Students will read a passage about the U.S. census and write a conclusion for the passage. This resource supports English language development for English language learners.
This resource supports English language development for English language learners. In this lesson, students examine the roles of women in the Revolutionary War era. Working in groups, students work make predictions about the contributions of a specific female patriot. The lesson provides a graphic organizer, cooperative grouping, and a think-aloud to support English language learners. Then students write a paragraph to demonstrate their new knowledge.
This resource supports English language development for English language learners. In this lesson, students describe the steps people took to eliminate segregation in U.S. schools. Students use a graphic organizer to analyze primary source photographs as a class, in pairs, and individually. After comparing their work in groups, students write a paragraph citing evidence from their graphic organizer to explain their understanding.
Tapping existing texts for models is one of the best strategies for writer’s workshop. This lesson examines types of leads in prominent young adult literature and asks students to search for great leads and then try their own hand at writing leads. Students rank several leads from novels as they are read aloud, and then discuss their rankings. Working in small groups, students read alternative leads from Harry Potter and the Sorcerer’s Stone. They then act as a marketing group to select the best lead. Next, students create two new leads for a novel, using different strategies for each. Finally, students apply this process to their own writing, working in pairs to create two alternative leads to something they have written.
In this lesson, students will begin a four lesson performance task arc in which they will analyze an ad and develop a counter ad.
In this lesson ,students are introduced to a model essay in preparation for writing their own literary analysis essay.
In this lesson, students will first complete a mini lesson of the teacher's choice and then complete the final draft of their ad analysis.
In this lesson, students will create a counter ad, looking at the model performance task to guide them in their own creation.
In this lesson, students will begin to look at the Expository Writing Evaluation rubric that will used to assess the drafts and final copies of their essays.
In this lesson, students will participate in a Gallery Walk and then turn in their final performance task.
In this lesson, students begin the writing process for their on demand analytical essay on Narrative of the Life of Frederick Douglass.
In this lesson, students will begin to select evidence for supporting the claim to plan their body paragraphs.
In this lesson, students will familiarize themselves with the rubric and use it to assess the model essay: "Telling the Truth about Slavery."
In this lesson, students will finish writing their analysis essays and participate in an independent reading check-in.
In 1899 and 1900, Secretary of State John Hay issued what became known as the Open Door Notes to foreign powers involved in China. Secretary Hay called on those powers to respect the rights of each other, to agree to an open market and equal trading opportunities for merchants of all nationalities, and to respect the territorial and administrative integrity of China.
In this lesson, students will analyze the structure of Chavez's Wrath of Grapes speech.
In this lesson, students complete the final section of their Researcher's Notebook, in which they formulate a plan of action based on their research findings.
In this lesson, students will write several paragraphs that synthesize their learning and demonstrate what they have learned about advertising.
In this lesson, students will work on finalizing their brochures. This lesson will be taught as a workshop lesson: begins with a mini lesson, continues with a large chunk of work time, and ends with a debrief.
Students will learn about deep-sea tubeworms. Students will work collaboratively to create a poster or three-dimensional model of a tubeworm. Each group will then prepare a written report describing the anatomy of tubeworms, how a tubeworm obtains food and the symbiotic relationship between the tubeworm and chemosynthetic bacteria, and the role that tubeworms play in the larger cold-seep food web.