101. Lesson Plan - Holocaust Unit lesson Plan Holocaust Unit. Suggested Books. Non-Fiction. Upstairs Room by Johanna Reiss three cooperative learning groups focusing on http://www.remember.org/educate/lessonplan.html

Return to Table of Contents Lesson Plan - Holocaust Unit Suggested Books Non-Fiction Upstairs Room by Johanna Reiss We Are Witnesses: Five Diaries of Teenagers Who Died in the Holocaust by Jacob Boas Rescue: The Story of How Gentiles Saved Jews in the Holocaust by Milton Meltzer Hiding to Survive: Stories of Jewish Children Rescued from the Holocaust by Maxine B. Rosenberg Fiction Lisa's War by Carol Matas (optional) Kris's War by Carol Matas (optional) Literature Circles - 4/5 per group the students will read a non-fiction piece (autobiography/diary) the students will read a fictional book about World War II the students will analyze a book for its elements the students will understand the era of World War II and the Jewish experiences the students will learn about the Holocaust Set Induction 1. The children will read the Anne Frank: Beyond the Diary. 2. Read aloud to them excerpts from the picture book The Children We Remember by Chana Byers Abells to create the atmosphere. 3. Complete a KWL chart as a class on the chart tablet about WWII, Hitler, and the Holocaust. 4. Students will explore the time/place of these books by jigsaw cooperative learning groups and research - handout provided - use the internet sites for enrichment

102. Building Or Creating A Curriculum, Delivering Curriculum cooperative learning Center, University of Minnesota; Collaborative learning, Creating a WebEnhanced learning Environment lesson Plan, Penn State http://www.au.af.mil/au/awc/awcgate/awceauth.htm

103. LLT Vol3num2 On The Net cooperative learning Activities for the Foreign Language Classroom This activity can be printed out for an instant lesson plan for advanced language http://llt.msu.edu/vol3num2/onthenet/

Vol. 3, No. 2, January 2000, pp. 3-5 ON THE NET Cooperative Learning Activities for the Foreign Language Classroom Jean W. LeLoup SUNY Cortland Robert Ponterio SUNY Cortland Diligent searching on the World Wide Web (WWW) can result in the location of pages offering language learning activities that are ready-made by language teachers, are freely available, and can immediately serve educators as instructional, enrichment, and/or review tools. The present column describes in detail one such site that was created by a foreign language (FL) educator in Canada who took an educational methodology and devised activities in concert. Pete Jones is the Head of Modern Languages at Pine Ridge Secondary School in Pickering, Ontario. Mr Jones has created a myriad of activities for use in high school classes, all of which have one common theoretical underpinning: Cooperative Learning. What is Cooperative Learning? Cooperative learning has been around for quite some time, and a considerable amount of research has been carried out demonstrating the results of its use literally across the curriculum. Certainly the work and writings of Robert E. Slavin of Johns Hopkins University or David and Roger Johnson of the University of Minnesota are well known. In particular, much has been written concerning Cooperative Learning and its effects with bilingual students in ESL/LEP classes and with foreign and second language learners in general. Foreign Language teachers should consult this extant database when determining whether or not to embrace this educational theory in their own classrooms. The WWW can assist here with some sites pinpointing pertinent references:

104. Corwin Press - The Teacher's Sourcebook For Cooperative Learning The Teacher s Sourcebook for cooperative learning Incorporate these principles into your lesson plan and see how you can achieve one of every educator’s http://www.corwinpress.com/book.aspx?pid=7905

105. EGYPTIAN MUMMIES Lesson Plan By Emma Gail Dobbins Media Specialist This lesson plan is a part of a sixth grade unit on ancient Egypt . Each class is divided into five cooperative learning groups and each group is assigned http://www.libsci.sc.edu/miller/Dobbins.htm

EGYPTIAN MUMMIES Lesson Plan by Emma Gail Dobbins Media Specialist Jenkins Hill Elementary Grade Level: Sixth Subject: Social Studies The sixth grade teacher and the media specialist team teach social studies. This lesson plan is a part of a sixth grade unit on ancient Egypt . Each class is divided into five cooperative learning groups and each group is assigned an area of ancient Egyptian civilization to research: mummies/afterlife, religion/gods/goddesses, pyramids, everyday life, and kings/queens. OVERVIEW: Students get bored with the traditional methods of teaching social studies. They find no relevancy or purpose in studying history. PURPOSE: In this lesson, students will be challenged to explore the Egyptian mummification process, Egyptian views of the afterlife, mummy curses and legends, and modern technology's role in mummy research. They will be using a variety of research sources. OBJECTIVES: Students will be able to: 1. Know the meaning of the words mummy and mummification. 2. Understand the mummification process.

106. An Overview Of Cooperative Learning One teacher commented that planning cooperative learning lessons was stimulating For us, it really gets the creative juices flowing. http://www.co-operation.org/pages/overviewpaper.html

AN OVERVIEW OF COOPERATIVE LEARNING Roger T. and David W. Johnson Originally published in: J. Thousand, A. Villa and A. Nevin (Eds), Creativity and Collaborative Learning ; Brookes Press, Baltimore, 1994. Without the cooperation of its members society cannot survive, and the society of man has survived because the cooperativeness of its members made survival possible.... It was not an advantageous individual here and there who did so, but the group. In human societies the individuals who are most likely to survive are those who are best enabled to do so by their group. (Ashley Montagu, 1965) How students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much self-esteem they have. There are three basic ways students can interact with each other as they learn. They can compete to see who is "best," they can work individualistically toward a goal without paying attention to other students, or they can work cooperatively with a vested interest in each other's learning as well as their own. Of the three interaction patterns, competition is presently the most dominant. Research indicates that a vast majority of students in the United States view school as a competitive enterprise where one tries to do better than other students. This competitive expectation is already widespread when students enter school and grows stronger as they progress through school (Johnson & R. Johnson, 1991). Cooperation among students-who celebrate each other’s successes, encourage each other to do homework, and learn to work together regardless of ethnic backgrounds or whether they are male or female, bright or struggling, disabled or not, is still rare.

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