 6th Grade Science

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Investigation and Discovery: 6th Grade Science

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1. Missy; 6th grade science
2. The big question my students will be investigating is "How Humans Impact the environment"
3.  There would be both reveal and research. I will show them 2 strong points as well as a middle ground. They will see that a lot of impacts that humans make are also natural, so is it something that we still need to be concerned about or something we just assume will happen.
4.  Students will come up with areas of concern that are FIXABLE from here on out. They will discover that there are big problems that can't be repaired, there are big problems that can be repaired. They will need to come up with a plan to be able to find a helpful solution.

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Samantha Schuller, I do interactive math vocabulary word walls, We play interactive tic tac toe with math vocabulary, have vocabulary "snowball fights", and have our own personal Topic vocabulary booklet where students write their own definitions with a picture example as well.

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Terry Moll

This technique got me thinking about how it could be adaptable and similar to how I look at the functions of disruptive behaviors I see when working with students.  As a behavior interventionist, before I can provide interventions to change behaviors, I need to identify the function and determine what I want achieved.  I look at all factors that could be a cause of the behaviors and use perspective to find root causes. I also attempt to correlate reactions of others to show the relationships among secondary behaviors.

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Suzanne Garlick
High School Self Contained
Social Skills Analysis
2. What consequence is fair or unfair when a non-desired behavior happens in class.
3. Discuss what are acceptable behaviors
4. Discuss consequences
5. Discuss what consequences relate to the behavior
6. IF and When there might be exceptions and why
7. Use critical thinking to support your reasoning.

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I like to have students play kahoot after reading a book.  Each team has a chromebook.  I ask the students to choose someone in their group to be in charge of the chromebook. The others are in charge of choosing an answer.

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Marissa Alexander, 5th grade Math

1.  Students will be studying how to solve multi-step word problems with all 4 operations.

2.  The biggest mistake students make is not completing all the steps or not using their answer from one part to figure out the next part.

3.  We will be doing error analysis and looking at examples to see which answers are more correct

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Do The Write Thing Challenge

DtWT gives middle school students an opportunity to examine the impact of violence on their lives and to communicate in written form what they think should be done to change our nation’s culture of violence.

Personal responsibility is emphasized.

Through their writing and discussions, teachers will deepen their understanding of their students’ lived realities, helping teachers to facilitate empathetic communication and foster a positive and impactful learning environment.

Do the Write Thing asks students to address three questions:

● How has violence affected my life?

● What are the causes of youth violence?

● What can I do to reduce youth violence?

Students will use essay form and the language should be positive and not derogatory.

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# 1 most important thing children are looking for in school is connection. # 2 is respect.
I can support this by building relationships with my students i.e learn names, team build, group activities, bonding time, circle talks, respectful tone, jokes, personal stories. I can purposefully build a climate that promotes inclusiveness.
Kyle Tingler
2nd

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Maxine Nork ELA7
The Outsiders
Johnny is referred to as a hero after the fire by Mr. Woods and the press.
I like to do a debate with students asking, Is Johnny a hero?  Be sure to support your answer with evidence from the text.
In years past, the debate gets pretty heated.

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Jace Ewing/ HS/ Science
when solving big conversion problems and seeing common mistakes it is a valuable teaching moment to allow students not only to see where they went wrong but to grade the performance of their peers. Look for the mistakes that others have made and give them feedback.

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Character Analysis - Multiple Perspectives

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Character Analysis - Multiple Perspectives

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Adam Hassler - Elementary
Charlie and the Chocolate Factory - Roald Dahl.

Point of View of characters including Charlie, Grandpa Joe, Mr. Bucket, Wonka, Verucca, Violet, Mike, and Agustus.(How perspective changes opinion).  Values, status, behaviors and outcomes.

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Barbara Ellis/Elementary Music
-We are Grateful book, Cherokee culture, drum performance piece...Reading and performing a song with the book, stopping to ask them why they would want to preserve a way of life, what it means, what they would want to preserve from their own culture/way of life, sharing personal experiences. Then also sharing what they are grateful for on the drums.
During a rehearsal/performance--asking how it sounds, why, and how to make it better, if needed.
During the Run, Turkey, Run book/song performance, students offer suggestions for instruments to match the words. They give a reason why they chose that and why it would match the word. Also, instead of just learning and performing it, could ask, why is the turkey running? Is there any other reason he might be running? What if it was not Thanksgiving Day--might he still run? :)

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1. Corrin Bennion, School Counselor
2. Is college a good idea?
3. Learners can look at requirements of colleges. Consider cost. Consider length of time. Consider alternatives. Alternative schooling cost and time. Is college required for a certain career path they are interested in?

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1. Vanezza 5th grade Reading
2. Students will be studying about the rain forest food chains. They will be finding the relationships between individuals (living organisms) and how they rely on each other to survive.
3.  Learners will look for details in the text to support their answers with evidence. They need to be able to explain the relationships between the individuals and how the food chain link is need to support life in the rain forest.

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Samantha Welling, IB magnet counselor
What is art?
Who determines what makes art, art?

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Sori Wang, K-5, Library

1. I like to teach the end or answer then work to the beginning of the lesson.
2 . Starting from the end creates mystery like watching a movie where you know the answer then the movie tells you what happened or how it got there.
3. It is unusual and unexpected because students are used to starting in the beginning.
4. Starting from the end or answer offers students another angle of how to solve problems or learning style.
5. I think outside the box and I want students to do the same.

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1) Michael Short, 6th Grade Math

2) Students will be studying the standard algorithm for long division

3) The biggest mistakes students make when learning about this topic is: a) confusing the steps of the algorithm b) not dividing correctly c) Not placing the digits of the quotient correctly d) forgetting to bring down the remaining digits

4) Students can analyze their mistakes by comparing their work with other peers, double-checking their quotient by multiplying it with the divisor, etc.

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Carrie Garcia, Science 8
Teaching CER
Content: Mass versus Weight
Claim: Astronauts that go to the Moon lose mass because they weight less on the Moon.
1. Discuss the difference between mass and weight.
2. Use evidence to support your agreement or disagreement with the claim statement.

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Analysis from Multiple Perspectives: Counseling

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Analysis from Multiple Perspectives: Counseling

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1. Jennifer Jango-Cohen, Middle School Counselor
2. Gender expression and identity
3. Over the course of a month, students interact and engage with different mediums, a book, movie, music, news article etc. to understand the topic of gender expression and identity. The goal is to gain empathy for others and become more knowledgeable about the topic.

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Karen Burby, First Grade
What might happen if the three bears go to Goldilocks house when she's not home?
Students just finished a character analysis of the story and will apply what they learned to look at the other side of the story?
How might the bears behave?
Would they break things?
Would they eat Goldilocks' food?
What might happen if Goldilocks comes home while they are still there?

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1. Natalia Gonzalez, ELA 7
2. What are biases?
3. This is a pre-reading activity for the book "The Outsiders"
3. Students will learn about biases by looking at the pictures of people and describing these people based on their clothes, facial expressions and so on. Students will conduct a gallery walk by writing down their thoughts and asking questions.

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1. Amy Morris, K-5 Art
2. Self-portraits
3. Students think any portrait is a self-portrait so explain the difference and present various styles of self-portrait examples. Students can choose a style to create their own self-portrait. Students will then choose another person to create a portrait of that person. Lastly students will write about their work explaining the differences and what they did for each artwork.

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1. Marsha Thompson, 4th grade
2. Find the product for 254 x 36

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Bob Ruguleiski

1. ELA 6
2. Students will identify and come up with a solution to a community problem in Las Vegas.
3.  Students will research using databases.
4.  A presentation on their findings of their research and proposing a solution to the problem.

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1.Tiffany Halstead, Jr's Cosmetology.
2. I will be teaching haircutting
3. The biggest mistake they make is giving an uneven haircut.
4. Have them watch me when I cut, and I will do an example of the posture and positions they hold their hair and shears at vs. the posture I have when I cut, then have them hold both postures as well to analyze and see for themselves the difference.

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Jordan Wenger, School Psychologist, PK-5

Conflict Resolution

Students can look at conflict resolution from multiple perspectives. What internal characteristics make a person good at conflict resolution? What are different verbal statements to use that demonstrates two parties may be arriving at a solution? What might be barriers to conflict resolution (eg, the need to feel right, to win, etc)

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point of view from from different perspective

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point of view from from different perspective

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1.  Dean Gaudette/4th grade/ ELA - SS
2) Native American tribes and their down falls
3)  What would happen if settlers never interfered or interacted with tribes?  How would life be the same or different now?
4) Information will be gained from reading 3-5 texts from reading program.
5)  final product will be an informative paper with proper citation of evidence from the texts to support either claim.

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In a self-contained classroom, Special Ed focused on why follow rules and understanding rewards and consequences at school, home, and community.

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1. Kirstin Stokes
2. 2nd Grade
3. Immigration Unit past and now
4. Including making personal connections
5. Including building lively Discussions

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Jeff Buchbaum, 10-12th support instructor in History Content (CC)
Executive branch structure in US Government
Comparative assignment: Use Teacher resources and your own research on US Government and other forms of Government prevalent in other forms of Government (Parlamentary, Totalitarian, Communist, Geography based states etc...) to determine why different forms of Executive structure function well in specific populations and whether those forms are portable and transferrable to other societies. Look at what factors influence the success or failure of experiments in government

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1) Ten Questions (i.e. Pictures of Trapezoids) taped to the walls around the room. Each paper also contains the answer to a "different" problem taped to the wall around the room
2) Create 10 groups/teams of 2-3 students and assign them to start on one of the questions
3) Teams must work collaboratively to solve the problem on the paper and then find their answer in the room, then do that question.
4) If they cannot find the answer they got anywhere in the room, they made a mistake
5) If they do it correctly, their final answer will lead them back to where they started.

I love this lesson (which I just did yesterday) for a couple of reasons. One, I found that kids actually enjoyed the physical movement around the room and more importantly enjoyed collaborating with one another on a shared goal. Two, the activity actually required students to problem solve and understand why they were or were not taking a particular strategy, etc..

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noun/adj agreement
students think just writing the  vocab is correct
They don't use the Spanish grammar that needs to be involved
Looking at the mistakes & reviewing with them verbally & as a discussion as how to fix it & hen model it

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1. Alexandra Blockovich, Chemistry
2. Nomenclature
3. The biggest mistake students make is not thinking about which compounds are ionic vs. which ones are covalent. They also don't think about whether or not the cation has multiple charges.
4. To analyze this, we would work in groups and have each student explain why they chose the answer that they did. Then see if by the end of the discussion did they change their mind on what the answer is supposed to be?

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1. TT- 12th grade lit - Medusa
2. Should Poseidon have been punished rather than Medusa?
3. students need to read the tale and look at the  parts of Medusa, Poseidon, and Athena. They need to write their viewpoints oin each character.
4. Why was Medusa blamed?
5. There is a theory that Athena cursed her to protect her in the future. What evidence supports this.
6. If this happened in today's time, hpow may the outcome be different?
Students will engage in discourse. We will then create defense and prosecution teams for the case of Medusa.

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1. Chastity Jones - Counselor - ES
2. They will be investigating different coping skills that can be used at home or in school.
3.  I will be revealing content, but also students will research the content as well.
4.  The final product will be posters the students create with lists and pictures of coping skills they can use when they are having a hard day.

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Kayli Smith, 1st Grade Math/Science/Health

Students are learning about safety (911, knowing their name, parent's name, home address, and what is a specific emergency that you would need to call 911 for)

Students can look at what their peers are considering to be a true emergency, and analyze if they agree/disagree with said emergency. They will be able to express why/why not that would be considered a true emergency and give specific/detailed reasons. I as the teacher will have also prepped some examples before having the students turn and talk. I would do an anticipatory guide on if the students consider specific situations as a true emergency. After talking with their peers, we will revisit the anticipatory guide questions and see if they have a different mindset on the question.

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1.  Andrea Masek/7th grade/ELA
2.  Novel: The Outsiders...analyze the crime Johnny committed in chapter 4...he killed a Soc...should he be arrested for/convicted of this crime as a 15 year old
3.  Look at this crime from two different perspectives...yes he should be arrested/convicted OR no he shouldn't.  Think about witnesses, details, circumstances, laws, Johnny's background, etc.

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Investigating Mean Value Theorem  S Isaak

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Investigating Mean Value Theorem  S Isaak

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1. A pair of calculus students are leaving in and out burger, they run by  a highway patrol officer.  As they get to talking, he gives them a speeding ticket.  In this investigation we will learn the whys?
2.  Students are given graphs to analyze, leading to the developement of the MVT.  First set of examples will follow MVT, second set will have issues
3.  We will then frame the question and discuss toll roads as we have none here
4.  We will reach the conclusion as to why the officer could legally and justifiably give them a ticket
5. students will change the situation for two possibilities:
a no ticket and justify
b a higher ticket with justification

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Judy Jenkins
Students are currently in game creation. They must use decomposition to break down problems in code creation and critical thinking skills for programming and debugging. Students can collaborate when needed.

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1. Donna Wenger, 8th math
2. At what point do I start saving money on my new phone program.
3. Student will be given two phone plans to decide at which point the two meet and they can start saving money
4. Students will work in groups, creating a presentation to share their findings and as a group decided which plan they would use.

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1. Selena McDowell, 3rd grade math
2. What is the definition of a polygon
3. Students will define what a polygon is by analyzing examples and non-examples of polygons, (the example and non-examples will be identified by the color of paper they are printed on).
4. Students will work in small groups first, before we move into sharing as a whole group.

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Teaching writing b and d to preschoolers. Teach them R and L first until they are proficient. Next teach them that b faces R and d faces L when writing.

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1. 2nd Grade/All subjects                 2. Open/closed Syllables                  3. Students do not clap out the words and they guess where to split the word up. Not listening to the syllable break.                              4.  I can have them analyze their mistake by having them read each word with a long and short vowel sound. Do they sound right?  

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1. 2nd Grade/All subjects                 2. Open/closed Syllables                  3. Students do not clap out the words and they guess where to split the word up. Not listening to the syllable break.                              4.  I can have them analyze their mistake by having them read each word with a long and short vowel sound. Do they sound right?  

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1. Dunn, ELA Resource 7-8
2. How animals and humans share connections
3. Students will utilize various sources to research their own choice of real-life story that shows the relationship between animals and humans. Like Jane Goodall and also the story of Hachiko.
4. Students will develop a media presentation to show the animal and the special characteristics of this animal and highlight the special bond they have with humans.

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1. Anne-Marie Wagner, k-5, humanities
2. I am teaching my littles (K-1) SEL
3. Many students only view situations from their perspective and how they would feel.
4. I am working to teach them empathy and perspective so that students will be able to understands others emotional and be able to see why someone may feel different from them.

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2nd grade
Math
What is the best way to solve this story problem?
Students will work with a partner and come up with a strategy.
Students will share all of the different strategies they used.
Conclusion there is more then one way to solve the problem to get the right answer.

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1. Kevin Schwallie, HS Pre-Calculus
2. Trig Identities and manipulation
3. There are many different ways to manipulate equations by using trig identities. It is fun to see the different routes taken to accomplish these problems using trig identities. We discuss who's right, why did you do that. Who's strategy took less steps, does it matter? etc.

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Alexis Johnson, 10-11th, Chemistry
I want to use this in my chemistry classes.  I think having them discern WHY an answer is wrong would actually demonstrates their full knowledge.
EX: Giving them two student examples of a chemical formula and asking why they are both wrong.

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Thinking about the starving time from all perspectives.

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Thinking about the starving time from all perspectives.

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1.  Laura Lindsay/5th Grade
2.  They are studying the Jamestown establishment and the Staving Time.
3.  How would you have felt if you were the Powhatan Indians?  The settlers that are starving?  The leaders that are not doin their part?
4. Complete a slide from each perspective and create a google slide sharing your perspective and why

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Jessica, ELA, 6. As an English teacher,  I could use a few books that are more catered to their interests. For example,  I could have them read Holes or Espiranza Rising so they can connect to other Hispanic characters. Also Holes is about a teenager who gets arrested and they can relate to that. Make learning meaningful and connected to the group of students in our group room. 

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Jessica, ELA, 6. As an English teacher,  I could use a few books that are more catered to their interests. For example,  I could have them read Holes or Espiranza Rising so they can connect to other Hispanic characters. Also Holes is about a teenager who gets arrested and they can relate to that. Make learning meaningful and connected to the group of students in our group room. 

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Second grade class.
Pro and cons argument

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1. Johana- I teach chemistry.
2. How do you correctly complete one-step mole conversions?
3. Students will be researching.
4. I can provide information on how students solved different one-step mole conversions incorrectly and have students dissect a number of answers and what is wrong and which is more wrong.

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EXAMPLE: Analysis from Multiple Perspectives 

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EXAMPLE: Analysis from Multiple Perspectives 

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1.  Colin Seale, 7th Grade Social Studies
2. Why is voter turn-out so low?
3. Students can look at how different groups think about voting.  How to veterans feel about voting?  What about young people?  What about someone who is very busy with work or kids?  Why might that person not make the effort to get the the poles?

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Share your:
1. Name/Grade/Subject Level
2.  What will your students be studying?
3.  How can learners look at that topic or issue from multiple perspectives?

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Investigation and Discovery: Social Media Analysis

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Investigation and Discovery: Social Media Analysis

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1. Ryan Max Ocampo/ ELA 10
2. To what extent should social media be limited or left alone
3. I will be revealing multiple opinion articles and studies about social media and the effects of prolonged exposure to it.
4. Students will write a proposal to either change or keep social media policies the same

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1. Colin Seale, 3rd Grade ELA
2. Irregular verb tense
3.  Students tend to try to always follow the pattern of adding -ed to make a verb past tense, even when the verb is irregular.
4.  I will have the students write multiple choice questions and think about how they can try to trick Joe.

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Share your:
1. Grade/Subject Level
2. What will you be teaching?
3. What is the biggest mistake students make when learning about that topic?
4.  How can you have them analyze this mistake?

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1. Colin Seale, 5th Grade Science
2. Should plastic straws be banned?
3.  I will be revealing information from a scholastic article I have about the impact of plastic straws.
4.  Students will write a letter to our local city council to make a recommendation about a policy they should create for our town.

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Share your:
1. NameGrade/Subject Level
2. What is the big question your students will be investigating?
3.  Will you be revealing information or will your students be researching?
4.  What will the final product be?