3D pens are an easy way to create a 3D object. You can design from scratch or use a template. The pens work like a glue gun, except that they use the same filament in a 3D printer. The objects that the students create can be used in project based learning projects.
In this unit, students will be introduced to poetry. Students will learn about the different types of poetry characteristics through the use of poetry books, prezi presentations, music, and spoken word.
Students create a informational board on Discovery Education Board Builder. Discovery Education is a website that offers a plethora of information on any given topic. With the use of Builder Tools/Board Builder students create a dynamic research presentation on their given animal.
Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.
An activity combining language and science to encourage students to think about the night sky to help them write a poem related to astronomy.
Students will learn how to use blogging to make online connections with other learners while demonstrating their learning in the core content areas. Students will have an authentic audience for their writing.
Book Creator is a simple and free online app that even very young students may use to make interactive multimedia-rich eBooks.
Text features is an important part of the English Language Arts informational writing curriculum. Students need to know to look for captions in nonfiction text and read them for help with understanding the text.
The students are going to have their own chance to participate in a continuous story. One student starts the story and is given a certain amount of time for telling it. Another student will continue the story and each student will have a chance to add to it. The teacher will use ePals and submit their idea to find another classroom to collaborate together in the story. The students will learn about each other's cultures and lives through the storytelling.
MyStoryBook is a user-friendly website that allows students to create their own stories. Tools are provided to help design and create stories. Once completed they can be saved.
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.
Stickers to encourage children to read through their work and edit it - looking at particular elements in their writing - they check off when they can evidence it; and teachers can do the same if they agree!
Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.
Students will be involved in a group research of "How to" books and videos. Then, they will create their own "How to" writing using See Saw as their on-line creation "house". Students will work in collaborative groups during the entire process and learn how to complete the task as a team. Students will be given daily feedback from their teacher as well as final peer and teacher feedback.
Students will use Google Slides to play a Guess Who game. The teacher will share one Google Slide presentation to all students. Each student will create one slide, and type two sentences describing themselves on that slide. Students will then be given a slide number randomly, they will have to guess who that person is.
*Please see link included for a more detailed planning document.
Students will be designing a graphic based on the book they have finished reading in their guided reading group. They will use the app, Canva (www.canva.com), to create the graphic. The graphic will include key details, descriptions, themes, plot, summary, as well as other text evidence we have discussed throughout our guided reading time together. Students will create their graphics, and present them in a gallery walk for the rest of the class.
The content on their graphics will come from our guided reading group questions and discussions . They will record answers in their Google Classroom, based on the questions I post. Questions will be text dependent, and focus on comprehension, main idea, key details, point of view, and connections. Students will then synthesize the information and discussion topics to create a graphic about their book.
This Roadmap is an Informational Text Writing Unit. The unit begins with explaining what non fiction text is, the features of it, and how to write each section within it. Once the student has their first draft they begin with revision. They must prove the existence of certain features within their writing. The writing partner will also have the opportunity to evaluate their work. The partners for organization and ideas, sentence level revision, and editing for capitalization and spelling.
Students will use ABCYA Storymaker to create a published writing piece along with a digital artifact that demonstrates learning of a concept.
One type of fictional narrative is a tall tale. Students will be writing their own ending for a new tall tale they haven’t read yet.
They will read all of the different endings they come up with and compare them with how the author, Mary Pope Osborne, actually ended the story.
Planning and drafting are the first two steps. Students will create a draft using the narrative checklist and start by making the graphic organizer. Students will work around the room on their graphic organizers and share with classmates.
Students will continue to work independently to complete their narratives and add dialogue. They will use the narrative checklist to evaluate their own writing, then revise and edit before writing a final copy.
Students will review parts of friendly letter to type a letter to a soldier.