croom and ford lesson plans

5/27/2018 Croom and Ford Lesson Plans

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Podcastingby Christopher Croom and Heather FordGRADE:6

LIBRARY CONTEXT:

Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM:

None Limited Moderate Intensive

CONTENT TOPIC: Podcasting

Essential Questions: What is podcasting? How are podcasts beneficial to the audience?

STANDARDS FOR THE 21ST-CENTURY LEARNERGOALS

Standard(s):

Inquire, Think Critically, and Gain Knowledge

Pursue personal and aesthetic growth.

Skills Indicator(s):

1.1.2 Use prior and background knowledge as context for new learning.4.1.5 Connect ideas to own interests and previous knowledge and experience.

Benchmark(s):

Recall and integrate previously learned material with new or current material.

Elaborate on or further explain content.Encourage analysis.Make a connection between previously learned material and the students life.

Dispositions Indicator(s):4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a varieof formats and genres, and displaying a willingness to go beyond academic requirements.

Responsibilities Indicator(s): 4.3.4 Practice safe and ethical behaviors in personal electronic communicationand interaction.

Self-Assessment Strategies Indicator(s): 4.4.6 Evaluate own ability to select resources that are engaging andappropriate for personal interests and needs.

Scenario: Students have just completed the novel Hatchet by Gary Paulsen. They will demonstrate

connections made themselves and the main character Brian Robeson. Students will work with theschool media specialist and their reading teacher to do a technology lesson.

CONNECTION TO LOCAL OR STATE STANDARDS

International Society for Technology and Education Connection

ISTE Standards

Creativity and Innovation


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1. Students demonstrate creative thinking, construct knowledge, and develop innovative productsand processes using technology.

b. Create original works as a means of personal or group expression.

CCSS.ELA-Literacy.SL.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in

presentations to clarify information.

READING COMPREHENSION STRATEGY: Activating or Building Background Knowledge

LESSONOBJECTIVES:

At the end of these lessons, students will be able to1. Make comparisons between characters lives in a story or novel and their own lives.2. Make text-to-self connections.3. Create a podcast.

Overview: Students will learn about podcasts, explore podcasts, and use prior knowledge from a

classroom experience to create their own podcasts.

FINAL PRODUCT: Podcast

LIBRARY LESSON(S):

The entire lesson is outlined in the instructional plan. Students will begin Day 1 in the media center. Studentswill also utilize the computer lab.

Estimated lesson time:7-10 sessions

ASSESSMENT

Product -Podcast ProcessStudents will choose one activity from the podcast choice board to demonstrate their

understanding.

Student self-questioningStudents will reflect on the podcasting process at the end of all lessons.INSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference

Nonprint Periodicals/newspapers Other (list): lined paper, plain

paper, pencils, colored pencils

Day 1

Opening:

K-W-L (Podcasts) Students will explain what they knowand what they wonderaboutpodcasting.

The classroom teacher will have students to share responses from the K-W-L leaving the L forthe lesson closing. Students will share what they know and wonder about podcasting.


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Direct Instruction and Modeling:

The media specialist will discuss podcasting using a Prezi presentation entitled Podcasts.Students will take Cornell notes jotting down important terms, definitions, explanations, or

illustrations related to podcastinghttp://prezi.com/dijwdhrdi23d/podcasts/.

Students will also view a video on podcasting. Students will be asked to reflect on their experiences with reading the novel Hatchet by Gary

Paulsen and their own lives.

Exit Card #1Complete the L on the K-W-L chart explaining what you have learnedaboutpodcasting today.

Day 2

Guided Assistance and Preparation

Students will be broken up into two groups. The media specialist will work with one group while theclassroom teacher works with the opposite group.

Both groups will make a comparison using a Venn diagram or an alternative comparison andcontrast graphic organizer.

One group will use the computers to do an Interactive Venn Diagram using ReadWriteThinkhttp://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-

30973.html.

The other group will create a Venn diagram foldable. On the Venn diagrams, students will compare their own lives under a section entitled My Lif

to the main characters life under the section entitled Brians Life.

After the teacher and the media specialist provide guidance with directions for the Venndiagram, students will be given 10 minutes to complete the Venn diagrams.

Students will discuss their Venn diagrams with elbow partners. Select students will be alloweto share out with the whole group.

Students will place their Venn diagrams in their classroom folders for later use.

Exit Card #2Students will write an explanation of what they are being asked to do for thefinal product of the podcasting unit.

Students will be divided into groups of 2 for the remaining portion of the lesson.

Day 3

Exploring

The media specialist will start a discussion on Edmodo about podcasts. Students will add to thediscussion sharing what they have learned and reading the comments of others. The classroom

teacher will also add to the discussion with a post. The teacher will share a podcast the she has done with students. Students will receive a list of podcast resources. With a partner, students will review the different

resources and determine which podcast Web 2.0 tool is most appropriate for their group.

http://www.youtube.com/watch?v=MLwpuJtenCk

http://www.ign.com/videos/2014/04/13/is-it-too-early-to-trade-in-ps4-games-podcast-beyondhttps://www.youtube.com/watch?v=U8HmyLwcYnw#t=28

Exit Card # 33-2-1 = 3 Things you know about podcasting 2 Things that you still need clarified1 Question you have for the teacher
http://prezi.com/dijwdhrdi23d/podcasts/http://prezi.com/dijwdhrdi23d/podcasts/http://prezi.com/dijwdhrdi23d/podcasts/http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.htmlhttp://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.htmlhttp://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.htmlhttp://www.youtube.com/watch?v=MLwpuJtenCkhttp://www.youtube.com/watch?v=MLwpuJtenCkhttp://www.ign.com/videos/2014/04/13/is-it-too-early-to-trade-in-ps4-games-podcast-beyondhttp://www.ign.com/videos/2014/04/13/is-it-too-early-to-trade-in-ps4-games-podcast-beyondhttps://www.youtube.com/watch?v=U8HmyLwcYnw#t=28https://www.youtube.com/watch?v=U8HmyLwcYnw#t=28https://www.youtube.com/watch?v=U8HmyLwcYnw#t=28http://www.ign.com/videos/2014/04/13/is-it-too-early-to-trade-in-ps4-games-podcast-beyondhttp://www.youtube.com/watch?v=MLwpuJtenCkhttp://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.htmlhttp://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-30973.htmlhttp://prezi.com/dijwdhrdi23d/podcasts/


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Students will be instructed to bring their own technology (if applicable) to use for the independentpractice.

Day 4

Independent Practice

Students will write out the answers to the following questions before beginning the podcast:Who? What? When? Where? How?

Students will revisit Venn diagrams, and use them as guides to write a script for their podcasts. Exit Card #4Last Word Strategy (Podcast)Students will do an acrostic poem for the word

podcast.

Days 5, 6, 7

Students will work on their podcasts.Reflection

Students will answer the following questions to reflect on their experiences with podcasting?-What have you learned from this experience?

- How did you benefit from working with a partner?- What would you change about the assignment?

Strategies for Differentiation- There were multiple means of delivering and discussing information about podcasting.- Students were able to choose the method for podcasting.


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Graphic Organizers

K-W-L

Know Wonder Learned


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Podcast Choice Board

Task Compare and contrast your life to the life of the character Brian Robeson in the novel Hatche

Create a podcast that discusses your comparison. Choose one option from the choice board to do

your podcast, or you may do a combination of options or a podcast of choice with teacher approval.

Please adhere to the rubric closely when completing your podcast.

Create a video podcast with narration and

music.

Create an audio only podcast with a visual.

Create a multi-host podcast where two people

are hosting the podcast in video and/or audio

format.

Make your podcast into a talk show where you

and your partner interview each other.


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Podcast Rubric

Exceeds Target 5 points Meets Target 4 points Does Not Meet Target 3

points

Script Script is well written.

Includes throughinformation about the

student and the character.

Content is accurate and

clearly expressed.

Script is adequately

written.Includes mostly

thorough information

about the student and the

character.Content is mostly

accurate and clear.

Script is poorly written.

Does not includeinformation about the

student and the character.

Content is not accurate

or clearly expressed.

Sound The background

sounds and music

clearly enhance thecontent of the

podcast throughvolume and

music/sound selection.

The background

sound and music

somewhat enhancethe content of the

podcast throughvolume and


The background

sound and music

detract from thecontent of the

podcast in eithervolume or


Images Images clearlyenhance the

podcasts content

and are correctly

placed and timed tocreate fluidity in the

podcast.

Images somewhatenhance the

podcasts content

and are correctly

placed but somewhatdetract from the

fluidity of the podcast.

The backgroundsound and music

detract from the

content of the

podcast in eithervolume or


Podcast

Content

Content of the podcast

ties in directly with thescript.

Content of the podcast

mostly ties in with thescript.

Content of the podcast is

unrelated to the script.

Creativity Podcast is creative andoriginal.

Podcast is somewhatcreative and original.

Podcast is not creativeand original.

Total Score: _____/25 =

Teacher Comments:


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Action TemplateSUBMITTED BY:HEATHER FORD AND CHRISTOPHER CROOM

SCHOOL:GEORGIA SOUTHERN UNIVERSITYGRADE:6THGRADE

TYPE OF LESSON:INTERDISCIPLINARY (ENGLISH/LANGUAGE ARTS AND SOCIAL STUDIES)

APPROXIMATE LENGTH OF LESSON:

CONTENT:ENGLISH AND SOCIAL STUDIES

LIBRARY CONTEXT:

Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM:

None Limited Moderate Intensive

CONTENT TOPIC: Conflict and Change: Interpreting Political Cartoon

STANDARDS FOR THE 21ST-CENTURY LEARNERGOALS

Standard(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main andsupporting ideas, conflicting information, and point of view or bias.

3.1.4 Use technology and other information tools to organize and display knowledge and understandin

in ways that others can view, use, and assess.

Skills Indicator(s): Media Specialist and teacher will check for understanding frequently during the lesson. Onafter the Activator, at least 3 times during the Modeling and Direct Instruction, and continuously throughout

independent practice.

Benchmark(s): Assessed informally: political cartoon graphic organizer, timeline, and constructed response

Dispositions Indicator(s):3.2.3 Demonstrate teamwork by working productively with others. (Students adhering to their set group norms.)

Responsibilities Indicator(s):3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. (Students accepting

others opinions contrary to their own)

Self-Assessment Strategies Indicator(s):3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstratiof respect for other viewpoints. (Students will incorporate assessment within their reflection.)

SCENARIO:YOU HAVE BEEN COMMISSIONED TO CREATE Apolitical cartoon by the Editor-in-Chief of theHistorical Society Newspaper, sing the information presented in this lesson. Your political cartoon should answ

the following question: Why did Hitler rebel against the Treaty of Versailles?

CONNECTION TO LOCAL OR STATE STANDARDS

(List here relevant content, information literacy, and technology standards)

Common Core Standards


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Language Arts Social Studies

SS6H7:The student will explain conflict and change in

Europe to the 21st century

a. Describe major developments followinWorld War I: the Russian Revolution,

Treaty of Versailles, worldwide

depression, and the rise of Nazism

CCSS.ELA-LITERACY.RI.6.1Cite textual evidence to support analysis of what

the text says explicitly as well as inferences

drawn from the text.CCSS.ELA-LITERACY.RI.6.2Determine a central idea of a text and how it is

conveyed through particular details; provide a

summary of the text distinct from personal

opinions or judgments.CCSS.ELA-LITERACY.W.6.8Gather relevant information from multiple print

and digital sources; assess the credibility of eachsource; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism

and providing basic bibliographic information

for sources.

CCSS.ELA-LITERACY.RH.6-8.1Cite specific textual evidence to support

analysis of primary and secondary sources

CCSS.ELA-LITERACY.RH.6-8.2Determine the central ideas or information

a primary or secondary source; provide an

accurate summary of the source distinct fro

prior knowledge or opinions.

CCSS.ELA-LITERACY.RI.6.7Integrate information presented in different

media or formats (e.g., visually, quantitatively)

as well as in words to develop a coherent

understanding of a topic or issue.

CCSS.ELA-LITERACY.RH.6-8.7Integrate visual information (e.g., in charts

graphs, photographs, videos, or maps) with

other information in print and digital texts.

READING COMPREHENSION STRATEGY:

Media Specialist and the Teacher will use Reading Comprehension Strategy 5 (Determining Main Ideas). Asstudents are reading through the given texts (Profile of Adolf Hitler and Rise of Nazism) they will analyze the tfor text features, and use Learners Graphic Representation. (Moreillon 121)

LESSONOBJECTIVES:

Students will analyze the rise of Nazi power; recognize the effects of apathy and indifference of Adol

Hitler.

OVERVIEW:This lesson analyzes Adolf Hitlers character traits of disobedience and defiance to sign and join the Treaty ofVersailles. Students will discover how Hitler rose to power and the outcome. Students will also analyze andinvestigate various texts to determine key factors of the social conditions, economic conditions, and politicalconditions as a result of Hitlers rule.

ESSENTIAL QUESTION:Why did Hitler rebel against the Treaty of Versailles?

FINAL PRODUCT:
http://www.corestandards.org/ELA-Literacy/RI/6/1/http://www.corestandards.org/ELA-Literacy/RI/6/1/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/RH/6-8/1/http://www.corestandards.org/ELA-Literacy/RH/6-8/1/http://www.corestandards.org/ELA-Literacy/RH/6-8/2/http://www.corestandards.org/ELA-Literacy/RH/6-8/2/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/7/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/2/http://www.corestandards.org/ELA-Literacy/RH/6-8/1/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/RI/6/1/


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Students will create their own political cartoon based on the information attained throughout the lesson. The

students political cartoon should answer the following question: Why did Hitler rebel against the Treaty

of Versailles?

LIBRARY LESSON(S):

(Describe the lesson activities for the selected AASL Standards.)The Media Specialist will assist students to make sense of information gathered from diverse sources byidentifying misconceptions, main and supporting ideas, and conflicting information., He/She will reinforceReading Comprehension Strategy 5 (Determining Main Ideas) The specialist will also provide small group

remediation for students who are struggling to access the content by providing hands-on guidedpractice/modeling.

ESTIMATED LESSON TIME:75MINUTES

ASSESSMENT

ProductStudents own Political Cartoon Process - Timeline of Rise of Nazism; Constructed Responses of Hitlers rebellion Student self-questioningStudent reflection of their understanding of the contentINSTRUCTIONAL PLAN

Resources students will use: (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference

Nonprint Periodicals/newspapers Other (list):

Resources

Profile article on Adolf Hitler (See Resource List)Smart Board with lap top computer

Article on The Rise of Nazismhttp://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htm

TimeLiner Program

Instruction/activities(Provide explicit details for the lesson including the activities for both the teacher and the library media

specialist.)

Activator/Hook:(Teacher or Media Specialist) A political cartoonist uses symbols, pictures, and familiar objects to make hior her point quickly and visually.

Show students the Political Cartoon of Adolf Hitler. Ask the students to identify the elements of the picture
http://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htmhttp://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htmhttp://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htmhttp://fcit.coedu.usf.edu/holocaust/timeline/nazirise.htm


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Guiding Questions: Whos in the picture? What items are in the picture? What do they mean?

Students should then fill in the graphic organizer

(Sample)

Important Words Versailles Treaty

Important Symbols German Soldier

Summary*Background knowledge: Students should be able to tell you what the Treaty of Versailles is and

its historical significance in conjunction with Hitlers Party.

Direct instruction:

The teacher will lead the students into a discussion about the political cartoon and their responses. Th

teacher will clarify any misconceptions/misunderstandings. Key Points: Hitler wants no part of theTreaty, Hitler was actually forced/pressured to sign by the allied powers (United States, Russia, Great

Britain, France, and Italy).

Modeling and guided practice:

Place students in 7 learning communities of 4, each community will have a digital copy of the articlesThe Rise of the Nazis to outline. The media specialist will assist students in accessing the

information and maneuvering throughout the website and how to use the Timeliner program.

From the articles students gather information that describes the economic, social, and politicalconditions in Germany from 1918 through 1933. Students will collaborate to create a timeline

events using the Timeliner program.

Discuss conditions in Germany that potentially make the Germans accept Hitler as their leader


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Conditions from 1918-1933 Graphic Organizer

Economic Conditions Social Conditions Political Conditions

1918


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Independent practice: Using the information presented in the political cartoon, timeline, and the profile of Ad

Hitler, students will evaluate and draw conclusions of Hitlers rebellion and refusal of the Treaty ofVersailles by responding to the question: Why did Hitler rebel against the Treaty of Versailles?

(Teacher and media specialist facilitate assist students or see if students have any questions.)If you co

rewrite history and convince Hitler to accept the Treaty, what would the outcome be? Students will be

assessed using the rubric listed below.)

Sharing and reflecting: Students will post their response on the class discussion board and respond to a

least 2 classmates. Students will then reflect on their learning by expressing their thoughts about Hitlecharacter in their Language Arts journal.

Strategies for DifferentiationLearning activity that is present in my lesson includes:

1. Visual/Motor Deficits Learners: Students will use cloze notes and circle the correct words for definition

2. Auditory Difficulties:Students will fill in the meaning for the word3. Expressive Difficulties: Students will use pictures to support communication of knowledge.4. Metacognitive Issues: Students willorganize information by providing and using pictures, real

life application, word list and outline

Alignment of Standards

American Association of School

Librarians

Common Core Standards

Standards for the 21stCentury

Learner

Language Arts Social Studies

1.1.2Use prior and backgroundknowledge as context for new learning.

1.1.7 Make sense of information gatheredfrom diverse sources by identifying

misconceptions, main and supportingideas, conflicting information, and point

of view or bias.

CCSS.ELA-LITERACY.RI.6.1Cite textual evidence to support

analysis of what the text says

explicitly as well as inferences

drawn from the text.CCSS.ELA-LITERACY.RI.6.2Determine a central idea of a text

and how it is conveyed through

particular details; provide a

summary of the text distinct from

personal opinions or judgments.CCSS.ELA-LITERACY.W.6.8

Gather relevant information frommultiple print and digital sources;

assess the credibility of each

source; and quote or paraphrase

the data and conclusions of others

while avoiding plagiarism and

providing basic bibliographic

information for sources.

CCSS.ELA-LITERACY.RH.6-

Cite specific textual

evidence to support

analysis of primary an

secondary sources.CCSS.ELA-LITERACY.RH.6-

Determine the central

ideas or information o

primary or secondary

source; provide an

accurate summary of t

source distinct from

prior knowledge oropinions.

3.1.4 Use technology and other

information tools to organize and

CCSS.ELA-LITERACY.RI.6.7Integrate information presented in

CCSS.ELA-LITERACY.RH.6-

Integrate visual
http://www.corestandards.org/ELA-Literacy/RI/6/1/http://www.corestandards.org/ELA-Literacy/RI/6/1/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/RH/6-8/1/http://www.corestandards.org/ELA-Literacy/RH/6-8/2/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/7/http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RH/6-8/2/http://www.corestandards.org/ELA-Literacy/RH/6-8/1/http://www.corestandards.org/ELA-Literacy/W/6/8/http://www.corestandards.org/ELA-Literacy/RI/6/2/http://www.corestandards.org/ELA-Literacy/RI/6/1/


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display knowledge and understanding

in ways that others can view, use, and

assess.

different media or formats (e.g.,

visually, quantitatively) as well as

in words to develop a coherent

understanding of a topic or issue.

information (e.g., in

charts, graphs,

photographs, videos, o

maps) with other

information in print an

digital texts.


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Political Cartoon Rubric

Criteria 4Exceeds(Mastery)

3Meets(Emerging)

2Approaching 1Does Not

Meet (Not Evide

Evidence of Knowledge Demonstratesthoroughunderstanding ofthe content; goes

beyondrequirements andsupplies additionalinformation

Demonstratesknowledge andunderstanding ofthe content

presented. Cartoonrespondedappropriately tothe given question.

Demonstrated apartialunderstanding ofthe content; the

historicalfacts/symbolswere inaccuratelyused.

Demonstrated nunderstanding othe content; thedepiction was o

topic

Creativity Provided athorough anddetailed account of

the event inconnection within

the context of thetime period(connection of the

lesson with outsideknowledge)

Provided allnecessaryelements to

respond accuratelyto the given

question.

Attempted tocomplete theassignment;

however it was aduplication of

anotherillustration.

Did not attemptcomplete theassignment.

Mechanics and Grammar There were nogrammatical or

mechanical errors.

There was only 1grammatical or

mechanical error.

There were 2-3grammatical or

mechanical errors.

There were 4 ormore grammati

or mechanicalerrors.

Score ________/9

Resources

http://www.corestandards.org/ELA-Literacy/WHST/6-8/http://www.ala.org/aasl/standards-guidelines/learning-standards

"Adolf Hitler." World of Criminal Justice. Gale, 2002. Biography in Context. Web. 4 Apr. 2014.

Document URL

http://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windo

ate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHigh

ting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000M

T&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a0

47e6669aa13ca3be53d4329a85b

Biography in Con

Gale Document Number:GALE|K2425100169
http://www.corestandards.org/ELA-Literacy/WHST/6-8/http://www.corestandards.org/ELA-Literacy/WHST/6-8/http://www.ala.org/aasl/standards-guidelines/learning-standardshttp://www.ala.org/aasl/standards-guidelines/learning-standardshttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://ic.galegroup.com/ic/bic1/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&windowstate=normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=BIC1&action=e&catId=GALE%7C00000000MPPT&activityType=&scanId=&documentId=GALE%7CK2425100169&source=Bookmark&u=cobb90289&jsid=3a09a47e6669aa13ca3be53d4329a85bhttp://www.ala.org/aasl/standards-guidelines/learning-standardshttp://www.corestandards.org/ELA-Literacy/WHST/6-8/


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