{"id":824,"date":"2018-06-22T15:06:34","date_gmt":"2018-06-22T19:06:34","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=824"},"modified":"2018-07-11T16:11:43","modified_gmt":"2018-07-11T20:11:43","slug":"mtv-strategies-whalen","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2018\/06\/mtv-strategies-whalen\/","title":{"rendered":"MTV Strategies – Whalen"},"content":{"rendered":"

This blog contains 2 lesson plans for an English II Honors class.\u00a0 I decided to use the Headlines and Circle of Viewpoints MTV strategies for my Lord of the Flies<\/em> unit and my All the Light We Cannot See<\/em> unit, respectively.<\/h3>\n

These are both built for classes of about 20 students, 45 minutes per class.<\/h3>\n

Lesson Idea 1 – Headlines for Lord of the Flies<\/em> Psychology Connection<\/strong><\/h1>\n

\"\" \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \"\"<\/p>\n

Objective:<\/strong>\u00a0Students will be able to relate the content of an informational text back to the unit novel, Lord of the Flies<\/em>.<\/p>\n

Prior Knowledge:\u00a0<\/strong> Students must have read chapter 1 of Lord of the Flies, so they can see how the boys chose Ralph as the leader.<\/p>\n

Outline:\u00a0<\/strong><\/p>\n

    \n
  1. Answer any comprehension questions about chapter 1<\/li>\n
  2. Go over annotation strategy in class (Silver Dollar Annotation)<\/li>\n
  3. Introduce psychology topic (The Halo Effect) by showing a Youtube video demonstrating The Halo Effect in action<\/li>\n
  4. Pass out the informational text explaining the Halo effect and why people fall victim to it\n
      \n
    1. have students annotate using the Silver Dollar Method as they read the text<\/li>\n<\/ol>\n<\/li>\n
    2. After they are finished reading they make a headline for the article\n
        \n
      1. The headline must connect the content of the article back to Lord of the Flies<\/em>.\u00a0 (Ex: “Stranded Boys Vote for Looks over Leadership”)<\/li>\n<\/ol>\n<\/li>\n
      2. Lastly, we’ll compile these headlines on a big sticky note poster at the front of the room, surrounding the name of the psychology topic.\u00a0 This can be displayed for the duration of the unit.<\/li>\n
      3. As the headlines are compiled we can have an informal discussion behind the students thinking as to why they wrote the headline they did (why is this material important?)\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0\"\"<\/li>\n<\/ol>\n

        Standards:<\/strong><\/p>\n

        RI.9-10.2 Analyze informational text development.
        \na. Determine a central idea of a text and analyze its development over
        \nthe course of the text, including how it emerges and is shaped and
        \nrefined by specific details
        \nb. Provide an objective summary of the text that includes the
        \ndevelopment of the central idea and how details impact this idea.<\/p>\n

         <\/p>\n

        Assessment:<\/strong> I will assess the headlines students create based on their accurate connection of the psychology topic to its context within the text of the novel. Rubric:<\/p>\n

        Out of 9 points –<\/p>\n

        Does the headline make sense (grammatically and content wise)? 3 points<\/p>\n

        Does it directly connect to Lord of the Flies?\u00a03 points<\/p>\n

        Does it directly connect with the informational text?\u00a03 points<\/p>\n

        Materials:\u00a0<\/strong><\/p>\n

          \n
        • Silver Dollar Annotation Outlines\/Instructions (handout)<\/li>\n
        • The Halo Effect Youtube Video and projector-