New York City in the 1860s was a mess: crowded, disgusting, filled …
New York City in the 1860s was a mess: crowded, disgusting, filled with garbage. You see, way back in 1860, there were no subways, just cobblestone streets. That is, until Alfred Ely Beach had the idea for a fan-powered train that would travel underground. On February 26, 1870, after fifty-eight days of drilling and painting and plastering, Beach unveiled his masterpiece—and throngs of visitors took turns swooshing down the track. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Think about the way most people in your community travel. Invent a new way of traveling around your community that takes into account the following: helpful to the community, economical to those who use it, convenient for users. What would your new travel system look like? Sketch a new design, and then create a physical prototype of the new design to scale. Keep in mind: Where the system travels, how it is powered, why it is helpful to the community, and any features that make it special.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
This unit serves as a launch to fifth grade literature. By reading …
This unit serves as a launch to fifth grade literature. By reading the core text, Seedfolks, students will explore what it means to be part of a community and how the actions of one person can positively impact an entire community. Students will grapple with how being part of a community can help a person change and evolve as they discover new things about themselves. Students will also wrestle with how prejudice and racism impact the way people treat each other and the ways in which both can influence an entire community. It is our hope that this unit helps establish a strong classroom community and that the characters in Seedfolks can serve as a model for how people from all walks of life can come together to be part of a strong, productive community.
The text Seedfolks was chosen not only because of its portrayal of the power of community, but also because of the unique structure of the text. Each chapter is told from a different character’s point of view and shows how as the garden grows, the character’s hearts grow bigger and their worldview and compassion grow. The structure of the text allows for students to begin exploring two key fifth grade standards, comparing and contrasting two or more characters and describing how a narrator’s or speaker’s point of view influences how events are described. Since this is the first unit of the year, an underlying focus of the unit should also be on establishing expectations for annotation, discussion, and vocabulary.
Understanding words is necessary for success in every discipline. Learning to identify …
Understanding words is necessary for success in every discipline. Learning to identify and define word parts empowers a student to unlock the meaning of unfamiliar words. This process teaches a life skill rather than memorization of definitions.
In this on-line lesson provided by 'CELE' international students can improve their …
In this on-line lesson provided by 'CELE' international students can improve their social listening skills. This lesson is part of a module developing students' listening skills in academic, social and everyday situations.
This lesson helps students understand how humour is used in conversation and how speakers cooperate and share knowledge in conversation. Students can improve their listening skills through tasks focusing on understanding the main points, listening for detail, and practising predicting strategies. Students can work on tasks to improve their listening skills to identify weak sounds in English (difficult to hear) such as prepositions, contractions and articles. In addition, students can look up definitions of words, explore how words are used in context (including what words frequently go before or after a word), and obtain information about whether a word is commonly used in an academic context.
The listening module provides rich opportunities for students to improve their listening skills at their own pace, when they want to work, at their own level, and in any order they would like.
Opening A: I can retell events from the story "A Book of …
Opening A: I can retell events from the story "A Book of Animals." Work Time A (optional): Using evidence from the text, I can answer questions about the story "A Book of Animals." Work Time B: I can read the text "A Book of Animals." (RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can identify the short sound for each vowel. I can look at each consonant and say its sound. I can recognize and read many high-frequency words by sight.
Opening A: I can retell events from the story "Chip Can't Nap!" …
Opening A: I can retell events from the story "Chip Can't Nap!" Work Time A (optional): Using evidence from the text, I can answer questions about the story "Chip Can't Nap!" I can answer questions about the story using words and ideas from the story. Work Time B: I can read the decodable text "Chip Can't Nap!" (RF.K.1 RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can turn the pages in order and begin reading the page on the left side, then the page on the right. I can map phonemes (sounds) for consonants in words I see or read. I can map phonemes (sounds) for vowels in words I see or read. I can recognize and read many high-frequency words by sight.
Opening A: I can retell events from the story "The Mop Is …
Opening A: I can retell events from the story "The Mop Is a Dog!" Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Mop Is a Dog!" I can answer questions about the story using words and ideas from the story. Work Time B: I can read the decodable text "The Mop Is a Dog!" (RF.K.1, RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can identify the short sound for each vowel. I can look at each consonant and say its sound. I can recognize and read many high-frequency words by sight.
Opening A: I can retell events from the story "The Ham Sandwich." …
Opening A: I can retell events from the story "The Ham Sandwich." I can listen to a story. I can tell someone else what the story was about. Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Ham Sandwich." I can answer questions about the story using words and ideas from the story. Work Time B: I can read the decodable text "The Ham Sandwich." (RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can recognize and read many high-frequency words by sight. I can identify the name of each uppercase and lowercase letter. I can look at each consonant and say its sound. I can look at each vowel and say its sound.
Opening A: I can retell events from the story "Josh's New Home." …
Opening A: I can retell events from the story "Josh's New Home." Work Time A (optional): Using evidence from the text, I can answer questions about the story "Josh's New Home." Work Time B: I can read the decodable text "Josh's New Home." (RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can recognize and read many high-frequency words by sight. I can identify the name of each uppercase and lowercase letter. I can look at each consonant and say its sound. I can look at each vowel and say its short sound.
Opening A: I can retell events from the story "Fun with Gum." …
Opening A: I can retell events from the story "Fun with Gum." Work Time A (optional): Using evidence from the text, I can answer questions about the story "Fun with Gum." Work Time B: I can read the decodable text "Fun with Gum." I can move my finger under words as I read them on a page, left to right and top to bottom. I can recognize and read many high-frequency words by sight. I can identify the name of each uppercase and lowercase letter. I can look at each consonant and say its sound. I can look at each vowel and say its short sound.
Opening A: I can retell events from the story "The Milkshake." Work …
Opening A: I can retell events from the story "The Milkshake." Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Milkshake." Work Time B: I can read the decodable text "The Milkshake." (RF.K.3) I can move my finger under words as I read them on a page, left to right and top to bottom. I can recognize and read many high-frequency words by sight. I can identify the name of each uppercase and lowercase letter. I can look at each consonant and say its sound. I can look at each vowel and say its short sound.
As senior leaders, students will begin making their mark on the professional …
As senior leaders, students will begin making their mark on the professional world by creating their own ePortfolio. As the introduction day, students will begin exploring different blog platforms while weighing the pros and cons of having an online portfolio. Once students have decided on a platform of their choice (Weebly or Wix), they will begin setting up their "About Me" page. Through the ePortfolio students will be able to reflect on their learning, practice using technology, and write to make a professional name for themselves.
The central idea of this unit is: living things coexist and are …
The central idea of this unit is: living things coexist and are interdependent. In this unit, students will learn about how living things get what they need from the environment, how living things rely on each other, and how humans can affect their environment. After learning about these things, students will write a narrative piece of writing about animal friendships.
In this unit, students begin to grapple with the overarching question of …
In this unit, students begin to grapple with the overarching question of how a person develops values, identities, and beliefs while reading the novel Shiloh. Marty, the main character in Shiloh, sees someone mistreating a dog and thinks it’s his right and responsibility to step in to save the dog, even if the dog doesn’t belong to him. His action raises a question for readers about when an individual should step in to take a stand against what he/she believes to be an injustice. His action also causes readers to consider how different people, depending on their values, identities and beliefs, may have different opinions on what constitutes an injustice. Students will be challenged to take a stand on both of these ideas, based on the experiences and opinions of the different characters in Shiloh. Students will also be exposed to the idea of courage, and what it means to show courage, especially in situations where you are standing up for what you believe in. It is our hope that this unit will inspire students to grapple with these questions at a deeper level and understand the power of showing courage to fight for the things they believe in, no matter what obstacles they may face.
Shiloh was chosen as the text for this unit not only because of the powerful themes, but because of the way in which Phyllis Reynolds Naylor artfully develops the setting, characters and plot. In this unit, students will be challenged to think deeply about how the details an author includes help a reader better understand a character’s thoughts and actions. The setting of Shiloh in rural West Virginia in the 1970s allows students to deeply analyze how an author develops setting, and how the setting of a text influences the characters. Finally, students will begin to notice how the point of view of a story influences the way a story is told.
This is a blended unit focused on learning and locating the elements …
This is a blended unit focused on learning and locating the elements of a short story in professional works as well as two origina lworks from students currently in the course. Theunit also introduces online writer's workshop and the concepts of tone and mood.
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