Students will actively engage in the Connections Pear Deck activity with partners or small groups of 3 students. Texts referenced are from Unit 4 of Wonders. Students will make individual and text connections throughout this activity.
Learn to find the meanings of "mysterious" words by analyzing context clues, word roots, prefixes, and suffixes in this interactive tutorial.
Students learn about how the nervous system is the body's control center.
From EngageNY.org of the New York State Education Department. Grade 1 ELA Domain 2: The Human Body. Available from engageny.org/resource/grade-1-ela-domain-2-the-human-body; accessed 2015-05-29.
Students will evaluate the arguments in the Declaration of Independence and then they will write their own declaration of independence to separate their school from the district. They will also plan for what will happen after the separation. This is a great connection to Animal Farm, but does not have to be taught while reading this book.
Using Wonders Literature Anthology and students Reading/Writing Companion, students will learn “What are different kinds of energy?”. Students will complete a pre and post assessment for data collection. Students will read about solar energy, wind energy, and fossil fuels. Using information from the text, students will create a poster board to present information about each form of energy and will code a Dash Robot. Students will code Dash to move to the different types of energy, and students will voice record themselves describing and giving detail of each energy form.
Most people read and understand better when reading print. Usually when we are online, we are jumping around from place to place. To read online and really understand, we need to slow down and really think about what we are reading. In this lesson, students practice strategies to help them read deeply online. These strategies are based on the article in the lesson resources: "Strategies to Help Students 'Go Deep' When Reading Digitally" by Katrina Schwartz.Teacher copies the text from an online article into a Google Doc and shares it with students. Students use the highlighting tool to mark the most challenging vocabulary words and use strategies to determine their meaning. Then they develop a main idea for a paragraph by choosing one, two, three, and finally four words that make up the main idea. They type this above the paragraph and use formatting tools to make it a heading. As they repeat this process with additional paragraphs they are developing a summary of the article in the document outline.
Most people read and understand better when reading print. Usually when we are online, we are jumping around from place to place. To read online and really understand, we need to slow down and really think about what we are reading. In this lesson, students practice strategies to help them read deeply online. These strategies are based on the article in the lesson resources: "Strategies to Help Students 'Go Deep' When Reading Digitally" by Katrina Schwartz.Teacher copies the text from an online article into a Google Doc and shares it with students. Students use the highlighting tool to mark the most challenging vocabulary words and use strategies to determine their meaning. Then they develop a main idea for a paragraph by choosing one, two, three, and finally four words that make up the main idea. They type this above the paragraph and use formatting tools to make it a heading. As they repeat this process with additional paragraphs they are developing a summary of the article in the document outline.
Read the explanation the ancient Greeks had for earthquakes. Then read the explantion we use today. Then compare the two.
Below are two articles that explain why earthquakes occur. The first article explains this occurance from the perspective of the ancient Greeks and the second is a modern day explanation. After reading both articles, discuss the questions at the end of the story. You shoud also complete the Venn DIagram to compare and contrast the information found in both stories.
Read the explanation the ancient Greeks had for earthquakes. Then read the explantion we use today. Then compare the two.
How animals survive with changes to their habitats
Resource for students to use during independent work time or literacy stations. Provides a QR code for students to listen to stories (2 non-fiction and 1 fiction) about elections. After they listen to the stories they choose one of the non-fiction texts to write facts about, find the main idea and key details, and define new words
Resource for students to use during independent work time or literacy stations. Provides a QR code for students to listen to stories (2 non-fiction and 2 fiction) about elections. After they listen to the stories they choose one of the non-fiction texts to write facts about, find the main idea and key details, and define new words
Extension: Discuss the vocabulary words: right, privilege. Students will read the description and determine if the example is a right or a privilege.
This choice board can be used at multiple grade levels as a reading promotion and encourage diversity in reading.
This choice board can be used at multiple grade levels as a reading promotion and to encourage diversity in reading. The board is not meant to be a lesson in and of itself, but as an additional resource for independent reading, reading initiatives and/or to deliver choice as a formative assessment. The list of extensions and additional uses are also just examples and offer possible paths in which to utilize the resource.
This choice board can be used at multiple grade levels as a reading promotion and encourage diversity in reading.
This choice board can be used at multiple grade levels as a reading promotion and encourage diversity in reading.
In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.
ACCOMPLISHMENTS
Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this 5-day unit, students will explore the topic of cheating. Cheating seems to be ever-present in today’s society. Whether we are talking about athletes being busted for using steroids or students “sharing” answers and plagiarizing on final exams, one thing is clear—there’s a whole lot of cheating going on. In this unit, students will take a look at some contemporary instances of cheating and argue whether under certain situations cheating is not only excusable, but also justifiable.
This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.
ACCOMPLISHMENTS
Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?
BENCHMARK ASSESSMENT (Cold Read)
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
CLASSROOM FILMS
The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.