Students will learn why it is important to cite when writing. They …
Students will learn why it is important to cite when writing. They will watch a video and look through a Prezi to learn how to cite their sources in APA. After they know the correct way to format their citations, they will work through a worksheets to identify sources that are formatted correctly. They will end the lesson by writing their own reference page for their research paper.
Week 36, Day 1---Day 5 Culminating Activity: Reading and Writing Identity Memoir: …
Week 36, Day 1---Day 5 Culminating Activity: Reading and Writing Identity Memoir: Special memories about a person, place, object or time "The memoir you will be writing will be a reflection of how you have changed as a reader and writer this year. It’s going to be like a year in review, so you will create a mini book as part of the memoir project. Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and thinking about how things have changed over time just like we did at the beginning of class. Narratives tell a story, but memoirs show how the event was meaningful to the author’s life. Also, memoirs are only snapshots. They don’t include the person’s whole life. Now I will add the characteristics of memoirs to the chart. Use 1st person Use true descriptions of actual events Describe any problems faced by the author Include the author’s feelings about the situation or event *Narrative Graphic Organizer
Advertisements can present a biased cultural representation that can affect our perceptions …
Advertisements can present a biased cultural representation that can affect our perceptions of others. For example, a television show may show commercials with some groups of people more than others. A magazine may have advertisements and articles representing a certain type of people in a way that reinforces stereotypes. Students need to be taught to recognize the culture that is being represented in the media they consume as well as the cultures that are absent from the same media.This is Part 5 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?
Week 33, Day 1---Day 5 Cumulative Task: Advertisement "Can you think of …
Week 33, Day 1---Day 5 Cumulative Task: Advertisement "Can you think of which type of opinion writing we have done that is like an advertisement for a product? Yes, when we have written book reviews we have been trying to convince or persuade our readers that the book was the best book ever just like a company tries to convince their audience that their product is the best they will ever buy. For this end of year project, you are going to do a book review, but this time it is going to be in the form of an advertisement. You will share your ads with the 3rd graders as a preview for what they will be reading next year and your goal is to get them excited about 4th Grade reading. You may create an advertisement on paper or online, but you will need to include the elements of a book review no matter which media you choose." Book Review Checklist Students will choose their favorite book from the year and begin planning the draft of their advertisement with the checklist as their guide.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
The curriculum map is the single-best source to understand the year’s work …
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.
Students examine what deepfakes are and consider the deeper civic and ethical …
Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.
Definitions are a part of daily life, academics, and careers. How do …
Definitions are a part of daily life, academics, and careers. How do they work? What makes an effective definition. Students examine examples of definitions and revise them to learn about options for writing clearly for varied audiences. Finally, students create their own expanded definition.
Week 14, Day 2---Day 5 Writing Descriptions visuals: Descriptive Graphic Organizer Descriptive Checklist Sample Second Grade Editing Checklist goals: Revise using the informative checklist Editing using the editing checklist Ask a partner to peer revise and edit
Week 6, Day 3---Day 5 You will need access to the Tale …
Week 6, Day 3---Day 5 You will need access to the Tale of a Tadpole by Karen Wallace (DK Readers L1) or something similar. A. Introduction to Descriptive Writing Utilize memberships to news articles that you have available to you at your school, use free news sites online, or gather informative texts from your classroom library. Students will work in partners or small groups around the room with small sets of text. There can be pre-selected groupings of texts or students may be permitted to work with one book at a time, coming up to get a new one once they have finished. Students should have sticky notes or some kind of note-taking document to write down the similarities among the descriptions. Text features to notice are headings, subheadings, photographs, table of contents and glossaries. B. Learning About Descriptions Practice putting sentences from a text in order, using the descriptive elements list: introduce the topic, definition or facts about the topic, linking words, conclusion. C. Evaluating for Descriptive Writing: Chart: Descriptive Checklist Sample Read different texts to decide whether the text is a descriptive piece or if it is some other type of writing.
This lesson follows a similar structure to Lessons 1 and 2, with …
This lesson follows a similar structure to Lessons 1 and 2, with students reading Chapter 10 of The Hope Chest in triads, determining themes that were evident in the chapter, and summarizing the chapter (RL.4.1, RL.4.2, L.4.5b). In the Closing, students are guided through a research reading share to hold them accountable for their research reading homework. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines.
This lesson follows a similar structure to Lessons 1-5, with students reading …
This lesson follows a similar structure to Lessons 1-5, with students reading Chapter 13 of The Hope Chest in triads, determining themes that were evident in the chapter, and summarizing the chapter (RL.4.1, RL.4.2, L.4.5b). In this lesson, after reading Chapter 13, students focus on similes and metaphors in Chapter 13 (L.4.5a) rather than on idioms, adages, and proverbs, because none of the latter are clearly evident in this chapter. In Work Time A, students participate in a Language Dive that guides them through the meaning of a sentence from The Hope Chest. The focus of this Language Dive is on using relative pronouns (L4.1a). Students then apply their understanding of the meaning and structure of this sentence when using relative pronouns in their summaries and during the Mid-Unit 2 Assessment in Lesson 8. Refer to the Tools page for additional information regarding a consistent Language Dive routine.
Work Times A and C and the Closing all contain repeated routines …
Work Times A and C and the Closing all contain repeated routines from Lessons 2-3. Refer to those lessons for more detail as necessary. Note: Pages 6-7 of One Well--and future pages of this text--mention percentages. Before reading these pages, consider explaining what percentages are so when students encounter these references in the book, they are more meaningful. In Work Time B, students participate in a Language Dive that guides them through the meaning of a sentence from One Well. The focus of this Language Dive is the function of pronouns (L.3.1a). Students then apply their understanding of the meaning and structure of this sentence when determining the main idea of the text and when determining the function of pronouns in One Well and during the Mid-Unit 1 Assessment. Refer to the Tools page for additional information regarding a consistent Language Dive routine. In this lesson, students focus on working to become effective learners with a characteristic of their choice. Students practice their fluency by following along and reading silently as the teacher reads aloud One Well in Work Time C.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
