Foreign Intervention: Germany and Russia



Reading & Learning New Terms Presentation LessonTopic: Reading Strategies & Learning New Terms (20-50 Minutes)Lesson Plan:SQ3R Overview& Survey the Textbook (10 Minutes)Fixing up Your Reading (5-10 Minutes)Reading with Headings (10 Minutes)Learning New Terms Chart (10 Minutes)Homework: Students need to bring a textbook to classMaterialsReading & Learning New Terms Packet Optional:Reading without Headings Activity (10 Minutes)Learning New Terms Group Activity (15 Minutes)MaterialsReading & Learning New Terms PacketGoals:To experience active reading with questionsTo practice extracting main ideas from texts To better understand the format of textbooksActivity 1: SQ3R & Surveying Textbooks (10 Minutes)*For this activity, students need to bring a textbook with them to classPurpose:To learn how a textbook is organizedTo learn how to survey the chapterTo learn to generate questions from headings and subheadingsTextbook Reading Worksheet (7 Minutes)“We are going to discuss how to survey a textbook” (Read aloud the Survey section of the SQ3R Worksheet.)Survey Before you read, Survey the chapterTitles, headings, and subheadingsCaptions under pictures, charts, graphs, or mapsReview questions or teacher-made study guidesRead introductory and concluding paragraphsThis helps to formulate background informationHave the students survey their textbook with the worksheet provided Textbook Reading Worksheet. (If everyone does not have a textbook they can share with a partner). They will begin by looking at the textbook as a whole and will check off relevant categories. Then they will look at one specific chapter in more detail (The students should spend around 7 minutes surveying their own textbook and completing the worksheet).Discussion (3 Minutes)Question: Did you find out any new information about how your textbook is organized? What features did you find most helpful? (Have a couple of students respond to how it was to survey the textbook for them and why they think it is helpful)“You should have discovered that your textbooks are organized very intentionally. For example, there may be an introduction at the start and a summary at the end of each chapter. This strategy is a very effective way of staying completely engaged and learning as you read for details in your textbooks. Remember, you are learning while you’re reading. With this strategy, you do NOT have to go back and re-read your highlighted pages because you have already done the critical thinking.”Modification OptionTo Lengthen: Have a longer discussion about how the process was to go through the worksheet.To Shorten: go through the Textbook Reading Worksheet together as a class.Activity 2: Reading with Headings (15 Minutes)PurposeTo learn how to create questions for readings that have headingsTo understand the importance of creating questions prior to reading the chapterTo learn to read for answers and develop answers prior to reading the material Overview of Questions (3 Minutes)Active Reading is creating questions about your reading BEFORE you read. But how can you do that? Question: Can you give me some examples from your readings to create questions? What to create questions from:Headings, Subheadings, Pictures/diagrams, Introduction/conclusion, Summary paragraph, Utilize questions already there, First sentence of each paragraphRead aloud the Question section of the SQ3R worksheetQuestions Question while you are surveyingTurn the title, headings, and/or subheadings into questionsRead questions at the end of the chapters or after each subheadingAsk yourself, “What did my instructor say about his chapter or subject when it was assigned?”Ask yourself, “What do I already know about this subject?”This helps your brain seek informationReading with Headings Worksheet (8-10 Minutes)Tell the students that they are going to pretend that they have already read a chapter titled “Spain: The Coming of the Civil War” and have done a survey of the chapter to identify four main headings.Have the students find a partner to work with on this. They will be turning the four headings into a question. They are able to use the title of the chapter in their questions. They might want to consider “what question do you think would be answered in the text that would follow each of the headings?” (Give the students around 5 minutes to complete this)Have the partners share a question they came up with from the headings. (You may want to have the students write their answer on the board for this)Using Headings for an Essay Question (5 Minutes)Using the questions that the partners generated, discuss with the class how you might use those main points to generate an essay question. It might be helpful to draw a diagram of the main points in an essay.4114800197485The Civil War00The Civil War2047875197485Opposition from the Left00Opposition from the Left-19050197485Opposition from the Right00Opposition from the RightSubtopics:5200650170815Foreign InterventionForeign Intervention: Germany and Russia00Foreign InterventionForeign Intervention: Germany and Russia4114800170815The Popular FrontForeign Intervention: Germany and Russia00The Popular FrontForeign Intervention: Germany and Russia2047875170815Syndicalists, Communists, Anarchists00Syndicalists, Communists, Anarchists-19050170815Clericals, Royalists, Landed Aristocrats00Clericals, Royalists, Landed AristocratsDetails:Modification OptionTo Lengthen: Discuss the essay possibilities in more depth. You can have the partners come up with their own essay question instead of discussing with the class as a whole.To Shorten: The students can work on their own instead of with a partner to write the questions.Activity 3: Fixing up Your Reading (5-10 Minutes)PurposeTo learn how to understand what to do when you have trouble with reading comprehensionOverview of WorksheetExplain the purpose of the worksheet-that it provides an overview of what to do if you get stuck when you are readingIdentify Each BoxHave students indicate which strategies they already use when they are readingHave student indicate which strategies they think would be realistic for them to use when they are readingOptional: Group ActivityAssign small groups a category on the worksheetGive the group five minutes to come up with a creative way to teach the strategy for fixing up readingHave the groups share what they came up with to the classOptional Reading without Headings Activity (10 Minutes)Purpose: To give students first-hand experience of reading activelyReading Without Headings Worksheet (10 Minutes)Explain that you are going to have them experience a reading strategy. You want them to experience what active learning is. The reading without headings strategy will be the one they will use when they are struggling with complex materials.The students should follow the directions at the top of the worksheet:Read the 3 sentences below. These sentences are the beginning of a paragraph in an essay.Underline the words that you think are important in each sentence.Circle the MOST important word in each sentence. If you are having trouble choosing just one, you may choose two.Write a possible essay question using all of the words you circled.Have students “Think, Pair, Share” by doing this exercise independently, then discussing the essay question they developed with a partner, then have a few of them share with the class.Now have the students read the information about CCSU at the bottom of the page. Review the SQ3R information on Reading:Read When you begin to Read:Look for the answers to the questions you just raisedAnswer questions at the beginning or end of chapters or study guidesNote all the underlined, italicized, bold printed words or phrasesReduce your speed for difficult passagesStop and reread sections that are not clearOnly read one section at a time and recite after each sectionThis helps to remember what you readStudents may want to rewrite the essay question they created. (or they will probably realize that they like the question)“We just learned about reading to answer questions. In the activity, there were no headings, but you were able to use the first sentence of each paragraph to come up with a question to help you read with the purpose of answering your questions. When you have materials without headings like journal articles, you can use this strategy.”Question: What was different about reading like this as opposed to just reading from start to finish? What would have been different if I had just handed out the reading and told you to read it? (Because you are looking for an answer, you have more of a focus on your reading. Also, as with creating questions from your notes, you are predicting exam questions.)Review the SQ3R Recite & Review Tips (2 Minutes)Recite Recite after you have read a sectionAsk yourself out loud your questions about what you have just read or summarize, in your own words, what you readTake notes from the text but write the information in your own wordsUse repetition (in order to recall information)Practice (Need to practice seven times to move to long-term memory)Make it relatable to your life so that you can remember it betterThis helps to move the information from your short-term to your long-term memoryReview* An ongoing processWrite questions in the margins of your notesActively recite the information by answering questions, making flashcards, etc.Identify what is important to rememberOrganize the information for an essay or a testInput Organize (compare/contrast, like information together) Output (test, exam, essay)Modification OptionTo Lengthen: Spend more time discussing the Recite and Review processTo Shorten: Go through the worksheet as a class instead of doing “Think, Pair, Share”Activity 5: Learning New Terms (Regression Example) (10 Minutes)Purpose:To learn how to read for examplesTo build a glossary of termsTo understand and remember new termsDiscussion of Learning New Terms (3 Minutes)“Many courses require you to learn “the language of the field” and this is often tedious. Terms take on different meanings in different contexts.”Question: When faced with new vocabulary terms, how do you learn them? (Allow time for students to share.)Regression Definition and Chart (5-10 Minutes)Imagine this paragraph on “Regression” is out of your psych text. (This is in the student’s packet)Regression is the display of earlier, less mature, behavior after more mature behavior has been learned. Regression appears to be both a return to habits learned in childhood and a primitive, irrational response to the environment. In general, it is a dysfunctional reaction to a frustrating or fearful situation.Regressive behavior is often found in young children facing emotional distressing situations. For example, a child who is lost at a carnival or one who is anxious at the birth of a sibling might regress to crying, talking baby talk, or displaying other infant-like behaviors.Regression is not limited to children. Frequently, one hears of movie stars having childish fits of anger over minor difficulties. Or, someone who comes down with a slight cold and enjoys being pampered might regress to childlike behavior.Have students volunteer to read the paragraphs out loud. Read some directions to the students to answer:First, I want you to ignore the technical language. What is the technical language?Next, look for some examples of regression. There are at least three—what are they? Read some additional directions to the students:Write your favorite example in the glossary chart.Now, think of your own example of regression and write it down in the box. Take a minute to do that. (Go around the room and have some share their examples.)Do you think you know what regression means? Take a minute and write down what regression is in your own words in the space provided. (Allow enough time for everyone to finish. Have them get up and write their definition on the board once they have completed it.)Developing a GlossaryGlossary WordExample From the TextYour Own ExampleYour Own DefinitionDraw a PictureRegressionDiscussion“Does regression make more sense now than if you had just memorized “a display of earlier, less mature behavior after more mature behavior has been learned….primitive, irrational response to the environment….dysfunctional reaction to a frustrating or fearful situation?” Would you recognize and understand a question on an exam that required you to know what regression means without memorizing the formal definitions? Before we continue to practice this strategy, let’s review the steps for learning new terms:To build a glossary of terms by example:Step 1 – Ignore technical language and look for examples.Step 2 – Choose an example you like and jot it down next to the new term.Step 3 – Come up with your own example of the term.Step 4 – Come up with your own definition.Step 5 – Quiz yourself. You can use the list you created and cover up the answers. You can make flashcards and practice with those. Or, use any other self-testing strategy you find useful. The important thing is to practice until you get it into your long-term memory.Modification OptionTo Lengthen: Have students use their textbook to come up with some additional terms for the chartTo Shorten: Walk the students through each step of the chartOptionalLearning New Terms Group Activity (15 Minutes)Purpose: To practice the learning new terms techniqueActivityHave the students count off by 3’s.Assign the three vocabulary words to the students: Everyone who is a 1 will be doing “Generalization.” Two’s will be doing “Fixation.” Three’s will be doing “Extinction.”Assign the group with the task of teaching their term to the class. They will decide how they would like to do this. There are no rules to teaching – you can utilize the board, act out a scene to just lecture the class. (Give adequate time for this. Once everyone seems done, have each group go up and teach their word to the class. Each group shouldn’t spend more than 3 minutes each. Give positive feedback to each group.)“Remember, you will be asked to use these new terms in all sorts of contexts. The word may be part of a multiple-choice question, an essay question, a true-false question, or a matching question. You’ll know the term in all different contexts, if you use these techniques. Distributed practice is one of the memory principles we learned for moving information into long-term memory. When you quiz yourself in an on-going manner until you know the terms, you will do better on your exams.”Learning New Terms ExerciseGeneralization Fixation Extinction Modification OptionTo Lengthen: Have students write all three terms on the glossary chart and complete the additional information on the chartTo Shorten: Ask the group for some suggestions on how they would teach this to the class ................
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