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Activating Prior Knowledge and Building Background 1

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83 views

Activating Prior Knowledge and Building Background 1

Uploaded by

api-581217100
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Activating Prior Knowledge and Building

Background
“A person’s background knowledge, often called prior knowledge is a collection of
‘abstracted residue’ that has been formed from all of life’s experiences” (Lent, 2012).
Regardless of the discipline, what students already know about the content you are
about to teach is one of the strongest indicators of how well they will learn new
information. For this module define background knowledge, identify the importance
of background knowledge in content learning, and create a lesson which allows
students to inquire and build their knowledge of a particular topic in your discipline.

Day 1 Instruction

Engage

Students will state their prior knowledge of the Civil RIghts


Movement and the 1960’s in general. Every student comes from
a different background meaning that some are going to think
of different things when talking about a certain era. Students
will start off with this Padlet.

Explore
1. Please make a copy of this Google Doc RSGW graphic
organizer and update it as you go through the lesson.

2. Watch this video about the Jim Crow Era. Trigger


Warning: There are explicit photos of people being
lynched from 39:00 - 40:20 & 40:35 - 41:07 please do
not watch since they are graphic photos.

3. Read the article: Jim Crow Era


4. Revisit your graphic organizer and add any information
related to these readings.

© HyperDocs
Apply
1. Please answer questions about the documentary on this
Google Doc.
2. Revisit your graphic organizer and add any information
related to this presentation

After everything is done, please start building up your own


graphic organizer. Start off with the middle/center saying Civil
Rights and add on other circles that you feel are necessary.
This is only the beginning so there isn’t much until we start
going through the week and adding on. You will have to use
your prior knowledge all throughout the week to make
connections throughout.

Make sure to save it!

Share
https://towyouth.newhaven.edu/wp-
content/uploads/2020/11/ImplicitBiasBrief.pdf
On another Padlet
After reading the article, students can explain their
relationship with implicit bias and stereotypes. They can utilize
personal experiences and should make connections to the
lesson material.

Reflect
Please go back to the same Padlet after everything else is
answered/posted. Write a short reflection on what you learned
today and what you anticipate for the rest of the unit. What
are you excited to learn about? What was something that
completely shocked you? How does English/Language play a
part in history, especially then?

Extend
At the following link students will learn about visual
literacy and the way it may be used to create meaning
from words, images and sounds.. This will serve as an
effective tool for students to build on what they learned
and develop a more full analysis.
https://study.com/academy/lesson/constructing-meaning-in-
literature-using-words-images-sounds.html
27 Ways to Assess Background Knowledge
Prior Knowledge in Science Lessons
Strategies to Support Learning
Strategies for Activating Prior Knowledge
© HyperDocs
Video: Anticipation Guide Science
Anticipation Guide Math
Anticipation Guide ELA
Standards:
● HS.SP1.1 Evaluate how events and developments were shaped by
unique circumstances of time and place as well as broader contexts.
● HS.SP1.2 Analyze change and continuity in historical eras.
● HS.SP1.3 Evaluate the significance of past events as they relate to
their own lives and the world.
● 9-10.RL.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text
● 9-10.RL.2 Determine a theme or central idea of a text and analyze
in detail it’s development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an
objective summary of the text

© HyperDocs

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