Students research the three tenets of cell theory and describe the scientific evidence that supports this theory. After students complete their research, they will engage in all steps of the writing process, including prewriting, outlining, revising, and editing. At the conclusion of the lesson, students will create a three-paragraph argumentative essay to examine the cell theory and the scientific evidence that supports this theory.
In this short story, Jose learns a valuable lesson about himself when he tries to impress Estella by challenging her to a game of racquetball. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
After their car crashes in a blizzard and their parents are injured, Danielle and Jake must climb to a weather station near the top of a mountain to get help for themselves and their family. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
Students investigate picture books organized in comparison/contrast structures to discover methods of organization (usually a combination of the point-by-point, whole-to-whole, or similarities-to-differences patterns) and the ways authors use transitions to guide readers. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers.
Students are introduced to concepts of social justice, such as diversity, tolerance, equity, and equality, through a literary text, class discussions, and guided research. Students plan a service-learning project, then work in small groups using Photo Story software to produce a multimedia presentation designed to foster community support for the project. Students also use the ReadWriteThink.org Printing Press to create informational fliers about the project. The lesson concludes—and the service-learning project begins—with a showing of the Photo Story productions for parents and other community members.
This story is about a dinosaur find in New Mexico and after many years of information, the paleontologist attempts to persuade the reader about what happened to kill the dinosaur. In order to do so the author gives many ideas and theories but by evaluating evidence, narrows it down to one. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
Students will be taught the "drill skill and kill" method to be used on grammar concepts within an argumentative paper.
In the Drive-In Movies, young Gary Soto wants his mother to take him and his siblings to the drive-in movies, a special treat. His plan is to be very good and to do lots of chores one Saturday morning and afternoon in order to impress his mother. Unfortunately, he works so hard at weeding, mowing, and waxing the car that he falls asleep during the movie. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
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 lesson, students research using computers to gather information on wildlife management and use the information to write a letter to an agency.
In this lesson the students will be using a variety of skills to analyze fiction and expository texts. This combines the reading of detective fiction with written expository analysis in the form of a Detective’s Handbook. Each student reads a detective mystery, and the class watches and analyzes Murder She Purred to establish a collective example.
This is a PBL meant for grade levels 4-8. In this project, students will explore areas in their school that need “fixing.” It could be anything from an area that needs sprucing up to clubs that could be added to social problems such as bullying. Students will choose one area that they can affect change. The final product will be a persuasive essay to the person/people in charge that could make the change happen.
This project can work for individuals, pairs, or small groups. In younger grades, the class can choose one project and work as a whole group. If you choose this route, each student should be given a specific task to ensure engagement of everyone.
This activity is designed for 4-5 class periods. It can be shortened or lengthened as needed.
The standards given are for 6th grade, but the same number standards work for any of the other grade levels. Adjust accordingly.
Suggestions on how to guide students through the writing process when writing editorials "” from brainstorming a topic to publishing their work "” and all the steps in between.
- New York Times
- Michael Gonchar
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