PREPARE READ RESPOND EXPLORE EXTEND
history connection
Character Education at the Markkula Center for Applied Ethics
ethics programs for communities that learn, live, pray, or work together
scu.edu/character
PRREE Lesson Plan Format: Into, Through and Beyond a Text
9 territories
or
inevitable conflicts
or P
R
R
8 w's PREPARE READ
1. Background
3. Review
RESPOND
5. Timeline
who what when where why Build a context for
the ideas, places,
Review the most Agree on the most important timeline important events in
how what if we persons, or events in events from the
today's reading.
beginning .
today's reading, and list 3-5 on the
timeline.
2. Wordwall
4. Read
5-10 Add five words to the Read the selection 6. Map
wordwall after
for today.
Add to an ongoing
explicit instruction
map, chart, or other
and practice.
graphic organizer.
E
EXPLORE
7. Activity Explore the reading with a visual or oral language activity.
8. Discussion Prompt in depth discussion with questions from the 9 territories.
9. Analysis Analyze the key paragraph closely.
E
EXTEND
10. Write Every student writes a short product from today's prompt to connect to the unit theme.
11. Close Close by extending today's lesson to life and the world
Wednesday, September 4, 2013
Read Wondering, Wiggling, and Weaving: A New Model for Project and Community Based Learning on the Web (PDF) by Annette Lamb, Larry Johnson, and Nancy Smith (Learning and Leading With Technology, 1997, 24(7), 6-13).
The model is similar to the work of Eisenberg, McKenzie, Kuhlthau, Pappas and Tepe. However, a fun alliteration was used to stimulate student interest and focus on the student's perspective. You're probably familiar with the 5Ws (who, what, when, where, and why), here are 8 new ones. You can view a print version of the 8Ws model using the PDF file.
Explore each of the 8W's. Click on the link for each of the Ws below to read about about this aspect of inquiry.
Watching (Exploring) asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns.
Wondering (Questioning) focuses on brainstorming options, discussing ideas, identifying problems, and developing questions.
Webbing (Searching) directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters.
Wiggling (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project. Wiggling involves evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives.
Weaving (Synthesizing) consists of organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information.
Wrapping (Creating) involves creating and packaging ideas and solutions. Why is this important? Who needs to know about this? How can I effectively convey my ideas to others? Many packages get wrapped and rewrapped before they're given away.
Waving (Communicating) is communicating ideas to others through presenting, publishing, and sharing. Students share their ideas, try out new approaches, and ask for feedback.
Wishing (Assessing) is assessing, evaluating, and reflecting on the process and product. Students begin thinking about how the project went and consider possibilities for the future.
inquiry
Wednesday, September 4, 2013
history connection
Character Education at the Markkula Center for Applied Ethics
ethics programs for communities that learn, live, pray, or work together
scu.edu/character
PRREE Lesson Plan Format: Into, Through and Beyond a Text
P
R
PREPARE READ
1. Background
3. Review
Build a context for Review the most
ethics content the ideas, places, important timeline persons, or events in events from the
today's reading.
beginning .
2. Wordwall
4. Read
Add five words to the Read the selection
wordwall after
for today.
explicit instruction
and practice.
R
E
E
RESPOND
5. Timeline Agree on the most important events in today's reading, and list 3-5 on the timeline.
6. Map Add to an ongoing map, chart, or other graphic organizer.
EXPLORE
7. Activity Explore the reading with a visual or oral language activity.
8. Discussion Prompt in depth discussion with questions from the 9 territories.
9. Analysis Analyze the key paragraph closely.
EXTEND
10. Write Every student writes a short product from today's prompt to connect to the unit theme.
11. Close Close by extending today's lesson to life and the world
Wednesday, September 4, 2013
history connection
Character Education at the Markkula Center for Applied Ethics
ethics programs for communities that learn, live, pray, or work together
scu.edu/character
PRREE Lesson Plan Format: Into, Through and Beyond a Text
P
R
PREPARE READ
1. Background
3. Review
Build a context for Review the most
the ideas, places, important timeline
persons, or events in events from the
today's reading.
beginning .
theme 2. Wordwall
4. Read
Add five words to the Read the selection
ethwiocrdswacll aoftenr nectfioor tonday.
explicit instruction
basainsd pfraoctrice.writing prompt
R
RESPOND
5. Timeline Agree on the most important events in today's reading, and list 3-5 on the timeline.
6. Map Add to an ongoing map, chart, or other graphic organizer.
E
E
EXPLORE
7. Activity Explore the reading with a visual or oral language activity.
8. Discussion Prompt in depth discussion with questions from the 9 territories.
9. Analysis Analyze the key paragraph closely.
EXTEND
10. Write Every student writes a short product from today's prompt to connect to the unit theme.
11. Close Close by extending today's lesson to life and the world
Wednesday, September 4, 2013
E
Wednesday, September 4, 2013
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