Abstract This paper offers lessons created as part of a graduate program in education. The lessons consist of a range of documents, from lesson plans to texts created using programs such as Kidspiration. The lessons also include analyses of education programs in terms of a range of learning theories and models such as social constructivism and other Western theories of education and development.
From the Paper "The issue of teaching learners in P/J who are afraid of math problems is admittedly a challenging one. It must be acknowledged that it is unlikely that we will ever be able to reach the point where learners will "welcome problems with open arms and minds". Given an educational context in which even many candidates at our Teachers' Colleges admit to having a high degree of anxiety when facing math problems in their youth, it may be realistically concluded that nothing less than a profound overhaul of our education system's approach to the math curriculum will address this fear and anxiety."
Abstract This paper examines Toni Cade Bambara's short story,'The Lesson,' concentrating on the story's main theme of racial and economic inequality. It looks at the valuable lessons the children learn on a field trip to an upscale toy store.
From the Paper "In the short story "The Lesson" by Toni Cade Bambara, a group of African-American children are confronted with class and economic distinctions for the first time during a trip to F A O Schwartz in New York. Sylvia the story's narrator is clearly affected by ..."
Abstract The paper explains the causes and effects of racism in the South of the 1940's, as described in the book "A Lesson Before Dying" by Ernest Gaines.
From the Paper ""Cause and Effect, A Lesson Before Dying" describes the tension in the lives of African-Americans during the 1940's in the South. It describes the systematic forms of racism that characterized life in the South. This systematic racism includes providing substandard education to black children and systematically excluding blacks from good paying jobs."
Tags: cause and effect, a lesson before dying, racism, Jim Crow, South
Abstract The research proposal provides two lesson plans and a survey to assess whether children are learning in a "brain friendly" environment. The paper explores how classroom environments that are conducive to learning are a vital component in the education process. The paper examines how providing students with a "brain compatible" program of instruction - one that appeals to all of the senses, is inviting, playful and happy, feels comfortable and smells great - will result in a regimen that provides nutritious "Brain Food" for these kindergartners to third graders. The paper includes a survey to be administered to both children and adult workshop participants to determine how well they enjoyed the lessons, and what recommendations they may have for future workshops.
Outline:
Lesson Plan No. 1:
Area
Level
Time
Type of Lesson Ontario Standards
Objective(s)
Materials
Procedure
Development
Summary/Closure
Assessment
Reinforcement
Lesson Plan No. 2:
Area
Level
Time
Type of Lesson Ontario Standards
Objective(s)
Materials
Procedure
Development
Summary/Closure
Assessment
Reinforcement
Lesson Plan No. 3:
Area
Level
Time
Type of Lesson Ontario Standards
Objective(s)
Materials
Procedure
Development
Summary/Closure
Assessment
Reinforcement
References
Appendix
From the Paper "The results of this experiment will likely confirm that as people grow older, they begin to lose their sense of smell (the teacher should ensure that the concentration of the first level jar is sufficiently weak that the average adult cannot discern it, while a young person can). Students will be asked why younger people might smell better than older people, and the teacher can explain that this difference in smelling ability could be caused by a lot of things such as being exposed to more pollution in the air, lifestyle habits such as smoking, or maybe just as a result of the aging process itself."
Abstract The author feels that the Crayola? website, which has hundreds of lessons plans for all age groups, can be used almost exclusively as a source of lesson plans, ranging from science to pop art to multicultural and classical art styles. The paper describes the "Abstract Animals" lesson, very fitting for third graders, which teaches kids how to use simple shapes and colors to draw animals and other objects after the style of more modern representational artists. The author uses this lesson plan within a comprehensive interdisciplinary art curriculum that teaches about the relevance of art within its social and historical setting.
From the Paper "The third section is called ?Directions,? and for a change is precisely what it claims to be. The directions for this lesson are, in short, to show the children images of various animals and forms and to use tracing paper to draw simple geometric shapes over the forms. (For example, an elephant's head would be a circle with two large ovals for the ears and a long thin oval for the trunk.) Subsequently these designs are redrawn with marker on construction paper and colored in with chalk."
Abstract This paper discusses and compares three lessons. It looks at one which made some use of online lesson plan activities, one that used class discussion and group activities, and one that used individual exercises. The paper shows how the content areas that were addressed in the lessons were reinforcing or reactivating the students' prior knowledge of writing skills and assessing reading comprehension. It discusses the student participation and enjoyment and the lessons' effectiveness.
Table of Contents:
Introduction
Reinforcing or Activating Prior Knowledge
Written Assignments
Assessing Reading Comprehension
Comparison
From the Paper "The lessons that used group activities seemed to generate the most student excitement and involvement. The written poetry lesson plan that encouraged the most student creativity and personal engagement seemed to be the most exciting for the students, and felt the least like 'forced activity.' It is important to generate a sense of joy when learning to read, or when learning to read like a more engaged and critical reader. Using group activities engaged students who might otherwise find reading boring or, and the use of poetry is a particularly expressive way to show students that the sound and creative use of words are fun and are used to express ideas and emotions."
Abstract This paper describes the objectives, assignments, materials and handouts of five different lesson plans designed for the third grade level. The lesson plans focus on language skills and include a lesson plan for ESL students.
From the Paper "The goals of this lesson are to give a student-centered approach that focuses on the language skill of speaking and using grammar on the level of verbal interchange and conversation. The third grade student will therefore be able to practice verbal literacy in a structured environment around a lesson plan that concentrates on the free exchange of ideas between individuals. The content topic incorporated into the lesson is one of speaking rather than listening because routine oral skills are the focus of the lesson in terms of practice and maintenance. Additional goals include the need to, "Determine student "level" and "needs"(e.g.,Ferris & Tagg (1996) found the most important
academic language need was authentic practice in classroom participation). Determine related functional uses of language (e.g., identify specific purposes such as planning business meetings, and their related speech acts such as greetings, apologies)" (Lazarton, 2001). This can be done with groups of students or by the teacher in any classroom situation including tutoring or one on one lessons. The lesson generally has objectives or goals of increasing fluency and proficiency in English language verbal skills through structured conversation. In this way, the student will learn the language as something that is living and useful to them, rather than abstract or the subject of endless repetition
by the teacher."
Abstract This paper presents a lesson plan with the aim of identifying current trends in Chinese culture through media framing. The paper presents an overview of the subject material - an essay written by K. Hallahan, titled "Seven Models of Framing: Implications for Public Relations". The paper then discusses the objectives for the lesson and the requirements of the students. It provides a suggested procedure and student assessment for the information taught.
Table of Contents:
Overview
Connections to the Curriculum
Time Required
Materials Required
Objectives of the Exercise
Analytic Skills
Suggested Procedure
Opening
Development
Closing
Suggested Student Assessment
Extending the Lesson Related Links
From the Paper "Suggested Student Assessment. Because the media framing analysis is a highly subjective process, students will be requested to defend their respective positions on a given news account in the form of an essay that will be assessed on the basis of how well it takes into account the various media framing structural dimensions in supporting its position."
"Extending the Lesson. When students identify an issue that is particularly interesting to them, they would refine and extend its concepts through a WebQuest approach that uses a free Web site account. WebQuests have become increasingly popular in recent years for this purpose, and these become a "work in progress" that students continue to contribute to as additional research is completed and more news accounts become available."
Abstract In this article, the writer notes that for many poets nature has always been a source of material and maintains that nature has always played a big part in the inspiration of many writers. The writer points out that inspiration is drawn from the peacefulness, the majesty, the grandeur, or maybe even the violence. Many people never take the time to reach deeper into the poem and explore the lessons contained within it. The writer discusses that because nature is such an inspiration for writers it is only natural that the writers may tend to project their own thoughts and ideas into the nature described in their poems. The writer looks at particular examples in different poems and concludes that poets tend to try to subtly teach their reader a moral lesson within their poems. It may not be at the forefront of the poem, yet under the exterior layers one begins to see the lesson unfold.
From the Paper "Whitman feels that if humans could perhaps be a bit more like animals that many of the world's problems would not be a consideration. We can see that Whitman admires the animals for their lack of dissatisfaction with the problems surrounding them. They simply deal with them and move on; no words of complaint, no attempts to justify or rectify them. Whitman sees much of himself in these animals. He feels more of a kindred-spirit with them than with his fellow man. This can be taken at face value or it can be applied to and looked at in the context of society. Whitman feels that humanity is heading down the wrong path by their actions and feelings. He feels that if we were just a bit more like animals that maybe society would begin to mirror that of nature."
Abstract This paper examines the Vietnam Phoenix program and discusses whether the Phoenix program was successful and the problems that were associated with it. It specifically discusses the lessons that can be learned for counterinsurgency from the years 1967 to 1972 and then goes on to examine how these lessons can be applied to the War in Iraq.
Table of Contents:
Abstract
Introduction
Research Question
Scope and Significance
Summation
Thesis Overview
Literature Review
The Phoenix Program in Vietnam
Methodology
Data and Findings
Lessons Learned from Phoenix
Conclusions/Recommendations
Applications for Iraq
From the Paper "The lesson learned from Phoenix and from the Vietnam War in general was that the open airing of the ugly side of war is to be avoided at all costs, and yet the Abu Ghraib offenders seem to have never learned this particular lesson. Moving forward from this discussion the U.S. must come up with a comprehensive plan to regain the trust of the Muslim world. The U.S. must disunite a previously fractured system of groups, who united on the idealism of the high level of morality that is stressed in the Islamic faith, all without further dividing the many factions that will eventually have to live together in a unified nation, if that is still in the cards. It is for this reason that the humanitarian lessons of the Phoenix Program must be reiterated even further, as well as the need to win back the hearts and minds of those Iraqis not interested in further strife and insurgent attacks. Another lesson that was learned during the Phoenix Program was an essential need to rely on the civic system to relate information and understanding regarding the history and intentions of each group. Armed militias, not unlike those in North Vietnam, assert power and influence through coercion and violence and demand infrastructural support from the region in which they work, similar to the VC. The lesson here is being that state-building and realistic infrastructural support systems must be built in these regions, for lasting change to become effected."
Tags: counterinsurgency power military, human rights
Abstract A look at the questions of racism and human dignity raised in Gaines' novel, "A Lesson Before Dying" and how the imprisoned and oppressed may find freedom even in the moment of their death.
From the Paper "In a small Cajun community during the 1940's in Louisiana, a young black man is about to go to the electric chair for murder. A white shopkeeper has been murdered during a robbery gone bad; and though the young man on trial had not been armed and had not pulled the trigger, in that time and place, there could be no doubt of the verdict or the penalty. "I was not there, yet I was there. No, I did not go to the trial, I did not hear the verdict, because I knew all the time what it would be" (p.3). So begins Grant Wiggins, the narrator of Ernest J. Gaines' powerful exploration of race, injustice, and resistance, A Lesson Before Dying. "
Abstract This paper critiques the article "No End of Lessons," found in "The Economist" in May 1995. "No End of Lessons" discusses the anguish of World War II for the countries involved in the struggle. The paper includes a discussion of the article's strengths, weaknesses, biases, main idea, sources, uses of evidence and the usefulness of the article in the study of modern Europe.
From the Paper "The article I am reviewing is No End of Lessons, which was first published in The Economist on May 6, 1995. The thesis of this article is best summed up by the following statement taken from the article - "Half a century after then end of the second world war, how - and whether - to remember it still causes more anguish and ambivalence than pride among most of the peoples caught up in it." The author of this article will attempt to prove why exactly World War II is a bad memory that is best forgotten, and how the actions of World War II are now regarded by the nations involved. "
Tags: america, england, fascism, germany, hitler, ii, japan, nationalism, nazis, nazism, soviets, war, world
Abstract This paper, written in the first person, is a discussion of the life lessons which can be taken from this novel. The writer claims that no two people will come away from this novel with the same life lesson. The story is about an attorney whom had several strange people working for him, the one who had irritated him the most made the most significant emotional impact on him. The writer claims that the main point behind this story is that whatever we try to run from will follow us and usually become a permanent part of our lives.
From the Paper "The lawyer, who owned the law firm, was unusually close but at the same time, unusually distant from his writer, Bartlebly. Bartlebly refused to carry out any other task but writing. It can be a contradicting story, and one can spend hours trying to figure out what the author is saying. The story centered on Bartlebly, and this is the character that will cause anyone who reads the story to have certain emotions evolve. Other employees were Nippers, Turkey, and Ginger Nut-Bartlebly. Bartlbley seemed very dedicated to the law firm, from the attorney's point of view. He was always at work ready to work as long as the task was a writing one, a very exceptional copier/writer and very dependable. But the writer had a one-track mind. He would do absolutely nothing else. When asked by the attorney to do any other duties, he would respond-?I Prefer Not.? "
Abstract Tracy Chapman's song, "Fast Car", tells the story of lovers who desperately want to escape poverty, but can?t find a way out. Neal Bower's poem, ?Driving Lessons?, discusses a son who is in the middle of his parents? unhappy marriage. This paper explains that, while they tell very different stories on the surface, the two are similar in theme and the type of imagery used. Both use driving as a metaphor, questioning the traditional idea of driving as freedom, instead seeing driving as a symbol of being trapped. Both ?Fast Car and ?Driving Lessons? deal with the inevitability of family obligation, and loneliness is a theme throughout the song and the poem.
From the Paper "Unlike the traditional idea of the car as a means to freedom, both "Fast Car" and ?Driving Lessons prove that one cannot drive away from problems. In ?Fast Car,? Chapman's protagonist initially sees the car as a means of escape from her dreary, everyday life, but she soon realizes that her problems go deeper than immediate location. At first her lover's fast car seem like the way to freedom, but she eventually realizes that this freedom is an illusion: "You got a fast car/And we go cruising to entertain ourselves/You still ain't got a job/And I work in a market as a checkout girl" (Chapman). Despite the fast car and the physical ability to escape, she and lover remain mired in their poverty and cannot escape. In the end, the song's protagonist gives up on the idea of driving to freedom: "I'd always hoped for better/Thought maybe together you and me would find it/I got no plans/I ain't going nowhere/So take your fast car and keep on driving" (Chapman)."
Abstract The paper shows how education students should incorporate Bloom's Taxonomy and student learning processes into their lesson plans. The course created in this paper is for adult learners, but the processes and procedures used can also be used for any grade level. This paper itemizes and explains each of the steps in preparing a lesson plan, beginning with defining the topic, audience, and environment of the course, and ending with a listing of technologies to be used as learning adjuncts.
Table of Contents:
Topic
Audience
Environment
Course Objectives
Learning Process and Bloom's Taxonomy
Idea Map
Outline
Storyboard
Instructional Technology Usage
Resources
From the Paper "The class which I am preparing this lesson plan for is "Coping with Separation," a part of the Operation READY (Resources for Education About Deployment and You) educational system for soldiers and their families. This course has been adapted by me to help soldiers and their family members to be able to recognize and deal with stress-related problems associated with deployments."
