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Super Sequencing Strategies
Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.
Giving Meaning to Multiple Meaning Words
In this lesson, students identify and use keywords in a paragraph to infer the relevant meaning of multiple-meaning words. Students build a deep understanding of words by creating semantic maps that show relationships among words. The lesson was designed with English learners in mind and utilizes instructional strategies such as cooperative learning, visuals, graphic organizers, and sentence frames.
Introduction to Character Foils
During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils.
Conversations in Art
In this lesson, students will learn the critique process using description, analysis, interpretation, and evaluation. Students will create an evaluation of artwork using the critique process and communicate their understanding through written responses and discourse.
Growing Our Vocabulary Goals
Students will use a variety of vocabulary strategies to apply their knowledge of unknown and multiple-meaning words.
Metacognitive Approaches to Student-based Learning
In this lesson, students will learn how to make complex inferences and draw conclusions about a work of literary fiction using a combination of text evidence and background knowledge. Using a graphic organizer and a short story, students will record both text evidence and their prior knowledge, and combine these elements to make an inference about the character.
Una Reseña de un Restaurante
Students describe a restaurant in restaurant review form using simple phrases and sentences. As they write, students focus on noun-adjective agreement and sentence structure.
Many Stripes of Inferring
Students will infer character feelings and motivations and support their inference with text evidence.
Texas Essential Knowledge and Skills (TEKS) Vertical Alignment
Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.
Proving an Ecosystem’s Health Through Succession
Students engage in viewing day three of ecosystem changes in lab groups to determine if the ecosystem is healthy or unhealthy based on scientific data and factors.
Students will work in small collaborative groups to demonstrate the rotation of the Earth as it revolves around the Sun which creates a day and night cycle.
Sparking Curiosity and Wonder: Making Complex Inferences
Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.
Civil War Inferring
Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.
Retelling Fiction with Logical Order
Students will be able to understand how to retell a fictional story in logical order using transitional words.
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.
In this lesson, students analyze, rate, and revise questions generated in response to their reading of a short story. They use the questions in student-led conversations and activities, helping them understand the connection between strong questioning, inferring, and communicating during reading.
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.
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.
Students assume roles of paragraph parts, including the main idea and supporting details, in order to reassemble a text that has been divided into pieces based on textual purpose.
Prokaryotic and Eukaryotic Cells
Students will categorize cells as prokaryotic or eukaryotic by identifying the presence or lack of a nucleus.