malden_pember_pd

=Becoming America Extension - 2012=

Malden Public School Professional Development
Ann Pember & Robert Simpson

Tentative PD workshop - Department meeting held every 2 weeks OR early release

Ann submit's plan for updating Getting to know the Know-Nothings: how to recruit members for a secret society

2013 Revised lesson page. Ann, add tasks as bullet points below, include more details so we can discuss timeframe. For instance what part of your lesson needs to be revised, which activity

Task List

 * lesson revision plan
 * Need to add literacy strategies for Activity 2, also add content/primary source analysis strategy and be more specific
 * Add strategies/instructions for interpreting the banner of the Know Nothing newspaper in Activity 2, and connect the picture as a preview to the document itself
 * Update the background reading and notes for Activity 1, so it is not dependent/connected to the Anthem textbook and could be used by any class
 * Need to add more scaffolding techniques and options for teachers to adapt to their specific class needs
 * Need to include strategies for ESL students and ways to differentiate
 * Create/add rubric for whatever technology tool is added to this lesson
 * Add classwork/primary source mark up rubrics and for jigsaw for day 2, so students are clear on the expectations and how they will be graded
 * Need rubrics for the open response writing
 * Revise the rubrics for the poster/speech
 * Create a presentation rubric, include effective public speaking suggestions/tips (have a lesson on public speaking already, parts of that could be included in this lesson)
 * Include directions for all the strategies (I see/it means, marking up a text, Frayer Model, etc) that will be included, so any teacher would be able to follow proper implementation
 * Update the standards to include the Common Core - ELA and Social Studies segments (speaking, listening, writing, reading)
 * Add UBD curriculum map essential questions, understandings, and skills from Stage 1 (department is working on this, will add once that is updated)
 * Revise objectives at the end of all of the other revisions, to make sure they still align
 * web 2.0 & iPad activity - this will be added later, maybe for the digital portion of the lesson, due to ipad access and technology delays
 * collect student work examples and post
 * Need a better closing activity, to wrap it all up - tie back to the essential questions

Technology Components
 * Include digital mark up of the primary source reading
 * Possibly add a visual component for the mark up - for instance, ESL students could insert a visual/picture to summarize the main idea after each paragraph instead of just text
 * Pinterest portion of the lesson - add at the beginning as an intro to immigration, where the class will pin where they are from
 * Must create step by step directions for how to sign up for pinterest and then invite students on to a board. Need directions for both students and teachers
 * Pinterest - students could use this as a way to collaborate with their groups during the research poster part, to share info
 * Final assessment - change to a glogster, but push this further than just a poster and make it persuasive, tie to common core

AGENDA
First Hour of the PD will take place on Friday, April 12th from 11:45-12:45. Possibly will include 6-7 other teachers, all 9th grade US History I teachers and 1-2 student teachers in the department. The second hour will be digitally accessible and be completed at a later date by the participants.

This lesson will take place using laptops, and will be entirely online and internet based.

- Presurvey for participants (completed before Friday)

Should all of these questions be included as a handout? If so, then teachers should download a copy and type, then send me their work when done. This could be posted on the wikipage for evidence at the end

New outline (4/10) needs to be flesh out in more detail with links and handouts Opener: How do we engage students on the topic of immigration? What lessons have you used on this topic? Pair/share ideas (5 minutes)

- Background of the grant and lesson, overview of the plan for the first hour today. (5 minutes)

- Intro to pinterest - guide teachers thought examples of what it is, what can be done with it, show examples of a few boards and lessons from my students. Then have teachers sign up (15 minutes)

-Hands on activity (30 minutes)- in groups of 2-3, teachers will be assigned an essential question from this unit on immigration (taken from the UBD curriculum maps the department has created). Each group will be asked to design a museum exhibit trying to answer/demonstrate their essential question. They should caption each picture to explain how it connects/answer their question

essential questions: why do people move? what happens when culture collide? How did the reform movement illustrate a shift in thought about social responsibility? What contributions did immigrant families from foreign countries make to our nationhood? what can we learn from the experiences of immigrants entering our country? how are we connected to the immigrants of the 19th century today? what events in the world influenced immigration to the United States? how does immigration relate to "e pluribus unum?"

They will pick historical pictures and political cartoons. They can pick from the Smithsonian National Archives, Digital History, maybe one other. Limited to Irish immigration or immigration in the mid to late 19th century National Archives Docs

Digital Vaults

Immigration Pictures from the LOC

Irish Immigration Unit Materials from the LOC

Smithsonian Irish Images

- Share and explain boards - maybe follow each other so they can be seen in more detail as teachers share out loud?

-Debrief - how can we use sites like pinterest in historical inquiry lessons? how else can you use pinterest with your students and in your personal life?

Next steps for 2nd hour: scavenger hunt on the other 8 TAHG lessons on this wikispace page from Malden teachers, all linked at the bottom of the PD page. Answer questions on a handout. Post discussion questions on this wikipage, then respond. (can teachers post on here if they are not a member? when is the deadline for this?)

old outline

Opener: How do we engage students on the topic of immigration? What lessons have you used on this topic? Pair/share ideas

- Background of the grant and lesson, overview of the plan for the first hour today.

- Walkthrough of my TAHG lesson, with updates and implementation in the curriculum, emphasize common core skills: literacy, collaboration, technology, and writing. Offer ways to adapt, what to cut if time is a concern. Show examples of student work from previous years and this year.

http://becomingamerica.wikispaces.com/tlp_12_apember

- Hands-on activity - teachers will be introduced to Pinterest. They will view examples of pinterest boards that other teachers have created/used, and then they will view my boards from my students, to see an idea of ways it can be used in both this lesson and others. Maybe a scavenger hunt through my student boards?

[]

[]

Example from my AP Psychology Class lesson called "Mind Madness" on reviewing famous psychologists, set up in a "March Madness" type bracket. Students will then decide who was the most influential psychologist using their pinterest board. 12th grade class.

Stand Tall: One Brave Thing Contest Lesson from my 9th grade US History students. They entered a contest to go to Washington, DC to see the movie "Lincoln." They had to explain one brave thing they have done or seen or learned about, and why it makes them continue to stand tall

- Hands on activity - Teachers will then walk through signing up for pinterest, then create their own pin on a shared board. The pin will represent their own heritage: where did their family come from and how many generations ago? option to provide more than one pin, one for each side of the family

TAHG Immigration Workshop Board direct link for teachers to pin their info

General directions for using pinterest: []

slideshare overview of pinterst: media type="custom" key="22690808"

media type="custom" key="22690830"

- Debrief - review confusion, various ways to pin images, limitations of 500 characters

- Brainstorm other ways to use pinterest with students - how to utilize primary sources with this tool? Connect to Generation Citizen project research, other units in US History I where this could fit. Also brainstorm ways to use this as a personal professional development resource, build a personal learning network, gather teaching ideas. Maybe a quick poll link - will they use pinterest in class? will they use it in their personal life? how might they use it?

-Closure: Next steps for digital portion of lesson, exploring the TAHG website

Hour Two - online I am still confused about what to do. Is the purpose of this time for teachers to search through this wikispace page and record resources and lessons they find? Does it connect to my lesson or is it separate? Can I use the format that Matt used for his but focus on different lessons?

Ann, create PD outline here

**Other Lessons Developed by Malden Teachers**
2010 Units 2011 Units
 * Elementary**
 * [[image:becomingamerica/chineseexpr_thumb.jpg width="239" height="171" link="tlp_10_pmallett"]] || [[image:becomingamerica/wewelcome_thumb.jpg width="239" height="171" link="tlp_10_csynan"]] || [[image:houdini_2011_thumb.jpg link="tlp_11_bkennedy"]] || [[image:tenement_2011_thumb.jpg link="tlp_11_csynan"]] || [[image:eat_2011_thumb.jpg link="tlp_11_mliberge"]] ||
 * ===The Chinese Experience === || //**We Welcome Everyone, Except...**// || **Is There Magic to Success!** || **Tenement Living** || **You Are What You Eat** ||

The Use of Free Speech to Effect Social Change: William Monroe Trotter and Voltaire 2011 Units
 * Middle School**


 * High School**
 * [[image:becomingamerica/brown_we_the_irish_thumb.jpg caption="brown_we_the_irish_thumb.jpg" link="tlp_09_dmbrown"]] || [[image:scigliano_lightbody_thumb.jpg width="204" height="160" link="tlp_10_mlightbody"]] ||
 * **We the Irish: A Story of Exclusion** || George Scigliano Boston's Progressive Leader ||