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Organizer
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\n\"Organization\n\n
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\nScholastic\n
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\nOrganization Outline\n

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\n\nFor Students\n\nK - 12th\n
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\nForming a strong organizational outline is important when reading a complex text, writing an informative essay, or analyzing a complicated problem. Use a straightforward organization outline to teach learners about concept mapping.\n
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Lesson Plan
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\nEngageNY\n
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\nGrade 11 ELA Module 2: Unit 1, Lesson 1\n

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\n\nFor Teachers\n\n11th\n\nStandards\n
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\nWhen is a word more than just a word? Scholars examine the significance of a word used by W.E.B. Du Bois in \"Of Our Spiritual Strivings.\" Readers carry out a deep discussion of the use of the word problem in the text. After sharing ideas...\n
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Lesson Plan
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning for Writing: Studying Model Writing and Determining a Theme in The Lightning Thief\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nA theme runs through it. Scholars analyze how a common theme runs through the myths they have read and The Lightning Thief. They complete graphic organizers and view a four paragraph model essay. They analyze the essay for structure and...\n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Fishbowl Discussion\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nIs it worth it? Scholars complete the end of unit assessment by participating in a fishbowl discussion to consider if the benefits of DDT outweigh the consequences. They reflect on their discussions by completing an exit ticket.\n
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Unit Plan
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\n\"Building\n\n
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\nOdell Education\n
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\nBuilding Evidence-Based Arguments: “Doping can be that last 2 percent.”\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nEven the most thrilling sports career can end in an asterisk if the player uses performance-enhancing drugs. Focused on the topic of doping in sports, a seventh grade unit breaks down the arguments for and against steroids in five...\n
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Unit Plan
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\n\"Unit\n\n
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\nCore Knowledge Foundation\n
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\nUnit 1: Contemporary Fiction - They Call Me Güero: A Border Kid’s Poems by David Bowles\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nThey Call Me Güero: A Border Kid's Poems by David Bowles is the focus of a five-week language arts unit unit. Fifth graders listen to various poems and participate in thoughtful discussions, examining vocabulary and learning new words in...\n
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Unit Plan
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\n\"Get\n\n
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\nColumbus City Schools\n
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\nGet Your Organisms Organized\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nFrom large to small, show your class how to organize them all! Included within the guide is everything you need to take their knowledge of classification from the cellular to the species level. The worksheets focus on...\n
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Lesson Plan
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\n\"Who's\n\n
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\nCurated OER\n
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\nWho's Got Page 10?\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nPupils participate in an activity that is aimed at increasing their organizational skills. They reorganize magazines that have been taken apart and scrambled.\n
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Organizer
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\nPolk Bros Foundation\n
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\nI Can Identify a Nonfiction Writer's Main Idea and Supporting Examples\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nUse this page to quickly identify the central idea of a text and organize ideas for writing an informational or explanatory text. The activity is split into two parts. In the first part, pupils note down the main idea and supporting...\n
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\n\"Final\n\n
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\nCurated OER\n
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\nFinal Topic Selection\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nRead The Quicksand Book by Tomie dePaola while taking notes about the story.  Perform a read-aloud, and work your way through the text with your youngsters. With this plan, learners also write about ideas from a previous day, and...\n
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Lesson Plan
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\n\"Tell\n\n
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\nCurated OER\n
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\nTell Me More\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders demonstrate research techniques in addition to endeavoring to display focus and stay on topic. Using books and stories, they gather, organize, and share information about a topic. Additionally, they explain to the class...\n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.W.9-10.2\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.W.9-10.2\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nThe details in the new Common Core standard for producing informative/explanatory texts is different from what you have in your current curriculum, and now you are confused on what to do. Keep calm and carry on, because not only does...\n
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Lesson Plan
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\n\"Gathering\n\n
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\nEngageNY\n
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\nGathering Evidence and Drafting a Two-Voice Poem (Chapter 13: \"Los Duraznos/Peaches\")\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nBegin class with a short comprehension quiz and review and then move into a new genre: two-voice poems. The activity provides information about this type of poetry as well as a video example made by eighth graders that you can show your...\n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit Assessment: Writing a Rainforest Field Journal Entry about Howler Monkeys\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nGive me more details. Scholars complete an end of unit assessment by creating an information text box to go with their field journal entries about howler monkeys. Learners use the class time to work independently.\n
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Lesson Plan
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\n\"Christmas\n\n
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\nTeacher.org\n
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\nChristmas Around the World Part 1\n

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\n\nFor Students\n\n2nd - 5th\n\nStandards\n
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\nA creative activity shines a spotlight on Christmas celebrations throughout six different countries. Scholars read an informative text and share their new-found knowledge with their peers. After hearing about each country, pupils choose...\n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.SL.11-12.1\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.SL.11-12.1\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nYou want your class to meet all of the Common Core standards, and here is one way to tackle the first speaking and listening standard. Given a theme to focus on from \"How Much Land Does a Man Need?\" by Leo Tolstoy, small groups come up...\n
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Writing
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\n\"Mardi\n\n
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\nESL Holiday Lessons\n
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\nMardi Gras\n

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\n\nFor Students\n\n4th - 8th\n\nStandards\n
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\nTake a trip to Mardi Gras with a festive reading packet! After class members read an informational article about the history and celebration of Mardi Gras, they think about the structure of the passage...\n
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Lesson Plan
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2
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit 2 Assessment: Working with Two Texts - Reading, Listening, Summarizing, and Synthesizing\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nAs a summative assessment for this unit on colonial trade, fourth graders listen to and read informational texts in order to demonstrate their ability to take notes, write summaries, and draw connections. Young scholars first listen as...\n
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Handout
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\n\"Classroom\n\n
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\nNortheast Foundation for Children, Inc.\n
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\nClassroom Setup: Kindergarten\n

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\n\nFor Teachers\n\nK\n
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\nWhether you're planning to set up your classroom for the start of another school year or just need a change of scenery, this sample chapter taken from a Responsive Classroom book provides suggestions for making the most...\n
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Lesson Plan
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\n\"Writing:\n\n
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\nCurated OER\n
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\nWriting: Planning and Organizing\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders examine the five step prewriting process used before writing essays. They select a common topic and determine the purpose,and audience for the essay. They list examples in daily life where planning and organizing are...\n
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Lesson Plan
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\n\"How\n\n
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\nCurated OER\n
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\nHow Can We Organize Study of a Given Place?\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders embark in discovery of basic facts about an assigned continent and are asked to organize their information into categories. The Five Themes model is taught and students reshuffle their information appropriately.\n
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Lesson Plan
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating Ideas and Organizing Thinking\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents examine the concept of developing ideas and organizing their thinking. They create concept maps and graphic organizers using Inspiration software, and develop a concept map for their own subject area.\n
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Worksheet
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\n\"Organize\n\n
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\nCurated OER\n
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\nOrganize Data\n

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\n\nFor Students\n\n3rd - 4th\n
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\nIn this organizing data worksheet, students complete the tally chart for 'Votes for Team Mascot' and then use the chart to answer the six questions.\n
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Lesson Plan
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning Writing: Making Notes for the Accessing Books Around the World Informative Paragraph\n

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\n\nFor Teachers\n\n3rd\n\nStandards\n
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\nEncourage your young writers to thoughtfully plan and organize their work. First, model how this is done and vocalize your thought process as you work. Next, create a class list of strategies that they can use during independent writing...\n
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