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Ms. V.'s Classroom Edit display name

  • Booker T Washington Senior High School
  • Miami, FL
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Good children's books sum up their messages emphatically and succinctly through carefully selected text and powerful images. We all have had the experience of being moved by a children's book we have read or have read to others. They often stick with us. Although my students are juniors in high school, I expect that they will have similar experiences when they are exposed to the children's books I have selected that touch on key historical content. My lessons depend heavily on rich images that engage my students, relay content, and invoke class discussion. In class, we will use these books for several purposes: - We will use and discuss images in the books to relay particular content using the document camera. - We will also engage in a guided reading of the book as the introductory portion to a lesson using the document camera. - Students will buddy read the books and pair the books with authentic primary sources to answer text-dependent questions. - Further along in the year, for content for which we do not have a book, students will create their own children's books for that content. These books will be used in subsequent years for U.S. History classes at our school. - Aside from use with the requested books, the document camera will also be used with other books in our class library, for modeling active reading and text annotations using an iPad, and for modeling processes for using technology, among other uses.

About my class

Good children's books sum up their messages emphatically and succinctly through carefully selected text and powerful images. We all have had the experience of being moved by a children's book we have read or have read to others. They often stick with us. Although my students are juniors in high school, I expect that they will have similar experiences when they are exposed to the children's books I have selected that touch on key historical content. My lessons depend heavily on rich images that engage my students, relay content, and invoke class discussion. In class, we will use these books for several purposes: - We will use and discuss images in the books to relay particular content using the document camera. - We will also engage in a guided reading of the book as the introductory portion to a lesson using the document camera. - Students will buddy read the books and pair the books with authentic primary sources to answer text-dependent questions. - Further along in the year, for content for which we do not have a book, students will create their own children's books for that content. These books will be used in subsequent years for U.S. History classes at our school. - Aside from use with the requested books, the document camera will also be used with other books in our class library, for modeling active reading and text annotations using an iPad, and for modeling processes for using technology, among other uses.

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