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EME Lesson Plan

By doing this, students will learn to read all authored texts with a critical mind, peeping in mind that opinions and viewpoints can alter the reality that each tee Ext can present. Students will analyze the authors messages from two fictional in order to intent Rupert the differing viewpoints that the authors having regarding the ideas of utopia and govern meet control. By doing this, students will learn to identify the authors intent in written works e even when it is implied or implicit.
Learning Objectives: With the aid of the two textbooks and Nicolas notes, students will be able to c instruct a twisted Pentagram in a Google doc of the differing messages within each ext, showing at least six items of differences on each side and six items of similarity in the mi del. With the aid of the two textbooks, Nicolas notes, and the internet, students will I be able to write two extended responses explaining each book’s authors viewpoint and how t his reflects in the story, with five correctly sited books references and two correctly sited intern et references per author to support their argument.
Resources: The Giver, by Lois Lowry Fahrenheit 451 , by Ray Bradbury Computers for every student Google Powering Document Procedure: 1. I/teacher will introduce the activity and review any material that you/ students express misunderstandings or concern over. L/ teacher will also review how a Pentagram works and how to fill one out. (5 minutes) 2. YOW students will go to the computers and open the Google document that is lealer dad set up with blank Pentagram sheets.

You/ Students will bring with you your books and your notes from Nicolas discussions. (2 minutes) 3. YOW students will fill in the Pentagrams will the similarities and differences beet en the author’s message within the books. You/ students will have at least six items of difference on each side and six items of similarity in the middle. You/ students will be sure to write down where you found or read these differences for later use in the project. (30 minutes) 4.
You/ students will research information on each author explaining the reasons bee mind his writings, the different books he wrote, and anything else that could affect ho w that particular author viewed the world. (20 minutes) 5. You/ students will print out your Pentagrams and internet research, and then ret run to your/their seats. (5 minutes) 6. I/teacher will introduce the next portion of the project where you/ students will use the Pentagrams, the books, your notes, and internet resources to write two ext ended responses. 3 minutes) 7. YOW students will write two extended responses following the instructions. Each o en will focus on one of the authors and will describe how the author’s viewpoint fee acts the message in the stories. You/ students will have at least five correctly sited book references and two correctly sited internet references in each extended response SE. (35 minutes). 8. If any of you/students were unable to finish this project, you/ students will take it home and finish it as homework which will be due next class.

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Semi- Detailed Lesson Plan

SOCIAL DIMENSIONOF EDUCATION ARTICLE21: SOCIAL SCIENCE THEORIES OF EDUCATION Education is one of the major institutions that constitute society. There are various various social science theories that relate to education. These are; consensus, conflict, structural functionalist and interactionist theories. Conflict theory deals with the emergence of conflict within a particular human society and the larger issue for this theory is the role the education plays in maintaining the prestige, power and economic and social position of the dominant group in society.
The conflict theorists are interested in how society’s institution like –family, government, religion, education, and the media may help to maintain the privileges of some groups and keep others in subservient position. The Consensus theory is seen as the equilibrium state of society based on a general or widespread agreement among all members of a particular society. This theory in which social order and stability/ social regulation form the base emphasis. It emerged out of the society of social order and social stability / social regulation.
The consensus and conflict theories are reflected in the works of certain dominant social theorist such as Karl Marx, Emile Durkheim, Max Weber and other social theorist. Structural functionalism is concerned with the functions of schooling in the maintenance of social order. It asserts the society is made up of different institutions or organizations that work together in cooperation to achieve orderly relationship and to maintain social order and social stability.

It has four functional imperatives for all “action” system- ADAPTATION,GOAL ATTAINMENT, INTERGRATION, LATENCY- to be used at all levels of theoretical system ( includes action system, personality system social system and cultural system). Interactionist theory about the relation of school and society are critiques and extension of the functionalist and perspectives. Symbolic interactionism is interested not simply in socialization but in interactions between students and students and between students and teachers. All types of interactions refine our ability to think.
It views the self as socially constructed in relation to social forces and structures. The learners are necessary to examine individual decisions in the context of a set of needs, preferences an individual has and values they seek. The critical decision process must be regarded as a continuous process integrated in the interaction with the environment. The analysis of individual decisions is concerned with the logic of decision making and rationality and the invariant choice it leads to. [2]Structural Functionalism makes 7 main assumptions. These assumptions focus on several levels of analysis [society, community, individual, social unit (e. . family, organizations)]: •Systems have a property of order and an interdependence of parts oSocieties and social units are held together by cooperation and orderliness •Systems tend toward self-maintaining order, or equilibrium oSocieties and social units work best when they function smoothly as an organism, with all parts working toward the “natural” or smooth working of the system •The system may be static or involved in an ordered process of change •The nature of one part of the system has an impact on the form that the other parts can take •Systems maintain boundaries within their environments Natural (external) environments are separate but adapt to each other.
The same dynamic occurs within societies and/or social units – if one or more parts significantly conflicts with others, others must adapt •Allocation and integration are two fundamental processes necessary for a gives state of equilibrium within a system oDivision of labor and positions help maintain balance; each part interrelates to create efficiency and harmony; the most capable individuals must be motivated to fill the most important roles/positions •Systems tend toward self-maintenance involving control of boundaries and relationships of parts to the whole, control of the environment, and control of tendencies to change the system from within You, the Teacher, as a Person in Society To become a teacher is no joke; your influence on your students and on the people with whom you work and live depends a great deal on your philosophy as a person and as a teacher.
The teacher philosophy in life and our philosophy of education serve as your window to the world and compass in the sea of life. The teacher teaches the basic knowledge, skills and attitudes (KSA)-paragon of values. Why teach? 1. Reshape the society in an instant 2. Education in charge of change 3. Reformed the people through education 4. Transmit the traditional moral values and intellectual knowledge 5. Teach the children to become model in the community 6. Teachers are loco-parentis of the students. Teaching may not be a laucratic position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources.
Sometimes it means disappointments, heartaches and pains. But touching the hearts of people and opening minds of children can give you joy and contentment which money could not buy. These are the moments we teach for. These are the moments we live for. “A teacher is a facilitator of learning and of the development of the youth. He shall, therefore, render the best services by providing environment conducive to such learning and growth” quoted by: Code of Ethics of Professional Teacher Article 3. These Pillars of Education are crucial to peace and mutual understanding. They emphasize the value of education as a manifestation of the spirit of unity.
These stern from the will to live together as active members of a global village and contribute to attainment of a culture of peace. LEARNING TO KNOW- that is acquiring the instruments of understanding. It implies learning how learn by developing one’s concentration, memory skills, and ability to think. If the teacher has been helping students to develop their skills that would make them independent learners, you are doing well on the first pillar of education because you have prepared them for life in the knowledge society in which we all now live. A truly educated person nowadays needs a broad general education and opportunity to study a small number of subjects in depth. LEARNING TO DO- represents the skillful, creative and discerning application of knowledge.
One must learn how to think creatively, critically, and how to deeply understand the information that is presented. LEARNING TO LIVE-together in peace and harmony requires that quality of relationship at all levels is committed peace, human rights, democracy, and social justice in the ecology sustainable environment. LEARNING TO BE- refers to the role of Education in developing all dimensions of complete parson: the physical, intellectual, and ethical integration of individual into a complete man. Why teach? So that students will understand that they are unique person who are willing to accept responsibility based on their thoughts, feelings, and aspiration. What to teach?
Open to wide option, let explore by giving activities, they have unique personality, provide students vicarious experiment, to unleash their own creativity and self-expression, they have focus upon the actions of historical individual, they encourage vocational courses, learning is self-paced, self-directed and values clarification. Addressing Students’ Needs: Students of Different Backgrounds quoted in Adapted with permission from Shari Saunders and Diana Kardia; Center for Research on Learning and Teaching, University of Michigan, adapted from Chism et al. , 1992. “It is vital that you view every student as a unique individual regardless of the student’s cultural background, while at the same time respecting multiple cultural heritages and their impact on learning styles and classroom expectations.
This is not a simple task, and there is no simple way to accomplish it. You cannot be prepared for every possible situation that might arise. Instead, focus on being open to different perspectives, being aware of stereotypes and prejudiced behavior in your class, and being ready to help every student in your class become engaged in the material and learn. For instance, you would do well to try incorporating the achievements of Latino scientists into your curriculum to encourage and inspire Latino students. However, if the approach appears to be an act of tokenism, some of your students might feel as if they are being singled out or patronized.
A better approach is to try and make the material relevant to students of many backgrounds whenever possible – even if your class does not contain every single demographic. Such an approach will benefit all of your students in expanding their knowledge and perspective. You also should remember that the fact that a student is African American does not mean she or he will be able to or desire to speak about famous African Americans in science. Allowing students to express their views is beneficial whenever possible, but you should never expect someone to “speak for their people. ” Every student is a different person, and should only be asked to speak for him or herself. ” Factors Affecting Social Development TERM PAPER IN PROF.
ED 3 IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS OF THE COURSE SOCIAL DIMENSIONS IN EDUCATION SY: 2012-2013 (2ND SEMESTER) Presented to Mrs. Consuelo C. Abadiez Instructor By Patrocinio Cael Gamboa Jr. There are cultural changes that influence the behavior and ways of life of the people in different countries throughout the world such as Multiculturalism and students subcultures. Teachers one of the best position to understand and recognize that students have diverse cultural backgrounds and can adapt their instruction to meet these diverse learning needs Factors Affecting Social Development By C. Seefeldt Pearson. Allyn Bacon Prentice Hall Children’s development of social skills is affected by the nature of their family and early educational experiences (NRC, 2001).
Whether in a nuclear, blended, or extended family; a communal arrangement; or a single-parent family, the child learns social patterns and skills within this context. Children find love and security and form attachments with people who protect and care for them. In the family, children become socialized through interactions with parents, siblings, relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and socializing. Children who have had a strong attachment to a nurturing figure and see themselves as separate from this nurturing figure are ready for a group situation. Children who have not fully developed strong attachments to another person may have a more difficult time adjusting to the complexity of the social system of the school.