This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text.  This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)

 This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text.  This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)

 This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text. This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)This is a link to the same graphic organizer but in Google Slides. The teacher could assign it in Google Classroom for the students to respond to. Google Slides Organizer

Students will use non-fiction books on the subject of spiders to find key details in the text that lead them to the main idea. Students will use a graphic organizer that shows the concept as a math problem in which the key details from the text are added up to find the main idea. At the end of the lesson, students will create a poster utilizing key details and main idea from a book about an arachnid.

Students will learn about an animal and complete a graphich organizer to show their understanding.

Students will learn about an animal and complete a graphich organizer to show their understanding.

Students will research an animal, use a graphic organizer to record information, create a "Can you guess my animal?" script, and create a green screen video about their animal.

This is a remix of https://goopennc.oercommons.org/courseware/lesson/192 by Martha Levey and Toni Luther.  This is a multi-day unit on Cinderella and the many versions of the fairy tale. Students will listen to/read four versions of Cinderella identifying elements of culture and then compare/contrast two in groups. Then students will perform a reader's theater of one Cinderella story.  The whole class will remix the Cinderella story to write a modern-day version that takes into account their own cultures. 

Lucidchart is a visual platform for creating flowcharts and graphic organizers in real-time. Students under the guidance of teachers can use the free version.

Students will view a reality television episode and read a news article related to reality television. Then students will complete a graphic organizer to create an argument for or against children participating in reality television. Students will apply supportive details for writing a persuasive paragraph.

Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.

This lesson uses a chart and shows three ways to use prediction-making to supplement the reading process. Students use the chart to make predictions either before, during, or after reading.

In this lesson from Expeditionary Learning, students will write an informative/explanatory text on Waiting for the Biblioburro by Monica Brown. This is Lesson 5 of 17 from the Grade 3 Curriculum Map Unit 3, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-3 .

Many students read without questioning a text or analyzing the author's viewpoint. This lesson will introduce students to recognizing point of view of the author. By reading two versions of the same tale and completing an interactive Venn diagram, students recognize that there are not only different versions of a story, but also different viewpoints to consider when reading.

Many students read without questioning a text or analyzing the author's viewpoint. This will let students take any text and analyze the author's purpose and how it is developed. Extension: By reading two versions of the same tale and completing an interactive Venn diagram, students recognize that there are not only different versions of a story, but also different viewpoints to consider when reading.

This is a remix of Animal Research by Amy Hartman.This Remix was modified for a remote learning platform. It contains the research of an animal, completion of a graphic organizer, writing an informative story/paragrpah OR creating a slide presentation.It doe include enrchment activities, as well as differentiated story frames.The attached documents & slide presentation were created on the Google platform. To upload them to this platform they had to be downloaded into Word & Powerpoint. Some changes and alterations may be necessary.

 This graphic organizer can be used with any informational text to determine the author’s point of view.  Students will use this graphic organizer to determine the topic of a text, the author’s point of view of a text, provide supporting details, and state their own opinion of a text. This could be used with a tech tool where students can draw or type directly on the document (Nearpod, Peardeck, Seesaw, Etc.)This is a link to the same graphic organizer but in Google Slides. The teacher could assign it in Google Classroom for the students to respond to. Google Slides Organizer

Students will learn about an animal and complete a graphich organizer to show their understanding.

Here is one of the strategies that we ought to be using in history and social studies classes because it lets us take advantage of a tool that students probably already possess ... namely, the story maps they've been using in English and Language Arts and Literature for years and years. When looking at stories and novels, students are often asked to focus on the "elements" of story: setting, characters, plot, and theme, among others. When we look at historical events, we're interested in the same things: where and when did the event take place? who was involved? what was the problem or goal that set events in motion? what were the key events? how was it resolved? and, for theme, so what? what's the universal truth, the reason this matters?