Group items tagged

Students will compare and contrast design elements in neoclassical and modern architecture, using the National Gallery of Art's West and East Buildings. Then they will design a geometric pattern using Pei's polygons. Last, they will consider the role of geometry in planning and designing buildings and cities by creating their own city plan using a variety of lines and polygons.

The Index of American Design consists of approximately 18,000 watercolor renderings of American decorative art objects from the colonial period through the 19th century. Produced between 1936 and 1942, this visual archive reflects the expanding interest in American material culture that began to emerge at that time. The CD includes more than 350 images selected from 11 subject areas ranging from costumes to woodcarving, as well as an overview of the project's history illustrated with archival photographs. -It is possible to borrow any of their teaching packet materials from the NGA for an extended period of time. 

This is a unit designed by the NYC Dept. of Education and includes the study of the novel "With Every Drop of Blood."

The interactive activity is designed for students to learn Colors in Spanish and has audio elements.

"In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path. This dynamic learning model breaks with the dusty forms of frontal teaching that often create classrooms of "lonesome togetherness" -- students who may sit together but live worlds apart. Cooperative learning creates what Daniel Goleman calls "cognitive empathy," a mind-to-mind sense of how another person's thinking works. The better we understand others, the better we know them -- pointing toward (among other virtues) greater trust, appreciation and generosity. "

5-part lesson developing fluency through poetry. Designed for grades 3-5.

Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

Students will participate in activities designed to explore the themes, characters and volatile moral issues raised in Shakespeare's Macbeth.  Students will explore the themes of power, ambition and the social status of women in the play and in this production set in the 1920's.  By engaging students with text from main characters in the play, students will explore their response to the play's key question:  what is the tragedy of Macbeth?  

Summarizing self-reflection sheet. Originally designed to be paired with this lesson about abolitionsists: http://www.readwritethink.org/classroom-resources/lesson-plans/strategic-reading-writing-summarizing-1017.html?tab=3#tabs

The application of engineering principles is explored in the creation of mobiles. As students create their own mobiles, they take into consideration the forces of gravity and convection air currents. They learn how an understanding of balancing forces is important in both art and engineering design.

Computational thinking (CT) involves a set of problem-solving skills and techniques that software engineers use to write programs that underlie the computer applications you use such as search, email, and maps. However, computational thinking is applicable to nearly any subject. Students who learn computational thinking across the curriculum begin to see a relationship between different subjects as well as between school and life outside of the classroom. Specific computational thinking techniques include: problem decomposition, pattern recognition, pattern generalization to define abstractions or models, algorithm design, and data analysis and visualization.

"The growing access to knowledge, information, people, and tools that our students are getting demands a shift in how we think about the work they do in school."