UDLmodule

Students will work in their learning teams to complete the online module located at [] and analyze a lesson for UDL Principles. The assignment will be posted on the class wiki and will also include a podcast that summarizes key findings and understandings. Responses to the discussion questions should be posted to each students’ blog individually.
 * [|UDL Podcast]UDL Module (due 7/25): **

Specific details regarding this project can be found here.

Clown Fish's Podcast: []

Clown Fish Review of UDL Lesson Plan 4. Social Studies: Picturing Modern America (PMA): [|__http://www.edc.org/CCT/PMA/__] Goal of this lesson: Build students' skills in analyzing primary sources, especially visual sources. Steps:
 * 1)  Read [|__“What is this Site?”__] to become familiar with PMA.
 * 2)  Go to the [|__“Image Detective”__] section and become familiar with the activity, the methods used, and the scholar’s perspective.
 * 3) Choose a picture to start with.
 * 4) Go through the activity, using the UDL Guidelines checklist to identify UDL features and possible barriers to learning.
 * 5) Save the UDL Guidelines Checklist as noted above and submit it to your instructor in the manner agreed upon.

UDL Guidelines - Educator Checklist for Social Studies Lesson Plan - Picturing Modern America
 * UDL Guidelines - Educator Checklist ||  ||
 * I. [|__Provide Multiple Means of Representation__] || <span style="background-color: #972374; color: #ffffff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Your notes ||
 * <span style="background-color: #ead8e4; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1. [|Provide options for perception] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan provides limited options for perception.] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1.1 [|Customize the display of information] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|No, the website does not allow for the custom display of information.] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1.2 Provide alternatives for auditory information || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">This program has no auditory sources . ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1.3 [|Provide alternatives for visual information] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This activity provides visual clues to understanding specific topics through out history.] ||
 * <span style="background-color: #ead8e4; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2. [|Provide options for language and symbols] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|There are no symbols and this lesson plan provides no options for language] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2.1 Define vocabulary and symbols || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">N/A ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2.2 [|Clarify syntax and structure] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|N/A] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2.3 Decode text or mathematical notation || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">N/A ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2.4 [|Promote cross-linguistic understanding] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|N/A] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2.5 Illustrate key concepts non-linguistically || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">N/A ||
 * <span style="background-color: #ead8e4; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3. [|Provide options for comprehension] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|There are several options provided for comprehension.] ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3.1 Provide or activate background knowledge || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">This activity provides the students with a chance to understand background knowledge that applies to the pictures. However, this is in the form of text with no other methods of understanding (such as auditory) ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3.2 Highlight critical features, big ideas, and relationships || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The lesson plan allows for student input to contrast with historical interpretations of the same. The website alludes to a grander, historical context of thought that is emblamatical of the overall lesson. ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3.3 Guide information processing || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">This program/activity provides learners with a step by step process of understanding the material. For example they first begin with looking at a question that is associated with the picture, then guides the students to creating clues. ||
 * <span style="background-color: #f5eaf2; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3.4 [|Support memory and transfer] ||  ||


 * <span style="background-color: #17669f; color: #ffffff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">II. [|Provide Multiple Means of Action and Expression] || <span style="background-color: #17669f; color: #ffffff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Your notes ||
 * <span style="background-color: #d7e5f0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">4. [|Provide options for physical action] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan provides limited options forphysical action.] ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">4.1 Provide varied ways to respond || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students can only respond via typing/imputing words into the program. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">4.2 Provide varied ways to interact with materials || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Yes, it allows for student input on a variety of sites. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">4.3 [|Integrate assistive technologies] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|No, the website does not take advantage of assivitive technolog]ies ||
 * <span style="background-color: #d7e5f0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">5. [|Provide options for expressive skills and fluency] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan could have more options for expressive skills.] ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">5.1 Allow choices of media for communication || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Does not provide choices of media for communication. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">5.2 Provide appropriate tools for composition and problem solving || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The structure of the activity allows students to learn how historians evaluate images and periods of time (just like a detective would). This structure of inquiry is expressed in the layout or progress of items through out the activity. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">5.3 Provide ways to scaffold practice and performance || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students have the ability to practice drawing conclusions and providing examples for their conclusions by finishing the activity, which they can do multiple times and with various pictures. ||
 * <span style="background-color: #d7e5f0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">6. [|Provide options for executive functions] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan provides several options for executive functions] ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">6.1 [|Guide effective goal setting] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|It is not effective in its goal setting technique, as the goals are not explicitly specified via learning objectives.] ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">6.2 Support planning and strategy development || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The layout of the program helps the learner to work through the problem by useing strategies like that of a detective. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">6.3 Facilitate managing information and resources || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The activity provides students with a step by step guide to understanding and decoding the picture and it’s meaning. The students are able to manage their individual clues for each part of the picture, and evaluate them at the end. ||
 * <span style="background-color: #e8f0f3; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">6.4 Enhance capacity for monitoring progress || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Student progress can not be tracked, while the students are performing the lesson. ||


 * <span style="background-color: #388b43; color: #ffffff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">III. [|Provide Multiple Means of Engagement] || <span style="background-color: #388b43; color: #ffffff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Your notes ||
 * <span style="background-color: #ddeae0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">7. [|Provide options for recruiting interest] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan provides the opportunity for students to remain interested.] ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">7.1 Increase individual choice and autonomy || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students can pick their own pictures or if the instructor has a specific topic for them to use, they can pick which questions to answer and which part of the pictures to analyze. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">7.2 Enhance relevance, value and authenticity || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Yes, as the website does utilize student input with a historical zeitgeist. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">7.3 Reduce threats and distractions || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">There are little parts of the program in which children may get distracted, the program helps to keep them on track. ||
 * <span style="background-color: #ddeae0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">8. [|Provide options for sustaining effort and persistence] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|This lesson plan allows for students to challenge themselves as well as work together.] ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">8.1 Heighten salience of goals and objectives || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Again, learning goals and objectives were not explicitly stated by the lesson plan, so no. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">8.2 Vary levels of challenge and support || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students have the ability to challenge themselves to figuring out the picture to varying degrees. They also have the ability to investigate further ideas or connections to this material after they compare conclusions. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">8.3 Foster collaboration and communication || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Students are able to compare their conclusions with others, including students, teachers and the background of the times. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">8.4 Increase mastery-oriented feedback || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">No, the feedback remains at the same “level” throughout the lesson. ||
 * <span style="background-color: #ddeae0; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">9. [|Provide options for self-regulation] || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">[|There are limited options for self-regulation provided in this lesson.] ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">9.1 Guide personal goal-setting and expectations || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The lesson plan does not utilize personal goal setting in its completion. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">9.2 Scaffold coping skills and strategies || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The lesson does not scaffold the material taught. ||
 * <span style="background-color: #edf4ed; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">9.3 Develop self-assessment and reflection || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">At the conclusion of the activity, learners are tasked with “Drawing a Conclusion” based on all the information that they have predicted, assumed, or learned. ||

<span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: medium; text-align: center; text-decoration: none; vertical-align: baseline;">Clown Fish Suggested Additions to this lesson plan

<span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">We utilized a lesson plan from the UDL module examples for social studies. The lesson plan was more of a activity than a lesson plan. It had no real structure of a lesson plan or directions on how the instructor might utilize this media in a lesson plan. Here are the Clown Fish’s critiques and suggestions to this lesson plan. <span style="background-color: transparent; display: block; font-family: 'Times New Roman'; font-size: medium;">Group: KoiMembers: Rob McCann, Sydney Stinson, and Jenna Greeley <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Class: grade 10 <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Subject: Health <span style="background-color: transparent; color: #ff0000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">*In red are our suggestions to better incorporate the UDL Principles.
 * 1) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">Identification of a specific image in relation to a specific topic with in social studies. The lesson does not provide specific goals.
 * 2) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">We could use this activity (Picturing Modern America) as a addition to a lesson on Immigration- and the building of social studies skill - analyzing primary sources.
 * 3) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">Students would be set upon a specific task to allow them to use the Immigration photo and learn more about U.S. immigration through the analysis of a primary photo. Including identifying goals of the activity.
 * 4) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">The activity, although does utilize a secondary way of reviewing material and developing a skill does not provide multiple means of representation. Students have to be able to see, and read in order to accurately understand and utilize the media.
 * 5) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">Students who may not be able to read well do not have any other options. We would like to see a tool that is able to read the directions and back ground knowledge for students who have difficulties in reading.
 * 6) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">We would also suggest that the students be able to utilize the knowledge and the skills required in a new way.
 * 7) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">Researching and building more information on their own.
 * 8) <span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;">Creating a project through various medias (presentation, PowerPoint, website, 3-D model) that each student/group feels most comfortable with expressing their knowledge through.

<span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 4pt; text-decoration: none; vertical-align: baseline;">AIDS <span style="background-color: transparent; display: block; font-family: 'Times New Roman'; font-size: medium;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">What is acquired immune deficiency syndrome? <span style="background-color: transparent; display: block; font-family: 'Times New Roman'; font-size: medium;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Segment length: 9:35 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18pt; text-decoration: none; vertical-align: baseline;">Insights <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The world has now entered the second decade of dealing with acquired immune deficiency syndrome (AIDS). According to the Centers for Disease Control, the AIDS virus was first named in 1982, and the human immunodeficiency virus (HIV) was identified in 1984. It is important to make the distinction between the two acronyms, AIDS and HIV: Once infected by the HIV virus, a person may not develop the disease AIDS for years. The incubation period for developing AIDS varies from one year to 10, though experts disagree on this. <span style="background-color: transparent; display: block; font-family: 'Times New Roman'; font-size: medium;"><span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The segment shows what happens in a normal immune system versus an immune system infected with HIV. Under normal conditions, disease-causing agents ( <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__pathogens__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">) attempt to invade the body, inducing an immune response from <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__T-cells__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">, <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__B-cells__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">, and <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; vertical-align: baseline;">[|__macrophages__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">. T-cells process the foreign body so that it can be recognized by the B-cells, which in turn produce antibodies that grab the pathogens, pin them down, and mark them for destruction by the macrophages. More and more defenders descend upon the attacking virus until the invasion is neutralized. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">HIV acts differently than most pathogens: It seeks out the T-cells and incorporates itself into them. Then HIV either reproduces so quickly that it destroys the host cell, or it causes the genetic machinery to reproduce copies of itself, so that it can send out more virus particles to attack other T-cells. HIV doesn't always act quickly; it can hide out in the body and not reproduce immediately. But once in the body, HIV stays there forever, using the host cell as an HIV "factory." <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Eventually, the body's supply of T-cells becomes depleted until the immune-defense system is severely weakened and susceptible to infection by "opportunistic" pathogens, such as Pneumocystis carinii, a serious respiratory infection, and malignant growths like Kaposi's sarcoma, a vascular-type cancer. <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">HIV is transmitted from an infected person to a healthy person in three basic ways: through sexual intercourse, through the blood system by sharing needles, and perinatally from mother to child. In the United States, the first decade of HIV infection occurred primarily among intravenous-drug abusers, people who had received blood transfusions, homosexual men, bisexual men, and all of their sexual partners. In this second decade, "heterosexual transmission will become the predominant mode of HIV transmission throughout the world," according to the World Health Organization.


 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The teacher should provide background information on the transmission and misconceptions.
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">One possible pre-assessment could be that the student make a Blog entry discussing their own misconceptions.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18pt; text-decoration: none; vertical-align: baseline;">Connections <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">What do people fear most about AIDS? Why is there such confusion about AIDS? Does the AIDS epidemic resemble others in our past (e.g., Hansen's disease, tuberculosis, polio)? Have other diseases generated as much fear and loathing? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18pt; text-decoration: none; vertical-align: baseline;">Vocabulary <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">B-cells a group of lymphocytes (white blood cells) that helps the body manufacture antibodies, or actually manufactures the antibodies themselves <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">macrophages "scavenger" cells in the immune system that engulf and destroy an invading virus <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">pathogens specific organisms (that may be cellular) with biological, chemical, or thermal agents that cause disease <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">T-cells a group of lymphocytes (white blood cells) that control and regulate the immune-defense system
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: medium; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">What does “risk factors” and “Transmission” mean. [[image:https://lh5.googleusercontent.com/L_WedWqxln-oABmtljd9miOtmretyqIXJGVsFdQX8bauNn62iD8MN--68q2kVMUl58sFlRx5wFqI0u8tf89l0Pxbv6qjUQV6Gngb3FgR1GOH6XaYvQc]]<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18pt; text-decoration: none; vertical-align: baseline;">Resources

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Collier, D.M. (1992) "AIDS." In The new book of popular science 5: 417-420 New York: Grolier. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Cox, F.D. (1992) The AIDS booklet. New York: William C. Brown. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Nourse, A.E. (1990) Teen guide to AIDS prevention. New York: Franklin Watts. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Saving a generation. (1991) Washington, DC: State of the Art. Videotape. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Additional sources of information: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">American Red Cross <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">AIDS Education Office <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2025 E Street NW <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Washington, DC 20006 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;"><span class="skype_pnh_print_container">(202) 728-6554 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(202) 728-6554  <span class="skype_pnh_mark">end_of_the_skype_highlighting  or 6531 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Centers for Disease Control (CDC) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1600 Clifton Road NE <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Atlanta, GA 30333 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">CDC National AIDS hotline <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;"><span class="skype_pnh_print_container">(800) 342-AIDS <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(800) 342-AIDS  <span class="skype_pnh_mark">end_of_the_skype_highlighting <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">CDC Spanish hotline <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;"><span class="skype_pnh_print_container">(800) 344-SIDA <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(800) 344-SIDA  <span class="skype_pnh_mark">end_of_the_skype_highlighting <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">CDC Hearing-impaired hotline <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;"><span class="skype_pnh_print_container">(800) AIDS-TTY <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(800) AIDS-TTY  <span class="skype_pnh_mark">end_of_the_skype_highlighting    <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18pt; text-decoration: none; vertical-align: baseline;">Main Activity <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 4pt; text-decoration: none; vertical-align: baseline;">Let's Play Cards <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Find out how HIV is transmitted, and perhaps more importantly, how it is not transmitted. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">A great deal of myth and mistaken information surrounds the subject of how people become infected with HIV. To clarify the specific ways that HIV is transmitted and to dispel some of the myths, create a card game. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Materials
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3" x 5" cards
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">box
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">On one card, print an actual or plausible risk factor associated with the transmission of HIV. On the next card, print an unlikely or implausible risk factor. Continue until you have as many cards as you wish. Put the cards in the box.
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Have each student pick a card from the box, read it aloud, and place it in one of two piles or mount it on a bulletin board using these two headings:
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Risk Factor and Not a Risk Factor

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Examples of risk factors: sharing needles with anyone; mixing of blood between persons (as in some rituals of scraping the skin to mingle blood); sexual intercourse; medical situations involving blood when no barrier precautions have been taken; being born to a mother who has HIV/AIDS; tattoo shops (if needles are reused); acupuncture (if needles are reused) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Examples of activities that are not likely to be risk factors: cat bites; sharing food with a person infected with HIV/AIDS; eating food handled, prepared, or served by someone infected with HIV/AIDS; being coughed on; mosquito bites; bites from lice, flies, and other insects; swimming pools; toilet seats; wet towels; sweat; saliva or tears (Saliva and tears have the virus present, but it appears to break down and there have been no known cases.); urine; crowded elevators; hugging; shaking hands; laundromats; clothing; telephones; drinking glasses; eating utensils; giving blood; receiving a blood transfusion (Current screening procedures make blood transfusions almost risk-free.)
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">The students in groups should make their own cards with examples of misconceptions and risk factors. The teacher provides resources for the students to use. resouces such as websites with articles, youtube videos, and audio clips.
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Each group will place their cards in the appropriate category and give their reasoning.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Questions <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1. Have any of these issues regarding the transmission of HIV/AIDS appeared in the news? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">2. How do misconceptions about the contagiousness of AIDS or any other disease get started? Is fear about contagion in general necessarily negative? What problems could be caused by misunderstanding the contagion factor of AIDS?
 * <span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">As an assignment comment on their Blog post. Also brainstorm ideas for a future project on the prevention of disease

* ** __ UDL Guideline Checklist: __ To view our UDL checklist click on the following link ** >
 * **Provided below is a link to our Podcast discussing the use of the UDL principles in the lesson plan seen above:**

Rockfish - Ashley, Brian, and Molly
=== You can find the lesson plan we’ve selected (middle school mathematics) at: Probability and Geometry Lesson Plan (Spinner Activity) ===

<span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 18px;">Below, you will find the instructional plan for the lesson plan entitled, “A Biography Study: Using Role Play to Explore Authors’ Lives.” You can find the original lesson plan here: http://www.readwritethink.org/classroom-resources/lesson-plans/biography-study-using-role-398.html?tab=4#tabs

<span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 18px;">We have made some suggestions to this lesson to align with UDL guidelines, and have written those changes in //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 18px;">red //.

<span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** STUDENT OBJECTIVES ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students will <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** Before Reading ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top]
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Learn about important American authors by researching their lives and sharing research with peers
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Develop research and inquiry skills by researching an author's life, examining the impact of culture on the author's life, and evaluating biographical material for bias, embellishments, or deletions
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Improve their communication skills by presenting an author to the class, listening to other students present their authors, and working collaboratively in groups to plan panel discussions
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Enhance their use of technology by using the Internet to research an author, post a written report, and prepare supplemental visuals to complement their panel presentations
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Improve their critical reading skills by evaluating websites and resource materials for accuracy and selecting information to include in their presentations
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Improve their writing skills by researching an American author, writing a brief report, and peer editing and revising their work
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">1. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have the class brainstorm a list of American authors from your prior readings, along with any other American authors that they would like to include. //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">The lesson does not mention the inclusion of multi-ethnic or multi-lingual authors. This might be a useful way to use his or her heritage in the activities and promote understanding across languages and cultures. // ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">2. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Ask each student to select one author to research. Be sure that there are no duplications within a class. As students make their selections, have them sign-up on your master list. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">3. || <span style="font-family: 'Times New Roman',Times,serif;"> Have students visit the school library or media center to find and select biographies on their authors, or provide a list of preapproved biographies from which students can choose. // In this lesson, students obtain information largely by reading about their authors. Reading could be augmented by watching documentaries, either through media center resources or online (youtube, or other sources such as www.bodocus.com). // ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">4. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Direct students to begin a K-W-L-S Chart, filling out what they //know// about the author and what they //want// to know. [While reading the biographies and researching their authors, they will continue filling out this chart with what they //learned// and what they //still// want to know.] ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">5. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Hand out and discuss the American Authors: Biography Assignment Sheet, previewing the project and supplying dates for the author mixer and panel presentations. ||

<span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** During Reading ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students can also use other print resources to supplement their biography research. As they are working, they should complete the Critical Evaluation of a Website form to verify the accuracy and credibility of each source, and refer to the Notes and Source Card Handout to gather and organize their notes. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** After Reading: Author Mixer ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[These questions have been prepared in advance, but you may also have students brainstorm a list of questions to use during the author mixer instead.] || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** Panel Presentation ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** Author Essay ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have each student write a brief biographical sketch about his or her author. The essays on the U.S. Literary Map Project website can serve as models for students' work. Allow students to explore the site, but also provide them with guidelines for their assignment (i.e., the Essay Rubric), since the online samples vary in length and content. You might ask students to write their essays as if they were going to submit them to the site.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">1. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Instruct each student to keep a log while reading the biography to include important details about the author's life, interesting incidents, and at least five favorite quotes. [Logs should be collected and reviewed three times during the time allotted for reading the biographies.] //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">The lesson includes little preparation for new vocabulary students might encounter as they read their biographies. The class might include a wiki page as a work in progress to which students can contribute new words. Also, students with certain disabilities may have difficulty reading. In such a case, accommodations should be made, like the use of books on tape, or a text to speech function of an e-reader. // ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">2. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Remind students to continue updating their K-W-L-S Charts with information they //learned// and //still// want to know while reading. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">3. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Direct students to create timelines of the authors' lives. Distribute and review the Timeline Rubric to make sure that students understand your expectations for this part of the project. They should begin by taking notes on key events, and then use the interactive Timeline Tool to arrange the information on a graphic organizer. The finished timeline should be printed and brought in on the day of the author mixer. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">4. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Each student will need to create a visual display for his or her author. While reading, they can begin working on this part of the project by reviewing the Biography Project Suggestions and beginning to compile their materials. The visual display will need to be completed and used as part of the panel presentation. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">5. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students should begin thinking about how they will portray their authors with costumes or props during the author mixer and panel presentation. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">6. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students should begin supplemental research on their authors using the Internet. Depending on the students' technology level, this research may be done at home or in the media center or computer lab with guided assistance. Possible websites to explore include:
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Distinguished Women of Past and Present. This site includes biographies of women who contributed to our culture. Searching by subject, students can narrow the list to women known for their "literature and poetry."
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">American Collection: American Writing Gateway. Students can access a collection of teacher-reviewed websites on a select group of American writers.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Biography.com. By searching for "American writer," this site provides a selection of close to 300 authors.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Brain-Juice. This site features slightly longer biographies and a section on each subject's most notable works or milestones. Students can browse "Literature" to find a selection of writers.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">7. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Student will write biopoems about their authors (see the How to Write a Biopoem sheet) and complete the Biography Project Discussion Questions for use later in the lesson when meeting with their groups about the panel presentation. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">1. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">When the biography readings, timelines, and logs are complete, remind students of the author mixer.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Instruct students to come to class dressed as their authors in costume or by having an appropriate prop to suggest who they are. This prop/attire should be unique to each individual author.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">In addition, direct students to be prepared to share information about their authors with their classmates. Students may each prepare one 3" x 5" note card to prompt details and quotes, but information should NOT be read! ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">2. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have the class meet in a room with plenty of space for students to walk around and mingle. Remind students to stay "in character" throughout the session. As they greet each other, they should introduce themselves as the authors, and then either quote a few significant passages or give brief information about their authors. [Note: Birth and death dates or other "dry" data should not be used during the author mixer.] //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">This activity could be difficult for some students who may have reservations interacting with peers (certain types of autism). //<span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">// This activity could also be difficult for those students who have difficulty communicating verbally. // //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 16px;"> In these cases, it may be better for the mixer to happen in a small group rather than the enti //<span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">// re class. // ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">3. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Allow students to mingle in this way for a few minutes and then call "freeze," at which time students should pair up with another author and discuss one or more of the following questions:
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Explain how your birthplace and date (i.e., time period and culture) influenced your life and writing.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">What are your most significant personality traits?
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">What is your most famous work? Why? Did you consider it your best?
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Who was your most important influence as a writer?
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">What event in your life was the most traumatic?
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">What awards were you given? How did that affect your life and writing?
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">4. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">After each author has shared for 1 to 2 minutes, students can begin to mingle again until they are told to "freeze." Each time the class "freezes," students must find a different author partner. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">5. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Allow a full session for this activity, or as long as it takes for students to "meet and greet" all of the other authors. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">1. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">After the author mixer, instruct students to gather in groups of four to five students each (depending on class size), with other authors that they would like to learn more about or that their authors would find intriguing or controversial. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">2. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have students in each group read aloud their biopoems and use the previously completed biography project discussion questions and timelines to share additional information about their authors. [Collect and display the biopoems and timelines on an "author wall."] ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">3. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Distribute the Author Panel Presentation Rubric and review the expectations for this part of the project. Ask students if they have any questions before beginning work in their groups. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">4. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Students should work together in their groups to prepare scripts to use during their panel presentations (see the Guidelines for Preparing a Script for the Panel Discussion). Scripts will be collected after the presentation. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">5. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Assist groups in developing questions or topics that their authors can respond to during the panel presentation. Groups may elect to focus their discussion on a single issue such as "freedom and slavery" or the "American dream," revealing each author's attitude toward that topic. Other possible themed panel topics include:
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Women's rights
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Love
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Death and the afterlife
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Writing
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">War and peace
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Male and female roles
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Growing up
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Success and failure ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">6. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Have each group designate one author as the host for the "show," with the other authors appearing as guests. ||
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">7. || <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">On the day of the presentation, students should bring their costumes or props to again portray their authors. Set up desks at the front of the room for the presenting authors to sit, and ask the "audience" to take notes on each author as the presentations are given. For further involvement, you may have students in the "audience" use a graphic organizer to compare and show relationships between authors and ideas. In addition, have students display their visuals on the "author wall" or set up an area for students to arrange their projects so that others can see them. ||

<span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">While writing of the essay can be done for homework, set aside part of one class session for peer editing. Students should use the Peer-Editing Sheet and the Essay Rubric to guide their evaluations. A final copy of each essay should be submitted both electronically and as a hard copy. After you review the essays and have students make any further revisions, as needed, upload them to the website per the instructions provided. <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** EXTENSIONS ** <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">As extensions to this project, you can have students use the online Bio-Cube tool to summarize what they have learned about their authors. They can then: <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">[|back to top] <span style="color: #808000; font-family: 'Times New Roman',Times,serif;">** STUDENT ASSESSMENT/REFLECTIONS ** ===//<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">The inclusion of a requirement to complete an online journal to reflect upon their own activities during the lesson may assist in developing a student's self reflection and assessment. //===
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Write a more formal research paper on the author
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Present their information in other dramatic ways, such as by acting out an exciting scene in the person's life or telling the story dressed as the person
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Prepare a slide show or PowerPoint presentation on the author
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Read and report on a book written by the author
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Write a poem or song about the person's life
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Script a news program about the person's life
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Write a letter to the editor persuading the public about an issue that was significant in the person's life
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Write a children's version of the person's life
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Use the Timeline Rubric, Essay Rubric, and Author Panel Presentation Rubric to assess the student's work during the lesson. Several rubrics are available at Bridging the Gap: Group Work Rubrics and Checklists for assessing group work. Rubistar can also be used to find or create rubrics for this lesson.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Periodically evaluate the reading logs, K-W-L-S charts, and notes to ensure that students are completing the project as expected.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Teacher observation should also be a part of the assessment for this lesson. Watch to see that groups are working equitably on their panel presentations and are not wasting time. You will also want to observe students during the author mixer to gauge their interactions with one another and knowledge of the authors they have been researching.
 * <span style="color: #808000; font-family: 'Times New Roman',Times,serif; font-size: 16px;">Self- and peer-editing should be used for the written essay (see Peer-Editing Sheet).

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