I can write an introductory paragraph for my reading contract. (W.3.2a)
I can fluently read an excerpt of text aloud for an audiobook. (RF.3.4, SL.3.5)
A writing unit plan that includes graphic organizers and writing prompts
This course seeks to provide a supportive context for students to grow significantly as writers by discovering and engaging with issues that matter to them. Writing on social and ethical issues, we can see ourselves within a tradition of authors such as Charles Dickens, Frederick Douglass, Elizabeth Cady Stanton, George Orwell, Rachel Carson, John F. Kennedy and Martin Luther King, Jr., who have used the power of the pen to inspire social change.
Writing in College is designed for students who have largely mastered high-school level conventions of formal academic writing and are now moving beyond the five-paragraph essay to more advanced engagement with text. It is well suited to composition courses or first-year seminars and valuable as a supplemental or recommended text in other writing-intensive classes. It provides a friendly, down-to-earth introduction to professors’ goals and expectations, demystifying the norms of the academy and how they shape college writing assignments. Each of the nine chapters can be read separately, and each includes suggested exercises to bring the main messages to life. Students will find in Writing in College a warm invitation to join the academic community as novice scholars and to approach writing as a meaningful medium of thought and communication. With concise discussions, clear multidisciplinary examples, and empathy for the challenges of student life, Guptill conveys a welcoming tone. In addition, ...
In Unit 3, students continue to build their understanding of perspective through the lens of toys and play. In the first part of the unit, students experience a series of close read-aloud sessions of the text Have Fun, Molly Lou Melon by Patty Lovell. Through this text, they learn about and discuss how people's perspectives about toys can change. Students also read informational texts, sing songs, and play games from "long ago" to support their emerging awareness of perspective.
In the second part of the unit, students demonstrate their growing confidence and competence as speakers and writers as they work on the module performance task. This task invites students to interview a classmate about a preferred classroom toy. The interview portion of the task serves as the Unit 3 Assessment (W.K.8, SL.K.3). Then, students write and draw to show the information gleaned from the peer interview (W.K.2, W.K.8). During a module culmination and celebration, students share their writing and drawing with the school principal and other guests.
For this lesson, students will review what adjectives are, learn how to identify them in writing, and write with them to describe a picture. They will share their writing with their classmates through a wiki or a forum.
Students will play a game to review pronouns. Then they will learn how to write a friendly letter. With their knowledge of the kinds of pronouns, they will write a friendly letter to an author or favorite book character using pronouns from every pronoun category.
William Shakespeare didn't go to college. If he time-traveled like Dr. Who, he would be stunned to find his words on a university syllabus. However, he would not be surprised at the way we will be using those words in this class, because the study of rhetoric was essential to all education in his day. At Oxford, William Gager argued that drama allowed undergraduates "to try their voices and confirm their memories, and to frame their speech and conform it to convenient action": in other words, drama was useful. Shakespeare's fellow playwright Thomas Heywood similarly recalled: In the time of my residence in Cambridge, I have seen Tragedies, Comedies, Histories, Pastorals and Shows, publicly acted…: this is held necessary for the emboldening of their Junior scholars, to arm them with audacity, against they come to be employed in any public exercise, as in the reading of Dialectic, Rhetoric, Ethic, Mathematic, the Physic, or Metaphysic Lectures. Such practice made a student able to "frame a sufficient argument to prove his questions, or defend any axioma, to distinguish of any Dilemma and be able to moderate in any Argumentation whatsoever" (Apology for Actors, 1612). In this class, we will use Shakespeare's own words to arm you "with audacity" and a similar ability to make logical, compelling arguments, in speech and in writing. Shakespeare used his ears and eyes to learn the craft of telling stories to the public in the popular form of theater. He also published two long narrative poems, which he dedicated to an aristocrat, and wrote sonnets to share "among his private friends" (so wrote Francis Meres in his Palladis Tamia, 1598). Varying his style to suit different audiences and occasions, and borrowing copiously from what he read, Shakespeare nevertheless found a voice all his own–so much so that his words are now, as his fellow playwright Ben Jonson foretold, "not of an age, but for all time." Reading, listening, analyzing, appreciating, criticizing, remembering: we will engage with these words in many ways, and will see how words can become ideas, habits of thought, indicators of emotion, and a means to transform the world.
Provide students an opportunity to read scientific literature, express understanding of scientific content and write a summary of the written work.
Students will learn about Wyoming's Constitution in celebration of Wyoming Day.
Students will learn about Wyoming's territorial history in celebration of Wyoming Day.
A short video clip with a fictional story about George Washington with the theme of leadership and a nonfiction text and writing activity.
A short video clip and a related nonfiction selection with writing activities about Zora Neale Hurston.
This text is meant to be used in any first year College Composition class or as a general guide to college writing. The book focuses on writing as a process, not a product. The goal is to help students discover their own writing process, trying out different methods and strategies to find what works best for them.
This essential guide to the EL Education K–5 Language Arts Curriculum is one part roadmap to the curriculum, one part orientation to its instructional practices, and one part coach—to answer your questions, relieve your stress, and put you and your students on the path to success.
Great speaking and listening lesson about a girl who overcomes barriers and succeeds against the odds through pure determination.
An interactive lesson to learn the letter sounds Zz, Ee, Gg, Ss, Ww, Yy, Xx, and Qq.
In this unit, students continue to explore the characteristics of chapter books by reading and engaging with the beginning chapter book series Zapato Power. Building off of what students learned in Unit 2, Pinky and Rex, students will explore what it means for two people to be friends and how friends are able to help each other by examining the somewhat unusual friendship between Freddie and Mr. Vaslov, an older man who lives and works in Freddie’s apartment building. Over the course of the unit students will also be challenged to think about what it means to be a superhero, and the differences between using “super” powers and brain power to solve problems. It is important to note that these books are part of a beginning chapter book series; therefore, there are aspects of the plot that are less developed or not as powerful as other books that students read in the progression. The chapter book series does, however, introduce students to a male Hispanic protagonist, something that is often missing from children’s literature, and helps students explore similar themes and topics from other units with texts that are accessible. It is our hope that this unit, in connection with other units from the sequence, will set students up for success in reading and understanding longer chapter books.
This unit should be done predominately as shared or independent reading; therefore, this unit gives students a chance to practice the reading skills they have developed in previous units. Similar to with Pinky and Rex, students will be challenged to think about how authors develop characters over the course of a single text and how that understanding builds as they read more books in a series about the same characters. Particularly, students will focus on character motivation and what motivates both of the main characters, Freddie and Mr. Vaslov. Students will also begin to notice the different types of descriptive language authors include, specifically figurative language, and how figurative language helps a reader better understand characters and how they are feeling. Finally, students will begin to notice how chapter titles are a clue for what is important in a chapter and can be used to guide retells and summaries of the key events within a chapter.
During the Jewish holiday of Hanukkah, Reuven is forced to sell Zlateh, the family goat, because business has been bad. On his way to the butcher, Aaron (Reuven's son) and Zlateh get caught in a terrible snowstorm, and after finding shelter in a haystack, they develop a deeper bond and interdependence. (McDougal Littell The Language of Literature, 2002)
This lesson was created as part of the Anthology Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in anthologies. All page numbers and unit/week designations found in this lesson relate to the edition of the anthology named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.
Students will use new vocabulary to create an original piece with the purpose of utilizing those words in other situations. This Remote Learning Plan addresses the following NDE Standard: LA 7.1.5.c It is expected that this Remote Learning Plan will take students 45 to complete.
Here is the direct link to the Google Doc: https://drive.google.com/file/d/1LrgmV6Dz5CkotohJtN6ET4qC5TMLtz6j/view?usp=sharing