This brief unit about participles is part of a larger unit about …
This brief unit about participles is part of a larger unit about verbals and is in the planning to be a part of a very large unit about grammar. This unit is intended to aid student knowledge about how words and sentences fit together as well as to improve their writing skills as they learn to model different sentence formats.
Mystery PenPal is a fun and easy way for students to build …
Mystery PenPal is a fun and easy way for students to build a community and get to know one another. Weather preparing for a PenPal exchange or developing classroom community, this fun and interactive class activity is appropriate for students of all grades!
In this class activity, students will learn:
1. The importance of asking questions
2. How asking questions can help get to know someone
3. How to complete a PenPal Schools student profile
Students will achieve the following outcomes:
- Students will ask questions and provide quality answers
- Students will enjoy learning about their classmates
- Students will understand how to participate in digital communities
This lesson focuses on a family depicted in a work of art. …
This lesson focuses on a family depicted in a work of art. Students practice using vocabulary related to people and families. Activities emphasize oral and written descriptions of the people portrayed in the work of art, using possessive adjectives. Students are challenged to infer what the relationships are between figures depicted and what individuals are doing, based on such clues as their pose.
This lesson focuses on people doing leisure activities as depicted in a …
This lesson focuses on people doing leisure activities as depicted in a work of art. Students practice using vocabulary related to people and leisure. Activities emphasize oral and written descriptions of the people portrayed in the work of art, using action verbs. Students are challenged to infer what leisure activities individuals are doing based on such clues as their pose.
This lesson focuses on people at work depicted in a work of …
This lesson focuses on people at work depicted in a work of art. Students practice using vocabulary related to people and work. Activities emphasize oral and written descriptions of the people portrayed in the work of art, using job-related vocabulary and adjectives to describe feelings. Students are challenged to infer what job individuals are doing, based on such clues as their pose.
This article describes how the lifestyle of Alaska's Inupiat people have changed …
This article describes how the lifestyle of Alaska's Inupiat people have changed over time, and the new challenges they now face as a result of a changing climate. Versions are available for students in grades K-1, 2-3 and 4-5. Related science and literacy activities are included.
In this lesson, students analyze model programs and a model Directors' Note …
In this lesson, students analyze model programs and a model Directors' Note to understand the format of these texts. They read the model Directors' Note for gist and use it to begin planning their monologue group's Directors' Note as part of the module performance task (RI.5.4, W.5.2, W.5.4, W.5.8, SL.5.1, L.5.4). Consider that some students may be able to rely on background knowledge about plays and theater when discussing the programs and Directors' Notes. Spend extra time contextualizing these concepts if necessary. Display photographs or brief videos of plays and directors working with actors. Also consider inviting students to share experiences with plays and theater in their home languages and cultures. The Opening of this lesson is designed for students to use internet sources as texts. If the technology necessary for students to complete the reading is unavailable, provide them with a printed copy of the texts. In the Closing, students generate criteria for reading fluency on the Fluent Readers Do These Things anchor chart in preparation for Part III of the End of Unit 3 assessment and performing their monologues as part of the module performance task (RF.5.4). This lesson focuses on the following habits of character: working to contribute to a better world and working to become effective learners. The characteristics that students are reminded of in this lesson are: apply my learning when discussing the module performance task and perseverance before reading the model Directors' Note. Students practice their fluency in this lesson by following along and reading silently as the teacher reads the model Directors' Note in Work Time A and by developing criteria for fluent reading in the Closing. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In this lesson, students use their research from Lessons 8-9 to write …
In this lesson, students use their research from Lessons 8-9 to write a draft of their Directors' Note with their monologue group (W.5.2, W.5.4, W.5.5, W.5.8). In Work Time B, students are guided through a research reading share. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students' growing ability to read a variety of literary and informational texts independently and proficiently (RI.5.10, RL.5.10, SL.5.1). This lesson focuses on the following habits of character: working to become effective learners and working to become ethical people. The characteristics students are reminded of in this lesson are: collaboration, as they work with their groups to write their Directors' Note, and taking initiative, prior to sharing their independent reading. In the Closing, students practice reading their monologues in preparation for Part III of the End of Unit 3 Assessment and the performance task (RF.5.4). The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In this lesson, students continue to research and gather evidence for their …
In this lesson, students continue to research and gather evidence for their monologue group's Directors' Note. They research issues related to human rights, select a right that their issue fits under, and learn about how the issue impacts people today (W.5.2, W.5.8). Specific examples of current issues have not been provided in this lesson, as situations can change very quickly. To ensure the content students are researching is up-to-date, websites that describe current threats to human rights have been suggested and will need to be reviewed in advance to identify the issues and the specific web pages that align with the threats to human rights students have highlighted in their monologues (see Technology and Multimedia). This lesson is designed for students to use internet sources as texts. If the technology necessary for students to complete the reading is unavailable, consider providing them with a printed copy of the texts. At the end of the lesson, students practice reading their monologues in preparation for Part III of the End of Unit 3 Assessment and the performance task (RF.5.4). This lesson focuses on the following habits of character: working to become ethical people and working to become effective learners. The characteristics that students are reminded of in this lesson are: respect when sharing ideas during a whole class discussion and perseverance before reading internet research. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In this lesson, students present to an audience (RF.5.4). This may take …
In this lesson, students present to an audience (RF.5.4). This may take longer than the allocated 50 minutes, depending on the number of students in the class. This event could work in different ways: All students could present to the audience one by one, or students could be situated on individual stations in a larger room to present. Consider what will be most successful in your situation with your students. In this unit, the habit of character focus is on contributing to a better world. The characteristic students are reminded of in this lesson is apply my learning, because they are sharing what they have learned about human rights with an audience. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
In this lesson, students work in their monologue groups to publish their …
In this lesson, students work in their monologue groups to publish their programs. This lesson is largely dependent upon students having access to a computer and a printer. Consider giving students additional time to type their final copies. If technology is not available in sufficient numbers for your class, consider modifying this lesson to use standard print dictionaries and focus on students using neat handwriting to create a published copy of their programs using the Performance Task template (see Performance Task Overview) (W.5.4, W.5.5, W.5.6). Time has been allocated in Work Time A for students to complete Part III of the End of Unit Assessment (RF.5.4). In this unit, the habit of character focus is on working to contribute to a better world. The characteristic students "collect" in this lesson is taking care of shared spaces as they use shared computers to publish their programs, and apply my learning as they work to publish their performance task. During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning. The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
PERSIAN Catch Up@the Café is designed to help you practice Persian language …
PERSIAN Catch Up@the Café is designed to help you practice Persian language reading and listening comprehension on your own time. It’s intended for English speaking intermediate Persian learners to brush up on your language skills before moving on to an advanced course: i.e., some existing Persian is required.
The kindergarten students will develop their writing skills, over time, using pictures …
The kindergarten students will develop their writing skills, over time, using pictures (representing themselves, others, and scenery) and letters (strings of letters, phonetically spelled words and/or words) that match in meaning. Students will be expected to verbally share their writing with others. They may "read" from their paper or "read" from memory. This Author's Celebration is the first of many to come throughout the school year. The focus for this Author's Celebration is that the story is about one topic.
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