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.

Each group will build a different building 2-level wing of the team's school in one day but can only use the materials provided to the team. Each wing must include several classrooms for drones to survey and land.

The lesson will focus on how the internet breaks things into small pieces for transmission by reading and decomposing fables into parts and then creating and writing new fables using a graphic organizer.

Students will discuss and create a scratch jr animation about the phases of the moon.

In this lesson students work in collaborative groups to collect, represent, and interpret numerical data that they generate by using Sphero robots to knock down bowling pins!

After studying elements of the Industrial Revolution, students will conduct an independent or collaborative research assignment related to the Industrial Revolution.

Students will show their knowledge of algorithms by creating different patterns that they find in the classroom.

In this lesson, students will use a bot (Beebot/Shero Indi, etc) to show their understanding of decoding and sight words.

In this lesson, students will model processes with algorithms by showing their favorite day in a storyboard.

In this lesson, students will collect/interpret data and then create a graph to present.

A student team of engineers, design a way to transport water from Point A to Point B without wasting or spilling any water.

This lesson plan was created by Milay Alvarez -First DL Spanish Teacher at Allen Jay Elementary School and Jhonatan Marín -First DL Spanish Teacher at Hunter Elementary School.

Students will explore the basics of literacy through fun and interactive activities using Micro:bit technology.
Students develop their language and literacy skills, including reading, writing, and communication.
Students will collaborate in groups to foster teamwork and communication.

Chico has a friend who is stuck in a laundry shoot and uses a new tool to help his friend get free. Create a new tool using materials from a list provided and work within a budget constraint.

In this lesson students engineer ramps and race monster trucks. Students estimate and measure distances traveled and then organize and visually represent this data in a graph.

Having studied the archetypes of heros, students will be asked to complete a collaborative essay of a hero's journey utilizing narrative writing skills, the stages of the hero's journey, and elements, such as supernatural beings or creatures, found in mythology.  Students will bring the events of their hero’s journey to life by using dialogue, descrition, transition phrases, and sensory language.   Using a hyper-doc students will work in groups to create their collaborative story.If you want an option for students to have their own individual work have them independently complete Phase 4 of the hyper-doc.

Students Share Their Reading Through A Short Movie! Integrates plot structure, main ideas and summarizing.
Much better than a written report!

This resouce include an editable document of a Choice Board that can be used for students to create presentations at the conclusion of reading a piece of literature. The choice board provides customizable options for students to express their understanding of the literature read and to convey it creatively through digial means. The choice board can be used for whole class reading of the same text, small groups reading the same text, or for individual students reading different texts. The teacher has the flexibility to add to/delete/change the activities and the digital methods used by students to create their presentations.

In this lesson, students will be determining the central idea of a text about the 50th anniversary of the moon landing. They will also examine how quotes help to develop a central idea. Next, they will be writing an objective summary. Students will then research information from NASA about becoming an astronaut, as well as quotes that support why someone should become an astronaut. Finally, students will plan and write an argumentative essay about why someone should apply to become an astronaut using claims, evidence, and commentary. To enhance this lesson with a digital focus, instead of the traditional essay format in the origial plan, students can be given the choice of several digital mediums to present their findings. This digital foucs allows for student choice, selection and/or creation of visuals to support student thinking and arguments, and customization of content for the stuent's specific audience.