* Please edit this planning template. What would be the best template to use when planning a TLCP?


Topic/Big Idea:
Does power corrupt?
Curriculum links:

Diagnostic (reading):
Question:

Reading resource:
Resources for student learning:
  1. Find a person who can be considered a hero to some or evil to others?
  2. Front page newspapers from the Newseum to change the lens
  3. Trending topics on twitter by geographic locations?
  4. Let students play with power - role model
  5. Survivor - reality show to see power
  6. Use popular media and video and choose a show
  7. Find ways to empower themselves - form a committee - study no homework perhaps
  8. Power vacuum what happens?
  9. Relate it to their own situation socially or academically
  10. Self-assessment
  11. If we assess them aren't we in power? How do we put that power to them
  12. Calibrated Peer Assessment
  13. Grades are power
  14. Self grade from two different perspectives - themselves and what do you think the teacher would grade you?
  15. Would passion be added by putting the power in the hands of the students?
  16. Who has the power in the classroom? If it isn't just the teacher the things on the board will happen.
  17. How do we teach/model critical thinking? Does it just have to be modeled? Intersection between society and schools.
  18. What are grades? And those grades give the teachers power.
  19. Good to be the powerless?
  20. What does power mean?
  21. Even as a follower you should have power
  22. Power/Freedom
  23. Power can be a propulsion not oppression.
  24. What can they do as citizens to use their power?
  25. Affect change

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End Point Assessment:
(reading)

Question:

Reading resource:
Culminating Activity:

Does power corrupt?
What is your place in society?
Does it matter if you are smart without power?
Where does power come from?
"Good Instruction is better than riches"
Someone who's made a difference, not necessarily a fortune.
What is power?
What will you do with power that you have?
And assumes that everyone has power.
Google: do no evil or do good
Collective or connective power by social networks
Do people not in the conversations lose power if they aren't involved? Who's left behind?
Taught though a source - power structure
Question is can this be done in a traditional classroom?
Find a personwho can be seen as both heroes and demons?
Give leadership role and see what happens with it and how the decision making process works?

Notes from discussion:
How do you make the student want to do the things on the board?
Include students in decision making processes
Learn about student's interests

Can our school be that?
Classroom where students are safe as well as empowered.
Feeling like you are learning with them.
Co-learning idea
Things on the board happen so naturally in Kindergarten classrooms and then it disappears in 3rd grade