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Hooked on Inferring
In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.
Revising and Editing Escape Room
Students will collaboratively apply revising and editing skills to make their way through passages and a series of questions to decode a lock. If groups successfully complete the tasks, they will escape the room and win a prize.
Glaciologist in Action (Lab)
Students participate in a hands-on lab in which glacier (ice) effects on the Earth’s surface is demonstrated.
Students will work in small groups of two to three on a structured challenge around circuits which includes requirements such as including using a switch or a conductor. They will then use that knowledge to work on a collaborative challenge to solve a relevant problem related to elephant poaching. Students will create a containment system that will have an alarm system, a lighting system, and a way to pass through. Finally, they will review the other projects and discuss similarities and differences in the design.
Analyzing the Text for Summary and Connections
Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.
Revising for Coherence
Students will use a checklist to peer edit a composition. They will check for coherence through the proper use of transition words and conjunctions.
Traditional vs. Contemporary: "The Three Little Pigs"
Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.
Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.
Figuring out Figurative Language
Students will work collaboratively to infer the implied meaning of a metaphor used in a poem. Students will complete a graphic organizer in which they discuss with their peers the two items being compared in the metaphor, write and illustrate the literal meaning of each word being compared, and use this information to infer the implied meaning of the metaphor. The lesson has a strong focus on vocabulary development and is designed with English learners (ELs) in mind.
Get the Gist on the Main Idea
In this lesson, students use the Get the Gist Strategy to analyze text and identify the main idea. The lesson was designed with English learners in mind and utilizes strategies such as cooperative learning, visuals, graphic organizers, cloze reading, and sentence frames.
Composing Like Beethoven
Students will review music vocabulary, name notes using flashcards, and create and present a 4/4 composition using rhythm sticks and other available instruments.
The Next Steps to Great Writing
Students will write a draft that is sequenced and logical after brainstorming.
Building Vocabulary with a Morphing Mindset
Students will explore vocabulary words from other content areas and apply their learning of word parts to find meaning.
The lesson requires students to retell events of fictional stories in a logical order. Students work independently and in cooperative groups using manipulatives and a hands-on approach to sequence events in a story.
A Case of Character Traits
In literacy stations, students will describe how Camilla Cream’s internal and external character traits, motivations, and feelings changed throughout the fictional text, A Bad Case of Stripes.
Diggin’ for Revisions
This lesson is focused on revising one sentence in isolation. The student and teacher choose a revision focus question before the lesson for the student to use as a guide for revising their sentence. Students provide feedback to their peers on how they could revise their sentence based on the selected focus question. Once feedback is completed, students begin revising their own sentence using toolboxes. At the end, students publish their revised sentence onto the online discussion tool and share out how they revised their sentence.
Author’s Purpose, Text Features, Informational Text, and Daily Three
Students will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.
Stop, Collaborate, and Listen. Poetry is Our Mission! Thinking Deeply About Poetry
Students will actively engage with poetry in a blend of collaborative and independent analysis of poetic devices and an author’s use of devices to communicate a deeper meaning. Students will use their analysis to infer the meaning of a variety of poems.
Be an Editing Star with Checklists and TPR!
Students review editing marks using TPR (Total Physical Response), while listening to a reading of a mentor text. Next, students use a brief procedural composition to edit for punctuation, capitalization, commas, and complete sentences. Students also use a checklist to edit a peer’s writing.
Teaching Text Features of Elephant Proportions
Using a graphic organizer, students will collaboratively use text features to analyze an expository text. Students will locate information from the text to extract meaning and understanding about a topic.