Analyze how visual elements contribute to the meaning and tone of a text.
Use details from the chapter to describe what happened to Mr. Murray.
Describe what it was like to tesser and the details the author includes to help the reader visualize what it was like to tesser.
Describe the setting of Uriel and explain how the setting influences the mood of the story.
Analyze why Madeleine L’Engle might have included the scene with the Medium.
The unit has two parts. In each, students dive into inquiry to answer the compelling questions:
1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?
Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.
In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.
Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.
Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.
In this article, teachers find two unit plans (grades K-2 and 3-5) that use resources featured in the science and literacy articles in the magazine. The unit plans are modeled after the five key steps in the learning cycle: engage, explore, explain, expand, and assess, or evaluate. The plans are aligned with the science content standards of the National Science Education Standards and the English language arts standards of the National Council of Teachers of English and the International Reading Association. The plans appear in the free, online magazine Beyond Weather and the Water Cycle.
This website has a multitude of beautiful and free pictures that can be used in a variety of settings. It is especially helpful when creating presentations.
This article summarizes and links to two Science and Children articles that modify the KWL chart to include literacy skills and evidence-based claims.
Students used Padlet walls to post thoughts/connections/questions about their reading of the historical fiction novel My Brother Sam Is Dead. Students were placed into small groups by teacher. Teacher created a Padlet wall for each small group. Group members were asked to post at least two comments per chapter of reading.
In Lesson 1, students focus on the first stave of the novel as they identify the meanings of words and phrases that may be unfamiliar to them. This activity facilitates close examination of and immersion in the text and leads to an understanding of Scrooge before his ghostly experiences. In Lesson 2, students examine Scrooge’s experiences with the Ghosts of Christmas Past, Present, and Future and discover how Dickens used both direct and indirect characterization to create a protagonist who is more than just a stereotype. In Lesson 3, students focus on stave 5 as they identify and articulate themes that permeate the story.
In this unit, students apply what they have learned about the research process from Unit 2 to research and write an essay about a freaky frog of their choice as part of their performance task for this module. Students begin this unit by choosing a frog to study and reading informational texts to gather information about their frog and its unique adaptations. Students build on their learning about informational writing from Unit 2 to plan and draft an essay, discussing what makes an essay more complex than a paragraph.
For the mid-unit assessment, students will draft the second proof paragraph to their own essay. Then through mini lessons and peer critique, students will continue to draft, revise, and edit their writing. Finally, in the end of unit assessment, students incorporate teacher and peer feedback to revise their essays on demand. The unit ends with students compiling their writing from across the module to create the final performance task, a book about freaky frogs.
W.3.2, W.3.4, W.3.5, W.3.6, W.3.7, W.3.10, L.3.1d, L.3.1e, L.3.1i, L.3.1j, and L.3.6
In this lessons students identify information from text using titles, subtitles, diagrams, charts, graphs, maps, photographs, illustrations, and captions by using a preview checklist.
For the students to independently access Seesaw App, use a variety of tools to upload their speech articulation activity to share with parents.
This resource incorporates the 5E instructional model, allowing student engagement and collaboration through an interactive scaffolding activity. The literacy connection section of the resource incorporates literacy across the mathematics curriculum and the design challenge section allows students to think outside the box as they apply their own knowledge, skills, and abilities to elaborate on the final product.
Section 1 - The literacy connection section allows teachers to use this activity in a whole class setting and benefits students as it allows them to explore the story sequencing of the lifecycle of the caterpillar in an active and creative environment. This activity encourages active listening skills and student ownership as it encompasses the 5E instructional model.
Section 2 - The design challenge is an enrichment activity, where students are able to work as a team and construct an explanation for their design challenge. Allowing student ownership in the early ages of the design model enables student accountability in the learning process.
Original resource - This is a remix of The Very Hungry Caterpillar from Illustrative Mathematics resource https://tasks.illustrativemathematics.org/content-standards/tasks/1150.
Literacy Connections - Whole group learnin
A poetry lesson that is housed in a hyperdoc and includes point of view and poetry analysis
This learning object is comprising of a series of videos and handouts designed to aid users of the Virtual Performing Arts Studio (VPAS) space in Second Life.
The VPAS space is also downloadable from within Second Life here -
http://maps.secondlife.com/secondlife//29/140/22, as part of the University of Nottingham's Second Life island resource.
This video is part of the Learn and Grow with WHRO TV series. Watch Brandon Thompson teach about letters and letter sounds.
This video is part of the Learn and Grow with WHRO TV series. Watch Brandon Thompson teach about letters and letter sounds.
Students listen to and read a nursery rhyme while practicing their voice to print match. Students identify rhyming words and learn the names and how to write several alphabet letters.
Visualizing is a reading comprehension strategy that can be applied to science-themed texts, according to this article from Beyond Weather and the Water Cycle, a magazine that integrates literacy and science skills instruction. The author identifies six online resources that have activities, lesson plans, and more information.