This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 2nd Grade ELA in Speaking & Listening.
ADDING TEXT REMIX of Remix: Election Day: Our Civic Duty & Why It Matters: Grade 3-5
Students will build background and show understanding about government elections at the local, state, and national levels in the United States.
Students will write, revise, and edit an informational piece to demonstrate mastery of the topic of elections incorporating key academic content vocabulary.
Students will create a PPT with a teacher's model to demonstrate understanding and mastery of key content area vocabulary words.
Students will complete activities 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
I used the idea of the Virtual Word Wall from the Ready, Set, Coteach team. This blank template is just a Google Slide with a table. You can customize the numbers of rows or column, as well as anything else when you make your own copy. I like consistency for the user experience, in this case, first grade English Learners. So the colors stay the same and the format is the same each week.While mine focus on supporting our new adoption of HMH Into Reading, a virtual word wall can work in any content area, at any age level. It could also be in a World Language setting.
Utilize these questions with literature recommended for bibliotherapy use with gifted students.
Utilize these questions with literature recommended for bibliotherapy use with gifted students. List of suggest book titles included.
For this activity, 4th and 5th grade AIG learners will read a book of choice featuring characters who are gifted in some way. Students will then use the bibliotheraphy questions to create a presentation showing how they identify and do not identify with the characters and events of the book.
While the resource is targeted to upper elementary school students, it could be modified to use with middle school students.
Gifted students answer bibliotherapy questions, use a note-catcher and complete a project based on their answers.
This is a PodCast assignment that could be used in place of a book report or similar presentation.
Read aloud activity for K-3 that ties in with the character trait "Courage."After reading Arnie and the Skateboard Gang, students will explore pattern in Amy Sherald's painting of Michelle Obama and then create their own pattern.
Read aloud activity for K-3 that ties in with the character trait "Courage." Book discussion for grades 6-8 to embed core values.
Read aloud activity for K-3 that ties in with the character trait "Courage."
Students will have to listen carefully so they can match words that have the same middle vowel sound, like "stove" and "rose."
Students will look, listen, and learn! Students will look at a picture and find words that begin with the same sound as the picture. When they find a match it will create a word list.
This is the Core 40 vocabulary board that was created by the AAC team in BCPS. It pairs an image with a term for 40 of the most commonly used words in the English Language.
In this activity, students hold a digital seminar using Flipgrid to a. develop empathy for characters who are in some way considered outsiders within the context of their stories b. enrich their understanding of culture (both the term itself in addition to dominant and marginalized) through analysis of literature.
In this activity, students hold a digital seminar using Flipgrid to develop empathy for characters who are in some way considered outsiders within the context of their stories.
In this activity, students hold a digital seminar using Flipgrid to develop empathy for characters who are in some way considered outsiders within the context of their stories.
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.