Citation: Seuss, D. (1954). Horton hears a Who! New York: Random House Book Level: First Grade, Lesson for Sixth Graders Summary and Commentary: While splashing through the water, an elephant named Horton hears a sound from something nearby. He realizes that it's the speck of dust near him and begins to believe that something or someone may be living among this speck. He vows to protect whatever or whoever is living on this speck. He discovers that it is a tiny planet and they refer to themselves as "Who's" from Whoville. The mayor of their tiny planet begs Horton to protect them and he agrees to do so. He is harassed by many of the other jungle animals since they do not believe as he does. Horton decides to move to somewhere safer. He …show more content…
Defend Hortons passion for the Speck which he has not seen and has merely heard. (level 5) " Horton discovered the Speck so his passion is stronger than those who did not. " Just because he didn't see them doesn't mean that hearing them wasn't enough to be passionate about them. " Just because a person might be small doesn't mean they're not deserving of protection. " Maybe we are small to a bigger society above us? 2. Investigate why the Kangaroo and the other jungle members are so skeptical of Horton's discovery. (Level 6) " They don't understand how something could live on a speck. " They cannot understand how something can be different from them. " They haven't seen or heard the people on the speck making it hard to believe. " They might believe Horton is just goofy and often believes in obscure things. 3. Develop a different ending where Horton gives into the ridiculing jungle society and lets them have and destroy the speck. " Would be own opinion but might include Horton having emotions such as sadness and being cowardly. " The jungle animals would be aggressive and …show more content…
They will be given some examples of ideas to research. For example, they could research Seuss' trip to Japan and its inspiration for the story. They will be constructing a "mind map" of their research. Then, they'll create a Prezi on their iPad. There will be desks organized in circles around the room to show their work and they'll be given half a class period to look at their peers work and research. Steps: 1. Introduce various research topics they could look into. 2. Give students an opportunity to think of ideas and research it. 3. Meet with each student to gather their ideas and help them furthering their research. 4. Give students time to research and create their mind maps. 5. When their mind maps are completed, collect them and make sure everyone is on the right track. 6. Give them their mind maps back and give students the opportunity to create their Prezi on their iPad. 7. Remind them that this is a visual project and can also include videos. 8. The room will be organized in a way for students to look at each other's research. Students will be able to move through the project as they wish as the presentation is on Prezi and the iPad makes its accessible. 9. There will an allotted time for a Q/A at the end of the
Thomas King suggests that the majority groups within a society do not treat the minority groups fairly; that is, the general public are not empathetic towards the first nations. Furthermore, as Walter, the museum director, wants to “move [the totem pole] someplace else”[120], he is suggesting to ignore the problem and hope by “Monday, [they will] have the whole thing straightened out”[120]. This shows the lack of concern that
Canada likes to paint an image of peace, justice and equality for all, when, in reality, the treatment of Aboriginal peoples in our country has been anything but. Laden with incomprehensible assimilation and destruction, the history of Canada is a shameful story of dismantlement of Indian rights, of blatant lies and mistrust, and of complete lack of interest in the well-being of First Nations peoples. Though some breakthroughs were made over the years, the overall arching story fits into Cardinal’s description exactly. “Clearly something must be done,” states Murray Sinclair (p. 184, 1994). And that ‘something’ he refers to is drastic change. It is evident, therefore, that Harold Cardinal’s statement is an accurate summarization of the Indigenous/non-Indigenous relationship in
‘Weren’t they raised by a wolf?’ Hudson smiled and nodded. ”(King 18) This indicates that the times really did not do changes as Hudson and friends are going to continue the cycle whether the Aboriginal people they own are found alive or dead. No one in the story has thought about how the Aboriginal people’s thoughts and no one identifies that the Aboriginal peoples are people too, but the Aboriginal peoples are just numbers to Hudson.
The hunters start forcing people to join the tribe through threats. Then the threats lead to the killings of two boys. The hunters first kill Simon , whom they think is a beast. Then they kill Piggy by rolling a stone on top of him. With the two killing under their belt they soon began to go after Ralph. They chase him all over the island but soon he is rescued. The naval officer witnesses how the children had turned from well-behaved boys to savage beast.
...ave to ensure, ahead of time, that there are seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for my presentation.
For the living room, I have developed twenty different questions. For my questions I have come up with ten relating to the radio, eight relating to the sewing machine and four relating to the bed. Starting off with the bed in the corner of the room. I will begin the presentation with the students sitting in a circle on the floor. We will observe the room for some time and then I will begin by
Something that majorly stood out to me that I cannot wait to implement in my class room is the use of technology with as class room dojo, go noodle, and many other apps.
Summary- The chapter starts with Simon waking up and Ralph and Piggy joining Jacks party. At the party they see that everyone is having fun and Jack gives them some meat to eat. When everyone is done eating, Jack asks who wants to be on his tribe but Ralph clearly states that he is the chief and that he has the conch. Meanwhile Simon is on the mountain to see what the beast but he realizes that beast is just a dead guy in a parachute which makes him throw up. When Simon is rushing down the mountain, it starts to rain and all the kids don’t realize it it's Simon so they kill him thinking he is the beast. Than sadly it get windy and the other beast which is the guy in the Parachute get notice and all the boys start screaming and running. In the end of the chapter Simons dead body moving toward the sea.
He ran all the way back to the village to try to convince someone that the moose would help them survive. When he got to the village he called another meeting. This time the people took longer to show up, some not even
Using iPads for learning in the classroom provides improved individual and cooperative learning; its capability allows a variety of functions and multimedia access. Apple has created many educational apps for students, including access to games, pictures, personal web or apps that have been shown effective to learning, in more creative ways; its architecture allows programs to be appropriate with other Apple products, improving sharing and cooperation (Omiterue, 2012).
Technology goes far above playing computer games, using “apps,” or other types of games. Students need to be shown all the ways they can have resources at their fingertips, to assist in their learning process. Education continues to change over the years and new programs and curriculums are being adopted into school systems across the country.
Including technology in my lesson plans requires “Cooperative Learning” between my students and me as well as between the students themselves. The Cooperative learning strategy provides students with ways to interact with each other as well as enhance their learning through technological tools (Pitler, Hubbell & Kuhn, 2012). An online Lino Board, online comments on student work, or an interactive Google map could be implemented and used by students to foster this type of learning. For example, students could post comments about a piece of historical artwork discussed in class on a Lino Board (or online bulletin board) from their computers at home. The class would then be interacting with me, each other, and enhancing their learning from home. Commenting on student work would work in a similar way; however, students could critique each other’s work on our class website to enhance our learning community. The interactive Google map gives the students a method of worldly communication. One might be placed on our class website to record visitors and their origins to show the students that others hav...
As we progress further into the 21st century, our society is quickly becoming more and more integrated to technology. The creations of new laptops and tablets, and the easy access to new and improved phones have driven younger generations to recruit to these advances as well. The quick and widespread implementation of these technological advances has shaped the new way we conduct our daily lives, as well as how knowledge is processed and taught in our classrooms. Today's technology provides teachers, as well as students, with opportunities for teaching and learning that were impossible in the past. Technology is being used as a tool to promote human learning, not just calculators, but including Smart Boards, tablets (iPads), video cameras, Portable Digital Assistants and of course, computers. They can be used as tools to create instructional materials or as presentation devices to provide information in ways never before possible. While technology can be useful for easy communication and industrial development, the proper use of technology in the classrooms can be crucial to students in the 21st century.
actually learn. This point may seem obvious, but the use of computers in classrooms is a
We have a smartboard in the classroom. The smartboard serves different purposes throughout the day. During math for example, we use a camera that projects what you are writing to the smart board. Whenever they are conducting some hard subjects in math, they have brain breaks which they will go to Go Noodle or watch Simon’s Cat videos. The whole school uses Moby Max which counts with their math grade. For assessments, Kahoot has been used. For one test, I made a kahoot and the next day, the students took it as their test. My focus area will be social studies and I have already began investigating technological resources I could use for my lessons. My lessons will strive to incorporate forms of technology such as Youtube and online “field trips” to locations. In Social studies, I will be covering the American Revolution and the 50 states and capitols. Youtube contains music that can be used for the lessons as an anticipatory set. We can also use the internet to view the battlefields of the American revolution and places of importance. If technology is not available, then any assignments that involves technology will involve the classroom. The students in my classroom have a book report due in February. The technology portion which is the PowerPoint, will be done in class so those students without access to technology at home can do their report at