Students will create a beginning resume that represents their current work experience and demonstrates their knowledge of rhetorical situations for professional writing.
Designed to explore the hero and the heroic in literature, this unit asks students to discuss their ideas of heroism and analyze heroes in literature.
Students can use this tool to learn about the elements of the hero's journey, analyze a text that follows the hero's journey pattern, or start creating a hero story of their own.
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
Hints about Print demonstrates the process of evaluating a nonfiction print resource to determine its appropriateness for a research project.
Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.
Let the power of imagination and inference serve as a ńtime machineî to bring Benjamin Franklin into the classroom! History and science come to life in a dialogue with Franklin the inventor, developed through lesson activities that incorporate research, imagination, writing, visual arts, and drama.
Process For Teaching Inquiry 1. Set up MOTIVATE – with essential question and frontloading, personally connect students to content 2. Standards or goals Meeting them through MULTIPLE MODALITIES and MEASURES to Articulate major learning goals, both conceptual (what) and strategic (how). o Provide multiple ways for learning and demonstrating learning of the standards/end goals/ enduring understandings through independent culminating projects 3. Sequence or scaffold for gradual release of responsibility by MODEL – for – Teacher does/students watch MENTOR – with – Teacher does/students help and students do together/teacher helps MONITOR – by – Student does/Teacher assesses and helps as needed
Students choose a question to explore, research it using a variety of resources, organize their information on a TCF chart, and then collaboratively write a class scientific explanation.
Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.
Students take poetic license when they interpret William Carlos William's poem "The Red Wheelbarrow" to help create a poem of their own.
Students use their communication and writing skills as they interview a partner, write an article about them, and create a multimodal presentation to introduce their partner to the class.
Inspired by their curiosity about animals, students work together to research an animal of their choice and present the information they gather to an authentic audience.
Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.
Students express themselves verbally, visually, and musically by creating multimodal autobiographies, exchanging ideas with other students and sharing important events in their lives through PowerPoint presentations.
Students will be singing the blues in this lesson in which they identify themes from "The Gift of the Magi" and write and present blues poetry based on those themes.
Start the presses! Catchy titles, eye-popping graphics, and attractive fonts are all on studentsŐ agendas in this lesson as they create magazine covers to summarize a topic.
During writing workshop, students research, write, revise, and share their own comprehensive biographies of African American jazz musicians.
Connect home and school, literature and life, as students take a storybook character home with them and take turns writing stories about his visit.
Students explore The Great GatsbyŐs allusion to art and its use of visual imagery and conclude their study by designing their own cover for the novel.