As an extension of a fairy tale unit, or after reading Little …
As an extension of a fairy tale unit, or after reading Little Red Riding Hood, students will plan and create a map with a safe path for Little Red to outsmart The Big Bad Wolf and get to Grandma’s house safely. The students will view a map grid of the forest with spaces where The Wolf may be lurking. They must create a safe path and use BeeBots, Dash, Sphero or another robot to follow the path. If no robots are available, it can be done as an unplugged activity.
Students are often given collaborative learning assignments, but they need to be …
Students are often given collaborative learning assignments, but they need to be explicitly taught how to participate in collaborative groups. This lesson uses explicit teaching and a read aloud (Three Hens and a Peacock by Lester Laminack) to instruct students in HOW to work in a group.
Students will use the engineering design process, various materials and their imaginations …
Students will use the engineering design process, various materials and their imaginations to make a trap for a leprechaun after reading How to Catch a Leprechaun.
Students will listen to a close reading of The 3 Little Pigs …
Students will listen to a close reading of The 3 Little Pigs over the course of 3 days. (Many versions are accessible via NC Kids Digital Library. Teacher discretion as to the story version. Personal copy or online versions can be used.) After each read aloud, students will have the opportunity to engage in The Engineering Design Process to create a new dwelling using materials of varying physical properties. Students will write to tell about their new dwelling design using sentence frames and an anchor chart for support. Finally, students will present their new dwellings and read their informational writing to reflect their knowledge of physical properties. Student informational writing should reflect physical properties such as size, color, shape, texture, weight and flexibility per the NC Kindergarten Science Standards.
Students will research and report on a school system of a foreign …
Students will research and report on a school system of a foreign country that they choose based on a typical school lunch. Near the end of Unit 6 teachers will introduce students to multiple cultures by showing them typical school lunches (see website under technology accessories). Students will base their decision of what country’s school system to look into solely on the lunch example.
In this unit, students will become familiar with fables and trickster tales …
In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.
Share the book Rattletrap Car by Phyllis Root and take an adventurous …
Share the book Rattletrap Car by Phyllis Root and take an adventurous ride with a father, his three children and learn about the creative ways they "fix" their old car on their way to the lake on a hot day. A great introduction to alliterations. Included in the activity is read before, during, and after questions followed by a DO activity.
Share the book Rattletrap Car by Phyllis Root and take an adventurous …
Share the book Rattletrap Car by Phyllis Root and take an adventurous ride with a father, his three children and learn about the creative ways they "fix" their old car on their way to the lake on a hot day. A great introduction to alliterations. Included in the activity is read before, during, and after questions followed by a DO activity.
Share the book Rattletrap Car by Phyllis Root and take an adventurous …
Share the book Rattletrap Car by Phyllis Root and take an adventurous ride with a father, his three children and learn about the creative ways they "fix" their old car on their way to the lake on a hot day. A great introduction to alliterations. Included in the activity is read before, during, and after questions followed by a DO activity.
Share the book Rattletrap Car by Phyllis Root and take an adventurous …
Share the book Rattletrap Car by Phyllis Root and take an adventurous ride with a father, his three children and learn about the creative ways they "fix" their old car on their way to the lake on a hot day. A great introduction to alliterations. Included in the activity is read before, during, and after questions followed by a DO activity.
Students will complete a close reading of Ted Kooser’s poem, Abandoned Farmhouse. …
Students will complete a close reading of Ted Kooser’s poem, Abandoned Farmhouse. Students will use their knowledge about the Great Depression and the Dust Bowl to determine the setting and characters in the poem. After analyzing the author’s style, use of figurative language, and structure of the poem, students will write an ORIGINAL POEM in the spirit of Abandoned Farmhouse by using the same syntax. Using the original poem and a template as a guide, students will compose a poem that reveals who they are through the voice of important objects in their homes.
I have used this project as a summative assessment at the end …
I have used this project as a summative assessment at the end of the school year for many years across two grade levels (6th and 8th). It has taken multiple formats as my students choose the medium that they utilize.
Mini-Lesson for use during guided instruction group to assist students in learning …
Mini-Lesson for use during guided instruction group to assist students in learning the reading strategy. Standards: RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
In this lesson, students who are reading Animal Farm, by George Orwell (All rights …
In this lesson, students who are reading Animal Farm, by George Orwell (All rights reserved-Copyright), will evaluate the behaviors of different animals. Students will then research the individuals/groups represented by these characters and they will start to make connections as they think about why the author chose certain characters to represent certain people. Once students have a better understanding of the characters and who they represent, they will choose one character and trace the development of that character throughout the text.
In this lesson, students who are reading Animal Farm, by George Orwell (All rights …
In this lesson, students who are reading Animal Farm, by George Orwell (All rights reserved-Copyright), will evaluate the behaviors of different animals. Students will then research the individuals/groups represented by these characters and they will start to make connections as they think about why the author chose certain characters to represent certain people. Once students have a better understanding of the characters and who they represent, they will choose one character and trace the development of that character throughout the text.
Allegories are similar to metaphors: in both the author uses one subject …
Allegories are similar to metaphors: in both the author uses one subject to represent another, seemingly unrelated, subject. However, unlike metaphors, which are generally short and contained within a few lines, an allegory extends its representation over the course of an entire story, novel, or poem. This lesson plan will introduce students to the concept of allegory by using George Orwell’s widely read novella, Animal Farm, which is available on Project Gutenberg.
The purpose of this project is two-fold: first, to encourage students to …
The purpose of this project is two-fold: first, to encourage students to make the reading of poetry a creative act; and, second, to help students appreciate particular literary devices in their functions as semaphores or interpretive signals. Those devices that are about the imagery of a poem (metaphor, simile, personification, description) can be thought of as magnifying glasses: we see most clearly that upon which the poet focuses our gaze. Similarly, those poetic devices that are about the sound of the poem (alliteration, consonance, enjambment, onomatopoeia, and repetition) can be thought of as volume buttons or amplifiers: we hear most clearly what the poet makes us listen to most attentively.
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