Embedded Files
November 7, 2024
Correlation to State Content Standard:
7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
I will learn about the power of the media by:
Understanding the influence it has to spread misconceptions of reality.
Identifying the social economical diversity of its location.
Common Core Literacy Standard
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.
WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).
WHST 9: Draw evidence from information texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
SDAIE: TPS/EQ/Chunked Reading: Starter: Students will read a chunked passage from the History Channel "This Day in History" and answer the essential question by annotating the evidence in the passage. If no evidence is there to answer the passage, students will answer "Not enough information."
Direct Instruction (10 min.)
SDAIE: Direct Teach/Video Clip/Sentence Stems: Media and Islam: Teacher will show a segment of Tucker and parents concerns of Islam being taught in New Jersey schools. Students will have to maneuver the context in the media and the two documents provided by the teacher (Two New Jersey state standards) to determine the validity of the news segment. Students will support their opinion with the evidence.
Guided Practice (10 min.)
SDAIE: TPS: Vocabulary: Teacher will go over the answers to the vocabulary terms and the matching of visuals to support the words for the unit.
Independent Practice (20 min.)
SDAIE: Sentence Sentence Stem/Group/TPS/Video Clip: Tucker on Islam: Students will analyze a video clip from Fox News and the concerns of two New Jersey parents to explain the validity of their arguments.
SDAIE: Visual/TPS: Tier 2 & 3 Vocabulary: Students will be looking up vocabulary words, writing it in their own words, matching a visual to that terms and provide of justification to their selection.
Homework.
EdPuzzle due by Saturday at 5 p.m.
Closure (3 min.)
1. Clean up.
2. Dismiss Class.
Lesson Modifications for GATE, RSP, and EL Students
EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.
RSP: Projector (visuals), questioning, modified assignments, check for understandings.
GATE: Require answers that will demonstrate depth and complexity of fertilization.
Expected Student Outcomes (Objective)
Students will be able to:
1. Understand terms used in the media used to spread Islamophobia.
2. Identify how media uses propaganda.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Starter: Students will read today's "This Day in History" section. Using the CLAIM that was provided students will need to find one evidence from the reading to support it or explain why there is non.
Direct Instruction (10 min.)
SDAIE: Direct Teach/TPS: Vocabulary: Teacher will introduce students to 5 terms used by the media to spread Islamophobia. Teacher will guide students with its pronunciation, discuss if its a positive or negative meaning, and come up with a group definition before writing the correct one.
SDAIE: Direct Teach/TPS/Video Clip: Tucker on Islam: Teacher will show a video clip based on a quick interview from the Tucker Carlson show. After the video has been played twice so students could answer their questions, teacher will walk students through some statements that were brought up and students will decide on the validity of those statements.
Guided Practice (5 min.)
SDAIE: TPS: Islam in the Media: Teacher will discuss the three images using the definitions that are being introduced. Students will discuss what the message is and who the intended audience is as well.
Independent Practice (25 min.)
SDAIE: Group/TPS: Vocabulary: Students will come up with their group definitions on 5 terms; stereotype, Islamophobia, discrimination, ignorant, propaganda.
SDAIE: TPS/Annotate: Islam in the Media: Students will analyze three images and decipher the message and intended audience they are trying to reach out. They will describe the image using one of the 5 terms.
SDAIE: Sentence Stem/Video Clip: Tucker on Islam: Students will ready their questions by setting up their sentence stems. Students will be asked to select one question that they will focus on to get the answer and then present to their team members. Once they are done teacher will show the clip, clip will be showed twice. Student will also be guided by the teacher on how to research statements that were mentioned to check for validity.
SDAIE: QuickWrite/CER: Media and Islam: Students will answer a QuickWrite writing prompt explaining how the media portrays the religion of Islam in todays society. Students will use the information they gathered the last two days and provide at least one vocabulary term in their explanation.
Homework.
EdPuzzle: Introduction to Islam due by Friday at 5:00 p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
October 26-28 2022
Correlation to State Content Standards
7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
Expected Student Outcomes (Objective)
Students will be able to:
1. Understand terms used in the media used to spread Islamophobia.
2. Identify how media uses propaganda.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Starter: Students will read today's "This Day in History" section. Using the CLAIM that was provided students will need to find one evidence from the reading to support it or explain why there is non.
Direct Instruction (10 min.)
SDAIE: Direct Teach/TPS: Vocabulary: Teacher will introduce students to 5 terms used by the media to spread Islamophobia. Teacher will guide students with its pronunciation, discuss if its a positive or negative meaning, and come up with a group definition before writing the correct one.
SDAIE: Direct Teach/TPS/Video Clip: Tucker on Islam: Teacher will show a video clip based on a quick interview from the Tucker Carlson show. After the video has been played twice so students could answer their questions, teacher will walk students through some statements that were brought up and students will decide on the validity of those statements.
Guided Practice (5 min.)
SDAIE: TPS: Islam in the Media: Teacher will discuss the three images using the definitions that are being introduced. Students will discuss what the message is and who the intended audience is as well.
Independent Practice (25 min.)
SDAIE: Group/TPS: Vocabulary: Students will come up with their group definitions on 5 terms; stereotype, Islamophobia, discrimination, ignorant, propaganda.
SDAIE: TPS/Annotate: Islam in the Media: Students will analyze three images and decipher the message and intended audience they are trying to reach out. They will describe the image using one of the 5 terms.
SDAIE: Sentence Stem/Video Clip: Tucker on Islam: Students will ready their questions by setting up their sentence stems. Students will be asked to select one question that they will focus on to get the answer and then present to their team members. Once they are done teacher will show the clip, clip will be showed twice. Student will also be guided by the teacher on how to research statements that were mentioned to check for validity.
SDAIE: QuickWrite/CER: Media and Islam: Students will answer a QuickWrite writing prompt explaining how the media portrays the religion of Islam in todays society. Students will use the information they gathered the last two days and provide at least one vocabulary term in their explanation.
Homework.
EdPuzzle: Introduction to Islam due by Friday at 5:00 p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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