Week 1, Day 1---Day 5 Introduction to Personal Narratives Learning About Personal …
Week 1, Day 1---Day 5 Introduction to Personal Narratives Learning About Personal Narratives Learning to Evaluate Narratives Learning to Write Narratives Students will write their narrative with minimal guidance and support from the teacher. Students will share with a partner their writing piece before they turn it in. Narrative Checklist Sample Narrative Graphic Organizer
A collection of 8 poems that use personification. The Word documents have …
A collection of 8 poems that use personification. The Word documents have each poem in plain text and illustrated. There is one Word document that has has all 8 reduced in size. The PowerPoint presentation has all 8 poems with background pictures. The poems are:City Jungle - Pie Corbett; Daffodowndilly - A A Milne; Fog - Carl Sandburg; Jack Frost - C E Pike; Snow and Snow - Ted Hughes; Great Water Giant - Ian Souter; Windmill Poem - Henry Wadsworth Longfellow; Tractor Poem - Valerie Worth
This unit shows instructional approaches that are likely to help ELLs meet …
This unit shows instructional approaches that are likely to help ELLs meet new standards in English Language Arts. Built around a set of famous persuasive speeches, the unit supports students in reading a range of complex texts. It invites them to write and speak in a variety of ways and for different audiences and purposes. Students engage in close reading of Abraham Lincoln's Gettysburg Address, Martin Luther King, Jr.'s I Have a Dream speech, Aristotleí˘äĺä˘s Three Appeals, Robert Kennedyí˘äĺä˘s On the Assassination of Martin Luther King, and George Wallaceí˘äĺä˘s The Civil Rights Movement: Fraud, Sham, and Hoax, Barbara Jordaní˘äĺä˘s All Together Now. The five lesson culminate with student's constructing their own persuasive texts.
An adaptable writing frame for teacher to comments; self evaluation and an …
An adaptable writing frame for teacher to comments; self evaluation and an indicator of whether the work was independent, shared or teacher assisted etc.
Opening A: I can identify the name and sound for consonants and …
Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3) I can identify the name of each uppercase letter. I can identify the name of each lowercase letter. I can look at each consonant and say its sound. I can identify the short sound for each vowel. Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d) I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
Opening A: I can identify the name and sound for consonants and …
Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3) I can identify the name of each uppercase letter. I can identify the name of each lowercase letter. I can look at each consonant and say its sound. I can identify the short sound for each vowel. Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d) I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
Opening A: I can identify the name and sound for consonants and …
Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3) I can identify the name of each uppercase letter. I can identify the name of each lowercase letter. I can look at each consonant and say its sound. I can identify the short sound for each vowel. Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d) I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word. I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Haley Cooprider teach about authors, illustrators, print, picures, words, syllables, and sentences.
In this unit, students grapple with common second grade themes through reading …
In this unit, students grapple with common second grade themes through reading the easily relatable series Pinky and Rex. Through connecting with Pinky and Rex, students will learn that it’s okay to be different and to be proud of who they are, no matter what others may think. Students will also learn about what it truly means to be a good friend and how friends can support and stick up for one another in a variety of ways. They will also see that it’s okay for boys and girls to be friends, even best friends. This unit builds onto multiple units from first grade in which students learned what it means to be a good friend and a good person. It is our hope that this unit deepens the understandings developed in previous grades by giving students characters to connect with. These connections are especially important for students who are struggling with some of the same issues and aren’t sure how to process or talk about them.
In reading this unit is a transition from units that were predominately read aloud into a unit that is almost entirely shared or independent reading. Pinky and Rex are perfect texts for second graders, not only because of the important themes they teach but because of the way in which James Howe develops character and plot over the course of the series. As readers, students will be challenged to notice the descriptive details James Howe includes to show how characters feel in response to different problems and challenges. They will also be challenged to notice how a character’s dialogue shows what they are truly feeling and how the different “said” words James Howe includes deepens that understanding. Students will also begin to analyze why certain words in a text are written in italics and what that shows about how a character is feeling. This deep dive into character will allow students to truly understand the characters and the lessons that they are learning. By reading four books in the series, students will also have the chance to see how characters develop over the course of multiple texts. By the fourth text, students will have a deeper, more nuanced understanding of all three characters.
This tutorial is designed to challenge your understanding of plagiarism and the …
This tutorial is designed to challenge your understanding of plagiarism and the ethical use of sources in academic writing. You will see ten samples of source material and ten corresponding examples of student writing. It is up to you to determine if the student has used each source responsibly.
At the end of this exercise, you will be asked to list three best practices for using sources responsibly. These rules and your results can be shared with your professor.
For these lessons, students will be taken through a variety of activities …
For these lessons, students will be taken through a variety of activities to learn about plagiarism. They will learn what plagiarism is, the consequence for it, how to paraphrase writing, when to use direct quotes, and how to cite. This is a wonderful webquest for students to go through.
A collection of nine excerpts from historical accounts of epidemics: two from …
A collection of nine excerpts from historical accounts of epidemics: two from ancient sources, one from the Black Death in 14th century Europe, one from the 1665 Plague of London, one from the late 18th century Yellow Fever outbreak in Philadelphia, two from smallpox epidemics on Native American reservations in the late 19th century, and two from the influenza pandemic of 1918.
All readings include a brief introduction to the historical context, a glossary, discussion questions, and sources. Discussion questions can be edited to support learning in various disciplines.
This three-week module, centered on a focal case, represents the second part …
This three-week module, centered on a focal case, represents the second part of the DepartmentŰŞs introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the Fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (ŰĎbriefeesŰ) taking the roles of decisionmakers. DUSP faculty and fellow students may also be in attendance.
A 2nd grade STEM unit on biodiversity. Students will learn about habitats …
A 2nd grade STEM unit on biodiversity. Students will learn about habitats and their biotic and abiotic components and needs to create and implement a plan/device to increase the biodiversity of the urban school garden.
In this unit, students explore how plastic pollution is choking the world’s …
In this unit, students explore how plastic pollution is choking the world’s oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it’s so hard to remove plastic from the ocean once it’s there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.
In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.
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