In this unit students study the California migrant farm workers’ fight for …
In this unit students study the California migrant farm workers’ fight for justice. Lead by Cesar Chavez and Dolores Huerta, this time period is often referred to as the start of the Latino civil rights movement. Over the course of the unit students will explore what life was like for migrant farm workers in the 1960s and the barriers that prevented them from obtaining better wages and equitable working conditions. Students will then learn about how the farm workers were able to band together under the leadership of Larry Itliong, Cesar Chavez, and Dolores Huerta to launch a multi-year movement focused on using nonviolent tactics as a way of making meaningful, long-lasting change. In particular, students will analyze how different types of nonviolent protests (boycotts, pickets, marches, strikes, and fasting) helped educate the public and influence change. Understanding the history of migrant farm workers and their struggle for justice is important for helping students understand the world around them. It is important to note that this unit is based in history. Many of the ideas and concepts in this unit are connected to current events; however, the focus of the unit is on this period in history.
In reading, this unit helps students continue to build their informational reading skills. Over the course of the unit students will be pushed to think about the connection between two or more historical events and people. Unlike previous units, this unit contains a variety of primary sources and videos that require students to use different reading and speaking and listening strategies in order to synthesize and summarize key ideas.
Using historical texts, information texts, and historical fiction, this module explores the …
Using historical texts, information texts, and historical fiction, this module explores the migration experiences in America. It is designed to be flexible. It can be combined with information on Critical Race Theory from Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education by Sensoy and DiAngelo for the upper grades or for “Critical Texts in Literacy: Living Inquiries into Racial Justice and Immigration” by Riley and Crawford-Garrett (NCTE) for the middle school grades. The teacher can choose any or all of the text sets. There are a number of possibilities for optional literature circles with suggested full-length texts. Each text set includes pre-reading, during reading, and post-reading strategies.
As part of the 7th Grade Social Studies curriculum students will incorporate …
As part of the 7th Grade Social Studies curriculum students will incorporate Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M) into unit various lessons. This lesson will specifically address the Ancient Egyptian unit in alignment with the class curriculum textbook: Discovering Our Past “A History of the World, Early Ages” McGraw-Hill Networks and various curricular standards. Students interest and excitement towards Egyptian history will be increased by the possibilities and opportunities offered by Minecraft. Students will conducted extended research of the mighty and mysterious pyramids and learn how and why people have built such magnificent structures.
The Miss Indian America Pageant was launched by Sheridan residents in the …
The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.
LEARNING OBJECTIVES:
Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant. Students will define the given vocabulary words.
This is an introductory lesson meant to introduce the issues of slavery …
This is an introductory lesson meant to introduce the issues of slavery and human trafficking, both historical and contemporary, and allow students to begin a research project pertaining to that topic.
After reading “The Most Dangerous Game” students will comb through the text …
After reading “The Most Dangerous Game” students will comb through the text to pull out the best examples of imagery from the story. They will work together in groups of three to collect five examples (per person) of imagery. Students must be able to see each other’s examples, so they don’t repeat them, but also help each other identify which imagery is being documented.
A young girl has a wonderful idea to make the most MAGNIFICENT …
A young girl has a wonderful idea to make the most MAGNIFICENT thing! But making her magnificent thing is anything but easy, and the girl repeatedly tries and fails. Eventually, she quits, but a walk with her dog and time to think, she comes back to her project with renewed enthusiasm and manages to get it just right. 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: Create small groups. Pass out one of the challenges listed in the lesson plan/book card to each group for them to come up with an invention that will solve the problem at hand.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
For this lesson, students will learn how to write a mystery. They …
For this lesson, students will learn how to write a mystery. They will be given a list of Nursery Rhymes and asked to create a mystery from the Nursery Rhyme. For example, Did Humpty Dumpty really fall off the wall or was he pushed? They will create a comic from their mystery.
Opening A: I can follow along in a shared text (poem). (RF.K.1) …
Opening A: I can follow along in a shared text (poem). (RF.K.1) I can count the number of words in a sentence. 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 search in a text (poem) and find a word with three letters in it. I can count the number of letters in a word. Work Time B: I can use clues from the text (poem) to identify a mystery word. I can count the number of letters in a word. I can point to words in the poem. I can recognize and read many high-frequency words in a text and in isolation (alone).
Opening A: I can follow along in a shared text (poem). (RF.K.1) …
Opening A: I can follow along in a shared text (poem). (RF.K.1) I can count the number of words in a sentence. 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 search in a text (poem) and find a word with two letters and three letters in it. I can count the number of letters in a word. Work Time B: I can use clues from the text (poem) to identify a mystery word. I can count the number of letters in a word. I can point to words in the poem. I can recognize and read many high-frequency words in a text and in isolation (alone).
Opening A: I can follow along in a shared text (poem). (RF.K.1) …
Opening A: I can follow along in a shared text (poem). (RF.K.1) I can count the number of words in a sentence. 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 search in a text (poem) and find a word with two letters in it. I can count the number of letters in a word. Work Time B: I can use clues from the text (poem) to identify a mystery word. I can count the number of letters in a word. I can point to words in the poem. I can recognize and read many high-frequency words in a text and in isolation (alone).
Examines the myths of Ancient Greece and Rome as stories about gods …
Examines the myths of Ancient Greece and Rome as stories about gods and man invented in an attempt to explain natural phenomena and man's behavior. Includes stories of Ceres and Proserpina, Apollo and Daphne. Search Educational Film Journals at Media History Project for references to this film SummaryExamines the myths of ancient Greece and Rome as stories invented by ancient humans in an attempt to explain natural phenomena and human behavior. Explores the morality lessons incorporated in the myths. Includes stories of Ceres and Proserpina, Apollo and Daphne, Pegasus and Bellerophon.
Week 19, Day 5 - Week 20, Day 5 Narrative Survival Story …
Week 19, Day 5 - Week 20, Day 5 Narrative Survival Story Unit During the first week of school, we wrote a specific type of narrative called a personal narrative. It was called a personal narrative because you had experienced something yourself. It was personal or familiar to you. The last type of narrative we wrote was a mystery. This week you will write a different type of narrative called a fictional narrative.
Week 6, Day 3- Week 7, Day 5 Narrative Writing Unit: Mystery …
Week 6, Day 3- Week 7, Day 5 Narrative Writing Unit: Mystery Book: Steal Away Home The author, Lois Ruby, created two different plots from two different time periods. Each storyline had its own set of characters and events. In the present-day plot, the family has discovered a set of bones and is desperate to solve the mystery of how they came to be. A mystery is a type of narrative writing. For the next several days, you are going to write a narrative mystery piece based loosely on the book, but your story will need to be different from Lois Ruby’s story. Illustrations: Graphic Organizer, Chart: Grade 4 Narrative Checklist Sample Students will work near a partner to plan their mystery. Students should refer to the checklist to help them as they plan. Ways to Establish the Situation in a Narrative -Direct statement -Dialogue -Question -Description of snapshot in time -Connect to the audience Students will work independently to finish their graphic organizer and then work on their introduction. Ways to build tension to make your mystery more suspenseful. -Character comes close to solving -Character gets into trouble -Character has a weakness -More mysterious items/strange clues Students need to finish their introduction today and then begin working on the middle of their mystery. Sharing
Week 10, Day 1---Week 11, Day 5 Narrative Writing Unit 1 Learning …
Week 10, Day 1---Week 11, Day 5 Narrative Writing Unit 1 Learning to Write Narratives Chart: Narrative Checklist Sample Post Texts 12–14 around the room and give each pair 3 copies of the narrative checklist. Partners read three passages and use the narrative checklist to determine which narrative is better. Pair up pairs and have each group of 4 share which piece they believed was the strongest and why. Stress that students should use the checklist in their explanation. Narrative Graphic Organizer Students will work in groups of four to add at least two more events and the related details to the graphic organizer. Each group will use one copy of the graphic organizer. Create anchor chart: Ways to Introduce the Topic in a Narrative: Direct statement Question Description of snapshot in time Fact or detail
WEEK 1, DAY 1 Initial Assessment of Students’ Independent Writing WEEK 1, …
WEEK 1, DAY 1 Initial Assessment of Students’ Independent Writing WEEK 1, DAY 2 Learning About Personal Narratives WEEK 1, DAY 3 Learning to Evaluate Narratives WEEK 1, DAY 4 Learning to Write Narratives WEEK 1, DAY 5 Learning to Write Narratives
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