This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco?s Pink and Say.
In this lesson, students analyze the ways in which Draper creates the first-person narrator of Melody and the effects these choices have on the story and the reader. Melody has cerebral palsy; instead of asking students to research about the condition before reading, this lesson invites students to learn about it through the narrator herself in the context of her story. Students meet to discuss the narrator at several pre-determined discussion points and eventually write a brief analysis of the narration.
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.
In this lesson, students will see how artistic materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can adapted for older students.
Students read and discuss the Founding Fathers of our country indulgence in gripe sessions. In fact, a list of grievances comprises the longest section of the Declaration of Independence; however, the source of the document's power is its firm philosophic foundation. You can capitalize on the inclination of your students to complain to increase student awareness of the precedents behind the Declaration of Independence. Students will summarize the contributions of the "Founding Fathers" to the development of our county as well as explain how key historical figures exemplified values of American democracy.
In the essay “Mother Tongue,” Amy Tan explains that she “began to write stories using all the Englishes I grew up with.” How these “different Englishes” or even a language other than English contribute to identity is a crucial issue for adolescents.
In this lesson, students explore this issue by brainstorming the different languages they use in speaking and writing, and when and where these languages are appropriate. They write in their journals about a time when someone made an assumption about them based on their use of language, and share their writing with the class. Students then read and discuss Amy Tan's essay “Mother Tongue.” Finally, they write a literacy narrative describing two different languages they use and when and where they use these languages.
Utilize these questions with literature recommended for bibliotherapy use with gifted students. Students can also use pictures and Instagram/Snapchat style posts to answer the questions.
After this lesson students will be able to combine word choice and procedural writing; thus enhancing their overall writing skills.
- English Language Arts
- Material Type:
- Lesson Plan
- International Reading Association/National Council of Teachers of English/ReadWriteThink
- Alison Morawek
- Date Added:
Students will learn about homonyms by correctly using frequently confused words and be able to spell grade-appropriate words correctly, consulting references as needed.
In this lesson, students read The Houdini Box by Brian Selznick. Students then follow the steps of the writing process to create a new ending for this book. Students gain experience brainstorming, drafting, editing, and polishing their writing. Because their story endings must flow well with the rest of the book, students must understand what the book is about. The goal is for them to understand what they’re reading and to demonstrate their knowledge of the book’s content and their own creativity through a writing piece.
This unit is designed for students to learn to make judgments and decisions based on facts, and to use informational and imaginative speech to present their personal viewpoint and opinion to others. Students experience, first hand, taxation without representation, and will develop a very real sense for the need to preserve the inherent freedoms of man. Using the American flag as a graphic organizer, students will develop a clear understanding of the actions and reactions of the American colonists to British rule and to our most important national holiday, the 4th of July. Historically significant events will be studied and organized through exploration of facts and opinions and interaction with informational text and class discussion.
In this lesson, students generate their own list of superheroes from popular culture. They work in groups to read selected books and develop a list of superhero traits from these titles. They then compare the book superheroes with their pop culture counterparts using the online Venn Diagram or the Venn Diagram mobile app. Finally, students explore individual superheroes from multiple perspectives, using a list of guiding questions that encourages them to consider how superheroes might differ depending on audience, gender, or setting.
Utilize these questions with literature recommended for bibliotherapy use with gifted students. This is a remix of "Bibliotherapy Questions for Gifted Students created by DANNEY DAILEY II.
In the remix, two thinking routines have been added to support the questions.