Hooks,+Anticipatory+Sets,+&+Advanced+Organizers

=Hooks, Anticipatory Sets, & Advanced Organizers =

I. SOME LINKS
 * http://daveandnancy.homestead.com/Motivation.html
 * http://www.ops.org/District/Portals/0/SITE_DOCUMENTS/PLAN_FILES/files/Components.doc
 * http://www.iun.edu/~edusew/docs/7_Anticipatory_Set.pdf
 * http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
 * http://template.aea267.iowapages.org/lessonplan/
 * http://faculty.mdc.edu/jmcnair/Joe14pages/Eight%20Steps%20to%20Lesson%20Design%20-%20Madely%20Hunter.htm
 * http://www.humboldt.edu/~tha1/hunter-eei.html
 * http://74.125.45.104/search?q=cache:yRGYS7FoCFsJ:tiger.towson.edu/users/kwiles1/Madelyn%

II. WHAT IS A HOOK
 * This initiates your lesson, but NOT your class period (announcements, Bellringers, Warm-Ups, Do-Nows, are all things that might start your period)
 * This move is a conscious, direct move that will help students ANTICIPATE what will be happening for this lesson (usually the entire period).
 * Helps the students FOCUS on the lesson. What can you do to limit the distractions in their mind?
 * Madeline Hunter (1984) coined the term "Anticipatory Set" - think about what it will anticipate?
 * Focuses student attention and allows teacher to state objectives of the lesson and establishes a purpose for the day (think about the student's perspective: //**why didn’t I just skip today?**//)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: left;">The "hook" should extend the understanding and the application of abstract ideas through the use of example or analogy before delving into content

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">III. ADVANCED ORGANIZERS
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This is the kind of “hook” most of you used last week. For Wednesday, ask yourself:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//How can I involve as many students as possible, piquing their interests for the subject matter to come?//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//What do the students need to know before they can delve into the lesson plan itself and direct instruction?//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//How should I inform my students of the lesson’s contextand objective, in teen-friendly language?//


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Possible moves to make when using a "hook"
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Provocative questions
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Deconstructing an image (e.g. political cartoon)
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sharing a story (but NOT jokes/anecdotes)
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sharing a startling or unexpected statement
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Using specific visuals/ graphic organizers/ thinking map
 * <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Video clip or other multimedia analysis

IV. An example
 * 11th grade US Government class unit on **Individual Rights and Responsibilities**
 * Lesson: The concept of privacy and the difference between private life and public life
 * The objective of this lesson is to focus on the of right of privacy (an **enduring understanding**that informs the design of this unit):
 * Individuals have the right to be left alone to decide for themselves what their private actions should be
 * __Hook (10 minutes)__:
 * Ask students to give examples of conditions that restrict private actions
 * Use an example of an imaginary person - Hayley Lee, an 18 year-old senior - to answer if she does/should she have the right to smoke in
 * her own room in her own house?
 * on a commercial airplane
 * in her own private plane
 * on a hiking trail in a National Park
 * inside a local restaurant
 * outside on a sidewalk waiting for the bus
 * Next, extend the questioning to a different scenario:
 * can your student transcript of grades be sent out without your permission? medical record? criminal record? library usage? purchases at a local shopping mall?
 * These questions, which may be 'unanswerable', catalyze students into wanting to learn the "boring" legal and political foundations of rights theory, public and private lives, etc. in the remainder of the lesson