Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.
After reading several examples of how a published author incorporates facts in fiction writing, students research a topic of their choice and write fictional diary entries that incorporate factual information.
Students write a persuasive letter to the editor of a newspaper from a selected fictional character's perspective, focusing on a specific issue or situation explored in the novel.
Student demonstration of analysis of literary elements in fiction and nonfiction.
Using their new skills in deconstructing advertisements, students will look at advertisements through the lens of gender. Students will be encouraged to critically analyze the cultural stereotypes for men and women. Students will deconstruct advertisements based on gender representation.Rationale: Students will begin to see how believing in stereotypes can lead towards a negative self image for men and women. This is Part 4 of a 5 part Unit: Media Manipulation: What Are They Really Saying?
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.
*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.
Students will review parts of friendly letter to type a letter to a soldier.
This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.
Students explore the physical and psychological effect of stress and tension on human beings. Concepts of stress and stress management are introduced. Students discover how perception serves to fuel a huge industry dedicated to minimizing risk and relieving stress. Students complete a writing activity focused on developing critical thinking skills. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
For this lesson, students will learn how to pick a topic for a research paper. They will then think of questions they want to answer in their research paper, and use those questions to guide what they take notes on. A detailed PowerPoint explains how to use PowerPoint to organize and take notes.
Students explore the physical and psychological effect of stress and tension on human beings. They develop their observing, thinking, writing and teamwork skills by working on a group art project and reporting about it. They learn about the stages of group formation, group dynamics and team member roles that make for effective teams. In the process, they discover how collective action can foster a sense of community support, which can alleviate personal feelings of stress and tension. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.