Ashley

= Visual Ranking =

===I plan on using the Visual Ranking Tool as an introduction to the book. The characters in the book are finding that their resources are dwindling. The characters go through the supplies and determine that their city is dieing. I want my students to think about what we need in our lives. After comparing the lists I'd like to have a discussion about how to keep our necessities available and what would we do if we noticed them running out?===

1. What ideas do you have for using Visual Ranking?

The students will brainstorm a list of things they need to survive. They will then get into groups to place those items in order of importance.
2. How will the use of Visual Ranking fit into your Unit Plan and help your students meet the learning objectives and target higher-order thinking skills? If you have already decided that Visual Ranking will not be a good fit for your unit, what ideas do you have for using Visual Ranking with your students in other units?

===Using this tool for my unit on The City of Ember will help the students link their own lives to the lives of the characters in the story. I think this will help the students use some of the reading skills on their own (like asking questions).===

3. What concerns do you have in using this tool or incorporating ranking?

When we're brainstorming the list of questions, I'm concerned about the students having a hard time putting the vitals in order, like oxygen and water.
4. What feedback would you like from others?

Do you think I should leave out oxygen, water, and food?
=** Seeing Reason **=

1. What ideas do you have for using Seeing Reason?

I'm tossing around an idea about asking "What events or characters affect Ember's chance to survive?"
2. How will the use of Seeing Reason fit into your Unit Plan and help your students meet the learning objectives and target higher-order thinking skills?

If I used that idea then the students could update their web with every other chapter or as events arise. They would constantly be evaluating the character's moves and attitudes towards their city.
3. If you have already decided that Seeing Reason will not be a good fit for your unit, what ideas do you have for using Seeing Reason with your students in other units?

I would like to use this tool in our Health Unit. The prompt could be to ask the students "What creates a healthy body?"
4. Does your unit involve a complex system or issue that warrants delving into identifying and analyzing cause-effect relationships?

Yes, if the students delve deep enough into the story. I think it would also be cool to have the students look back at these maps during the 2nd, 3rd, and 4th books of the series.
5. What concerns do you have about using this tool in your unit?

I think the students will try to put down too many ideas that don't really fit the prompt. I'd probably ask the students to only add so many ideas each time we visit our webs.
6. What feedback would you like from others?