Search Results
0 recommendations
467 downloads
Debating Drug Policy
- Resource Type
- Activity
- Assessment
- Classroom printable
- Lesson plan/Unit plan
- Grade Level
- 10
- 11
- 12
- Submitted By
- Canadian Institute for Substance Use Research - 3 years ago
- Description
- This iMinds 6-lesson module (including teachers g…
- Resource Type
- Activity
- Assessment
- Classroom printable
- Lesson plan/Unit plan
- Grade Level
- 10
- 11
- 12
- Submitted By
- Canadian Institute for Substance Use Research - 3 years ago
- Description
- This iMinds 6-lesson module (including teachers guide and black-line masters) helps students develop their critical thinking skills while learning about and performing formal debates on the use of alcohol and other drugs. Also available in French.
- Subject
- Revised Curriculum
- Cross-Curricular
- English Language Arts
- Health and PE
- Social Studies
- Keywords
- drugs
- substance use
- drug iteracy
- health
- well-being
- debate
- iMinds
- URLs
- http://www.uvic.ca/research/centres/cisur/assets/docs/iminds-grade10.pdf
- http://www.uvic.ca/research/centres/cisur/assets/docs/iminds-grade10-french.pdf
- http://www.iminds.ca
- Learning Standards
- First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Big Ideas • People understand text differently depending on their worldviews and perspectives (English Language Arts 10) • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world (English Language Arts 10) • Language shapes ideas and influences others (English Language Arts 10 – Spoken Language) • Voice is powerful and evocative (English Language Arts 10 – Spoken Language) • Understanding the factors that influence our health empowers us to take action to improve it (Physical and Health Education 10) • The development of political institutions is influenced by economic, social, ideological, and geographic factors (Social Studies 10) Curricular Competencies English Language Arts • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Exchange ideas and viewpoints to build shared understanding and extend thinking (Grade Construct meaningful personal connections between self, text, and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide inquiry; and extend thinking • Synthesize ideas from a variety of texts/sources • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes • Select and apply an appropriate spoken language format for an intended purpose Physical and Health Education 10 • Critically analyze and explain health messages and investigate their potential influences on health and well-being • Develop skills for maintaining healthy relationships and responding to interpersonal conflict, including communication skills, negotiation strategies, and conflict resolution techniques • Critically analyze the impacts of technology and other factors on individual and community health Social Studies 10 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) • Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) • Compare and contrast continuities and changes for different groups during this period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence)
- Duration
- Project with multiple classes (discretion of teacher)
- Language
- English
- Date Created
- Dec 22, 2017
5 recommendations
28737 downloads
Writing Power: Effective Writing Instruction and Assessment
- Resource Type
- Assessment
- Classroom printable
- Lesson plan/Unit plan
- Grade Level
- K
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- Submitted By
- Adrienne Gear - 3 years ago
- Description
- Handout connected to Super Conference workshop ou…
- Resource Type
- Assessment
- Classroom printable
- Lesson plan/Unit plan
- Grade Level
- K
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- Submitted By
- Adrienne Gear - 3 years ago
- Description
- Handout connected to Super Conference workshop outlining an effective Writing Program, mini lessons, recommended anchor books, mini lessons, assessment practice and reproducible templates.
- Subject
- English Language Arts
- Research
- Curriculum
- Keywords
- superconference
- Writing Power
- Adrienne Gear
- Language
- English
- Date Created
- Oct 21, 2017
1 recommendation
2201 downloads
Writing response to documentary films
- Resource Type
- Activity
- Assessment
- Lesson plan/Unit plan
- Grade Level
- 8
- 9
- 10
- 11
- 12
- Submitted By
- Julia MacRae - 6 years ago
- Description
- Improve the content of your students' essays by h…
- Resource Type
- Activity
- Assessment
- Lesson plan/Unit plan
- Grade Level
- 8
- 9
- 10
- 11
- 12
- Submitted By
- Julia MacRae - 6 years ago
- Description
- Improve the content of your students' essays by having them view a couple of documentary films and create a writing response. They will take ideas from the film of their choice, develop their own ideas in response to it, agree or disagree, and choose a composition type that will best suit their topic. Then they will write their essay and go through a peer editing process to revise it. Finally they will submit a good copy to you. A specific rubric for marking it is included as well.
- Subject
- Cross-Curricular
- Teaching Strategies
- English Language Arts
- Social Studies
- Keywords
- viewing films
- composition skills
- peer editing
- writing process
- Learning Standards
- Writing, viewing documentary films, critical thinking, selection of composition type, peer editing, proofreading, revising.
- Duration
- 3 classes or more
- Language
- English
- Date Created
- Dec 2, 2014
Narrow By
- Adrienne Gear
- Bullying 1
- Science 1
- Writing Power 1
- aboriginal 1
- adaptive learning 1
- animals 1
- antisemitism 1
- assessment 1
- biomes 1
- close reading 1
- co-construction 1
- composition skills
- cooperative learning strategies 1
- creative writing 2
- criteria 1
- critical thinking 2
- cultural partnerships 1
- debate 1
- differentiation 1
- diversity 1
- drug iteracy 1
- drugs 1
- equality 1
- extension 1
- gender issues 1
- health 1
- homophobia 1
- human rights 1
- iMinds
- images 1
- indigenous 2
- inferences 1
- literary devices 1
- lyrics 1
- media literacy 1
- minority groups 1
- novel study 1
- peer editing 1
- poetry 3
- project 1
- project based learning 1
- racism 1
- reservations 1
- revision 1
- short stories 1
- short story 1
- sonnets 1
- status of women 1
- substance use 1