This lesson will teach how characters evolve across a story, and that often times the important changes are subtle. This lesson uses accountable-talk during a read aloud of One Green Apple by Eve Bunting to demonstrate how, as readers, students can use the traits of their character as a lens through which to interpret deeper, more significant changes stirring within. They will ultimately use those observations about their characters to author an epilogue for their books. The epilogue will allow students to demonstrate what they have learned about their main character, and it will allow the teacher to assess how well the students understand their characters and the changes their characters experienced across the text.
In this lesson, students compare the classic tale with a version set in the pre–Civil War South, Moss Gown by William Hooks, noting the architecture, weather, time period, and culture as depicted in the text and illustrations. Internet research projects and Story Map graphic organizers then provide background for a discussion of how the setting of a story affects the characters and plot. Students read one or more other versions of the Cinderella story and compare them using a Venn diagram. During the final two sessions, students plan, write, and peer edit their own Cinderella stories.
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.
Tradition in the Lakota Sioux involves giving a name to a child based on his actions, so a young child who moves slowly in all he does earns the name ‘Slow’ from his family. After demonstrating bravery and determination during battle he then earns a new name, Sitting Bull, and this same man later becomes the respected chief of the Lakota Sioux. In this CCSS lesson students will explore Sitting Bull's life through text dependent questions, academic vocabulary, and writing assignments.
Students will focus on the characters in stories; choose precise words and reasoning to describe characters and how their actions contribute to the story.
This resource, Character Perspective Charting, is an instructional method designed to reflect the actual complexity of many stories and is a practical instructional alternative to story mapping. This strategy delineates the multiple points of view, goals, and intentions of different characters within the same story. By engaging in Character Perspective Charting, students can better understand, interpret, and appreciate the stories they read.
In this first lesson of two, students understand how a folk talke changes when its language is translated to another culture.
Students understand why the plot and setting of a story changes as it is translated into a different culture. Students also discover what literary elements of a story are universal and important to the overall meaning of a story.
In this Lesson Plan, students learn about Ken and Joab, two boys who are starting first grade. Ken attends school in Japan, while Joab lives in Kenya. Students compare and contrast the circumstances surrounding the two boys’ experiences at school. They create a venn diagram demonstrating what they have learned.
Students will read two different texts (an excerpt from Moondial by Helen Cresswell and Through the Looking Glass by Lewis Carroll) and compare them. Questions are provided for each passage.
Students will learn the characteristics of tall tales, reflect on a historical moment, and discover why David Crockett and others like him became important figures in American frontier history.
Students will use literary elements to show similarities and differences of today's society to the past. Using the book, Belle Prater's Boy by Ruth White students will be able to compare and contrast the characters Gypsies and Woodrows dilemmas in life to situations taking place in the home, society, and school today.
As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner.
I created this resource so that I could see the mastery-based proficiency of my 5th-grade students. Please feel free to use, remix or change to meet your students' or class needs.
In this lesson, students will look behind the story at the historical, social, and cultural circumstances that shape the narrative throughoutÂ Esperanza Rising. The lesson also invites students to contemplate some of the changes Esperanza undergoes as she grows into a responsible young woman and the contradictions that she experiences.
This lesson is an introduction to the term of poverty. The students will begin with creating a Think Tank on poverty. After the creation of their Think Tank, we will share the vocabulary that was developed. Using the most often shared vocabulary, we will use these words to build a meaning and understanding of poverty. This lesson is based on poverty and music with a direct connection to math, science, technology, engineering, arts, and multiple media skills. The teacher will present a self-assessment for the students to monitor their progress at the conclusion of each lesson. *If instructor will need to purchase and watch the entire Landfill Harmonic video personally in order to complete the entirety of this unit. Ths lesson will conclude with a clip from the movie, "landfill harmonic". This lesson was developed by Christine Sisco as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.
This lesson strand is two in a series of two lessons that go through the steps of the Engineering and Design Process as needed for the construction of a prototype. The prototype is a musical instrument created through recycling landfill items. Based on the Landfill Harmonic from Paraguay, the motivation for the unit is GEDB: Music and Poverty- The Landfill Harmonic. The students in Paraguay (Latin America) live in a landfill and use the items to develop an orchestra. The unit clearly defines poverty and the resourcefulness that one must meet when living in a poverty culture. This prototype is the final product of a cross curricular, multicultural unit based on poverty and music with a direct connection to math, science, technology, engineering, arts, and multiple media skills. The links attached are created addressing the Landfill Harmonic. This lesson was developed by Christine Sisco as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.