In this lesson, you will carefully consider how feedback and collaboration impact learning. By breaking down the feedback process and connecting it to action, you will make a statement about your own growth.

In this lesson, you will study the phases of a teaching career in order to better understand how teachers grow over time. You will learn about the formal and informal opportunities for learning in each phase, understanding that each can be equally important. Then you will apply your knowledge by building a timeline of learning for a teacher you know.

In this lesson, you will build a statement about your own growth as a result of your learning in this course. You will use artifacts from your learning, including reflections, to support your statement.

GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson students work together summarizing larger and larger portions of text, but keeping their summaries at 25 words or fewer. Students will be able to summarize portions of informational or literary text. Students will be able to work in small groups to think critically about and discuss text.

Students present and receive feedback about their Genius Hour plans using a gallery walk-style approach.

In this lesson, students will how to name angles, measure and classify angles, identify congruent angles, and how to find angle measures using Angle Addition Postulate.

Lesson covers collinear points, coplanar points, opposite rays and intersection of two lines, two planes or a line and plane.

Students will review the basic concepts of geometry previously learned in class. This could be used as a study tool or a review before a test

Students learn about common geometry tools and then learn to use protractors (and Miras, if available) to create and measure angles and reflections. The lesson begins with a recap of the history and modern-day use of protractors, compasses and mirrors. After seeing some class practice problems and completing a set of worksheet-prompted problems, students share their methods and work. Through the lesson, students gain an awareness of the pervasive use of angles, and these tools, for design purposes related to engineering and everyday uses. This lesson prepares students to conduct the associated activity in which they “solve the holes” for hole-in-one multiple-banked angle solutions, make their own one-hole mini-golf courses with their own geometry-based problems and solutions, and then compare their “on paper” solutions to real-world results.

Opening A: I can identify a keyword for the consonant digraph "sh." I can act out the events from the Letter Story: "sh." (RF.1.3)
I can look at each consonant and say its sound.
Opening B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.K.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can identify a keyword for the consonant digraph "th." I can act out the events from the Letter Story: "th." (RF.1.3)
I can look at each consonant and say its sound.
Work Time B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.1.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can look at each consonant and say its sound.

Students will read through chapter 12 of The Giver where they find that the people in The Giver got rid of the ability to see color. First students will look at a variety of colors and determine what emotions the colors make them feel. Then they will each write about a color without giving the name of the color; the students in the class will need to guess the color. After that assignment, students will analyze how colors affect behaviors and emotions and critically determine why the people in the that world decided to make everyone see in black and white. Students will end the lesson answering the question "Why do you think we have color in our world?"

After students learn how jobs are selected in The Giver, they will critically analyze if they would like that process from themselves. Then they will observe classmates to determine an appropriate job for them. Once students receive their jobs for their classmates, they will reflect on the process.

After students have read through The Giver, they will learn about symbolism and find the ways the author used symbolism throughout the book. After they complete a chart on symbolism, they will create a symbol that describes themselves. They will present their symbol project through Voicethread.com.

Before students read The Giver, students will be given the opportunity to create their own Utopian community. First they will learn what Utopia means. Then they will work in groups in a Wiki or through google docs to create their community. They will end the lesson by reading accounts of others who actually tried creating Utopian communities and write a paper on the communities.

Module 1: Students will read informational text about famous foods from different countries. They will also start on their independent informational writing- to describe a favorite (ethnic) food. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.

Students will become familiar with terms, arguments and case studies involving globalization. After using our text to explore relevant definitions and initial pro-con arguments, students will rotate between five stations: (1) watch and respond to a Crash Course video in EdPuzzle, (2) investigate food security & trade issues with a small group white board flowchart, (3) access case studies online and respond to questions, (4) search out addition pro-con arguments online and (5) select a product to research and develop a script  for a fashion show that highlights the effects of globalization. The unit will conclude with a "globalization fashion show" and a pro-con debate on globalization.

There is often a lot of confusion on when to use good vs well. This lesson will clear up the confusion! Students will watch a youtube video on this, play a game, and end the lesson with a writing assignment where they will show their mastery of the concept.

Eureka Math videos
Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10