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How to Write Like a Scientist in the Field: Introduction to the Elements of Field Journals
It's time to start journaling. Scholars look at examples of science field journals. They work in pairs to examine and complete a note catcher about a field journal. They then add to an anchor chart by discussing the different features...
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Conducting Research: Asking and Answering our Questions about Rainforest Arthropods
Let's ask an expert. Scholars divide into groups to research and become experts on either ants or butterflies. Learners use task cards and text on their topic to complete a note catcher. At the end, they share their information with a...
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Writing and Revising Our Texts: Using Peer Critique to Improve First Drafts
Mail me a postcard. Individuals design a postcard to show what Meg Lowman from The Most Beautiful Roof in the
World might have written to her friends at home. They then continue to work on writing a science journal entry.
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Revision and Illustration: Strengthening the Writing in my Rainforest Field Journal and Adding a Labeled Drawing
Let me draw you a picture. Scholars read a quote from Roger Tory Peterson and discuss his views on drawings. They then create their own drawings of an ant or butterfly to add to their science journals.
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Revising and Polishing Our Final Products
One, two, three go! Scholars work independently to finalize the three components of their final task. They complete a science journal entry, scientific text box, and scientific drawing. While working, learners sign up for an...
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Reviewing Visual Elements of a Graphic Novel: Max Axiom
Pass the tea! Using the resource, scholars participate in a Tea Party protocol to analyze text and images about inventions that helped meet societal demands. After sharing their observations with each other, they discuss visual elements...
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Summarizing Notes: Planning a Graphic Novelette, Part III: The Invention of Television
How did the television change people's lives? Learners consider the question as they complete their storyboards about the invention of the TV, adding visual elements along the way. Then, they participate in a peer review to offer and...
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Storyboard Revision: Managing the Sequence of Events and Using Sensory Details
Mastering techniques from the resource, pupils give life to their writing, revising their storyboards to include sensory details and transitions. To finish, they participate in a peer critique process and use the feedback to further...
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Creating a Graphic Novelette and Peer Critique: Glossary, Citations, and Table of Contents
A, B, C ... let's alphabetize to get organized! Using the informative resource, scholars create an alphabetized glossary of key words for their graphic novelettes. Additionally, they create a table of contents and citations page.
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Revising Draft Letters to a Publisher about an Athlete’s Legacy: Critique and Feedback, Part I
Pick a corner, any corner! Pupils use the Four Corners strategy and Peer Critique protocol to assess one another's draft letters to a publisher about an athlete's legacy. Scholars then use peer feedback to revise their letters.
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Building Background Knowledge: How Canada’s Natural Resources Meet the Needs and Wants of People Today
Learners follow along as the teacher reads Products of Mining in Canada: From Batteries to Vehicles aloud. They then discuss the meaning of key terms and determine the gist of the text. Pupils do a second read and complete a graphic...
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Close Reading and Viewing: Minerals and Metals
How easy is it to live off the land? Scholars read Minerals and Metals in Your Life and discuss how Canada's natural resources meet the needs of the people. Pupils watch a brief video and discuss the gist of the text and video. They...
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Building Background Knowledge: Competing Views Regarding Mining on Inuit Lands
Scholars build background knowledge about mining on Inuit lands. Working in small groups, they sort information about the Inuit onto a point of view chart to determine if mining is beneficial to Inuit communities.
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The Painted Essay for Opinion Writing: The Introductory Paragraph
The answer is blowin' in the wind. Using the resource, scholars read and analyze a model essay about wind power. Next, they work in groups to write an introductory paragraph that expresses an opinion about the topic.
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The Painted Essay for Opinion Writing: Writing Proof Paragraphs
It's time to proof read! Pupils read and analyze proof paragraphs from a model essay. They then practice writing their own proof paragraphs to express an opinion about offshore oil drilling.
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The Painted Essay for Opinion Writing: Developing a Conclusion and Adding Linking Words
Let's get colorful! Scholars use the Painted Essay technique to analyze and color code the conclusion of a model essay. Working in small groups, pupils then write a conclusion paragraph for their draft editorials about offshore...
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Group Discussions and Revision: Editorial Essay
Great minds think aloud! Pupils participate in the Fishbowl protocol, discussing their opinions about the Mary River mine proposal. As they share their thoughts, peers provide feedback about their thesis and supporting ideas.
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End of Unit Assessment Part II: Science Talk
Scholars complete Part 2 of their end of unit assessment by having a science talk. Pupils pair up to answer questions about what makes a natural disaster. As one learner talks, the other records what is said. They then trade places.
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Reading Literature about Natural Disasters: Inferring about Human Impact through an Analysis of Eight Days: A Story of Haiti
This is a disaster. Scholars look through the book Eight Days: A Story of Haiti and discuss their wonderings about the text and natural disasters. They then complete a first read to determine gist and second read to answer...
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Analyzing Images and Language: Inferring about the Natural Disaster in Eight Days
Pictures often reveal different meanings. Scholars analyze the images in Eight Days and discuss how they add meaning to the text. Readers answers questions about how specific colors are used to create different emotions. Learners then...
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Reading Literature about Natural Disasters: Inferring about the Impact of Hurricane Katrina on People Living in New Orleans
I survived! Scholars read a firsthand account from a natural disaster survivor in the text Save Bella! They record the gist of the text in their journals and answer text-dependent questions. They then take notes to more deeply analyze...
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Analyzing Point of View: Inferring about the Natural Disaster in Eight Days
Who is telling the story? Readers take a look at the text Eight Days to determine if the story is told in first or third person. They then discuss in groups and complete a shared writing activity to describe how the narrator's point of...
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Analyzing Point of View: Inferring about the Impact of Hurricane Katrina on People Living in New Orlean
What, where, how? Readers hone their analysis skills as they determine the narrator's point of view in Eight Days. They complete a literary analysis chart and essay to describe what and where events take place. Individuals then discuss...
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Speech Writing: Identifying Criteria for a High-Quality Introduction
Using a helpful resource, pupils watch a TED Talk of an opinion speech as they consider the criteria for a high-quality introduction. Scholars then engage in a shared writing process with the teacher to practice writing the introduction...