Nebraska State Standards:
LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
LA 8.2.2 Writing Modes: Student will write in multiple modes for a variety of purposes and audiences across disciplines.
**LA 8.3.1 Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key ideas in a variety of situations.
**LA 8.3.2 Listening: Students will develop and demonstrate active listening skills across a variety of situations.
LA 8.4.1 Multiple Literacies—Information Fluency: Students will research, synthesize, evaluate and communication information in a variety of media and formats (textual, visual, and digital).
AASL 21st Century Learner Standards:
1—Inquire, think critically, and gain knowledge
2—Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3—Share knowledge and participate ethically and productively as members of our democratic society.
Inquiry Skill Focus (Scaffold):
1.1 Asks, creates, and refines questions for inquiry
1.2 Determines a path for inquiry2/3.2 Identifies possible sources of information
2/3.3 Seeks information from diverse genres, formats, and points of view.
2/3.5 Evaluates sources of information
4.3 Organizes information using a variety of tools and strategies
4.4 Uses information ethically
5.1 Compares new ideas to prior knowledge and draws conclusions by integrating new ideas with prior knowledge
5.2 Creates product to express new learning and chooses presentation format based on requirements, audience, and personal strengths
6.1 Reflects on the inquiry process
Lesson Overview:
The goal of this inquiry project is for students to be able to connect a risk taker with an inquiry question and the literature they have read in class. Students will be answering an inquiry question related to risk takers. Students will select a specific risk taker to research in order to find answers to their inquiry question. Students will present their findings in written and visual formats.
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How can freedoms be gained through taking risks? |
Why do people knowingly take dangerous risks? |
Are some risks worth taking no matter the consequences? |
How is breaking away from your cultural traditions a risk? |
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Which risks are necessary and which are not?
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Can change occur without risk? |
How do culture, identity, and tradition guide the choice to take a risk? |
Does oppression necessitate risk-taking? |
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Why do people take risks? |
For what freedoms are we willing to take a risk? |
Do we need to have a noble motivation to take a risk? |
How do the risks we take reflect our maturity and experience? |
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Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
