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.
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.
This lesson uses music and art in a vocabulary study of unfamiliar words from the song "America the Beautiful," increasing students' vocabulary while also increasing their knowledge of U.S. geography. A discussion to activate students' prior knowledge about sights and scenery throughout the United States is followed by a read-aloud and introduction to the song "America the Beautiful," which is then sung in each session of the lesson.
This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children, first, identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class.
Students will participate in small groups to ask (generate) & answer questions about a text. Students can respond to a fiction or nonfiction text using the available resources. Students will listen and respond to peer answers to further explain or discuss the given “mat card”. Students will program their BeeBot to go to the location.
This lesson is for Grades PreK - K on literacy. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation. Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.
North Carolina experienced major flooding in 2018 due to Hurricane Florence. As a result there has been a huge increase in the amount and size of mosquitoes in our state. Mosquitoes are known for carrying diseases like Zika, Malaria, and West Nile. We must do something to help our community. Bats can be an answer to this problem. A single bat can eat up to 1,200 mosquito sized insects every hour and each bat can usually eat up to 6,000 to 8,000 insects per night. To help alleviate a massive amount of mosquitoes in our community we will build bat boxes and share them with our community.
This teacher's curriculum guide presents strategies for engaging readers after reading the book. It also provides extension strategies to further students’ understanding.
This activity is designed as a project-based learning activity. It allows students to collaborate, requires them to comprehend what they have read and engages them in critical thinking. This activity can be adjusted to fit the needs and grade levels of your students.
Students will listen to Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle to learn color and animal names from the text. Students will complete a sentence frame with teacher support/facilitation, then create their own personal story booklet of the text to reinforce concepts taught and learned. Students will engage in activities such as choral reading of the text and practice independently reading the text aloud to a family member at home for additional independent practice.
Students will work in small groups to plan and create a Makey Makey project showing their knowledge of the characters, setting and main events from the text. Students will also write about what happens in the text. Kindergarten Wonders, Unit 7, week 3 will be used.
The story of "The Beauty and the Beast" has captivated us for many years. It is fun to read or watch a video of. But did it really happen? It is fun to compare fiction and nonfiction. Most students will in their backgrounds relate to a story like this. Also it is fun for students to learn and then survey others based on what they have learned.
In this lesson, students will study four different versions of the Cinderella story. As a group students will identify the good characters, mean characters, problem, and solution of each story. Story elements will be written down on a large poster board and categorized so students can draw identify patterns and differences. Then, students will work in small groups of seven to identify the main parts of the traditional story. Each student will choose a part in the story to illustrate. After illustrations are complete students will practice retelling their part of the story. Students will then scan in their illustrations and use the program, Movie Maker, to format their group's story. Students will record their portion of the retelling with a microphone.
This lesson plan features an example of a cumulative literary experience or “literature unit” structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading.
Beginning with a comparative study of selected, illustrated retellings of the traditional folktale “Little Red Riding Hood,” including versions from several different cultures, this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the “villain” in the "Little Red Riding Hood" tales. The unit culminates in a class-written version of the folktale.
- English Language Arts
- Material Type:
- Unit of Study
- International Reading Association/National Council of Teachers of English/ReadWriteThink
- Joy F. Moss
- Date Added:
Students engage with the text by talking back to characters in Cinderella, dramatizing events in Bubba the Cowboy Prince, inserting themselves into the story of Little Red Riding Hood, and critiquing and controlling story elements in Little Red Cowboy Hat. After comparing and contrasting Little Red Riding Hood and Little Red Cowboy Hat, students plan and create an original fractured tale.
In this multiple activity lesson, students will read and watch the video, "The Crayon Box That Talked". Students will discuss the book with a series of questions, graph their favorite colors, perform a Reader's Theater, rhyme words, and explore the story with several other activities.
This lesson guides students in writing descriptions of 100th day bottles they create at home. Students will write clues about their bottles for a guessing game, practice descriptive writing, and create a class book. Several pieces of literature appropriate for use with this lesson are suggested.
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.
In this activity, students will explore five different "Discovery Buckets." These buckets will give them opportunities to practice expressing both their thoughts and feelings.
This is a project glad unit for Kindergarten. This unit addresses identifying characters, settings, and major events in a story and support the retell of familiar stories,