A complete course outline, containing: themes, questions for deeper understanding, 'must do' lists, outcomes and I Can Statements.
Kenaston School developed these ELA Choice Boards to support their project-based learning.
The goal of Genius Hour was to get students more engaged in the learning process and to help instill the idea of lifelong learning. Students were asked to brainstorm what their passion was. Students then had to develop an inquiry question related to their passion. Then they had to decide how they would like to show what they learned. Then, students spent time researching about their projects. They were given one hour each Friday to work on their projects. It was an exciting project that students looked forward to working on each week! Because these projects were quite large, they did not all finish at the same time. As students complete their projects, they were able to present what they did to the class.
This rubric was created for the final project for an ELA Indigenous and Norse Narratives UBD unit plan. Throughout the unit, the grade nine students read legends to the grade three students (the benefits of being in a K-12 school). As we read through narratives and legends in the class, students began to discover ideas for their own personal narrative or legend. I asked the students to make the legend for a grade two or three reading level. I asked them to do this because we planned on reading the stories to the grade three students. The grade three students were also incorporated in drawing the pictures for the story. This developed the students’ collaboration skills because they needed to be aware of the grade three student’s thoughts and how they learn. This assignment also asked the students to develop their communication skills with the grade three students, as they would need to describe their idea for pictures to the grade three students. Throughout the unit, the students developed their own character because they had to be more aware of their actions and language around grade three students. I believe it helped student’s realize there are younger students within the school who look up to them, even if they are unaware of it.
The following is a list of assignments that deal with either family, friendship or love.
AssThe suggested activities in this document are examples of activities/strategies/teachings that could be done, referring to outcomes with access and reflect for ELA grades 6-9.
The suggested activities in this document are examples of activities/strategies/teachings that can be done to achieve the compose and create outcome, for ELA grades 6-9.
The following are suggested activities, lessons, strategies that can be done to achieve the comprehend and respond outcomes for ELA Grades 6- 9.
The following is contexts, suggested themes and topics for middle level ELA units. (Grades 6-9)
The following is a list of unit/theme topics for ELA Grades 1-5.
The following is a list of ELA topics for Grades 10-12.
The following is language cues or conventions for ELA Grades 1-5.
The following is a list of unpacked outcomes for ELA Grades 6-9 and steps for doing so.
The following are a list of writing rubrics and writing to be taught from grades 1-12.
I have been doing expert writing with the older students for a few years now as an independent English Language Arts project while I am working with the younger students. However, I have been disappointed with the variety and creativity in presentations. I give them a list of possible formats and they choose the topic they are interested in researching and how they want to present what they have learned. Only 1 or 2 have been brave enough to deviate from the traditional written report, or poster. My plan was to do a variety of creativity projects from the Destination Imagination series to foster creativity and get them in the right frame of mind before doing their projects. I insisted that they had to choose a format other than a written report, or poster.
Goal: To learn language connected to love, relationships and self
You and your team are a group of scientists hired by the Government of Saskatchewan. Your team is made up of specialists hired by the Government of Saskatchewan to review a new feedlot proposed to be opened in 3 years’ time.
Free quizzes, lessons and online conversation classes for English language learners.
ESSP Level Three School Strategic Plan PeBL REORDER Template. This is the template to be used by the Sun West Triads.
Ce site vous offre une variété de leçons. Quelques sujets sont les suivants:1. Le bien-être et la sécurité numérique2. Comprendre l'argent et autres connaissances financières3. Les bases de la durabilité: Les plantes, les animaux et le monde qui nous entoure4. Comprendre la santé mentale5. Le code d'honneur6. Les maths à travers l'hockey7. Les sciences à travers l'hockey***Pour avoir accès aux cours, il faut se connecter au réseau de EVERFI. Les directives pour cela se trouvent dans la première section de ce site.
Use this website to:
Login to your EYE-TA account
Confirm each student's details
Print class lists for observation of the EYE-TA
Access the 100 Activities
Access frequently asked questions and responses
Enter your EYE-TA data
Run the reports for your class
Run the individual student report
E.Y.E-TA teacher booklet used for tracking Domains A and C.
This video outlines the proper use of hearing protection and when hearing protection should be worn. This video was used in the farm safety unit for Field Crop 10 but could also be used in a Career Education classroom or PAA class.
Evergreen green offer a sensory overload! Through these experiences, children will touch, smell, see, hear and taste the season of winter. Consider trying these experiences year-round in areas with or without snow.
This Module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).
This Module, a DEC-recommended resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).
The Saskatchewan Ministry of Education has complied a number of resources for fostering an inclusive environment in the early years. Resources include handbooks, online modules, and videos.