Students use critical literacy skills to understand the concept of perspective and to then create a diary for an animal they research with a partner.
Students wont miss a beat in this musical lesson that combines listening with personal response on a postcard.
After analyzing "Family Pictures/Cuadros de Familia" by Carmen Lomas Garza, students create a class book with artwork and information about their ancestry, traditions, and recipes, followed by a potluck lunch.
This assignment will go viral with students as they think about the meanings of words and images in public service announcements from YouTube before creating a PSA of their own.
The Mystery Cube helps students identify and summarize story elements in this popular genre. It can be used as a postreading or prewriting activity.
By exploring myths and truths surrounding Abraham LincolnŐs Gettysburg Address, students think critically about commonly believed stories regarding this famous speech from the Civil War era.
In this lesson, students practice a way to communicate without words by using a glyph. They create a name card using information about themselves. Students also interpret glyphs made by others.
Students demonstrate their letter/sound knowledge by working with name cards and sharing observations about their classmatesŐ names, giving teachers an opportunity to assess knowledge in a meaningful context.
Students name unnamed chapters in a novel they are reading. They discuss possible chapter names, considering accuracy, word choice, and connotation, before settling on a choice.
Students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.
Using Beloved as a model of a work with multiple narrative perspectives, students use a visualizing activity and close reading to consider ways in which subjective values shape contradictory representations.
Students will develop their summarizing skills while learning about local history. They will learn to consider audience while selecting topics, conducting research and interviews, and writing historical markers for their town.
Students create a soundtrack for a novel that they have read, as they engage in such traditional reading strategies as predicting, visualizing, and questioning.
It's important to "hook" readers at a story's beginning, but it's equally important to keep them interested. In this lesson, students learn to write effective conclusions to their own stories.
Students use fractured fairy tales to practice revision and editing as separate activities when they write their own versions of fairy tales.
Students read and analyze fairy tales, identifying their common elements. They then write their own ŇfracturedÓ fairy tales by changing one of the literary elements found in the original.
In this lesson, students build classroom community by exploring environmental print and a teacher-created display that focuses on a favorite book. They then create and share their own presentations.
Students write an owner's manual that helps them get to know their classroom, provides them with a sense of ownership, and lets others know about their classroom.
Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).
Students read and analyze technology reviews to establish the characteristics of the genre. They then compose their own reviews on a technology of their choice.