Sharp School
You Can't Buy Love - But You May Need Toilet Paper
What will I be? What do I want to be? What will I have to do to achieve this goal? These are the essential questions that launches a research project that asks like-minded individuals to identify their goals, the costs of the practical...
K12 Reader
Reflexive Pronouns
I, myself, like a straightforward grammar exercise, and here is one about reflexive pronouns! Learners identify the reflexive pronoun in each of 20 sentences and indicate the subject that the pronoun refers to.
Curated OER
Phineas Gage: Questioning Strategy
Focus on chapter two of Phineas Gage: A Gruesome but True Story About Brain Science with a questioning activity. After teaching and modeling several types of questions, learners work with partners and then independently to answer and...
Penguin Books
Folklore and Fairytales: A Guide to Using Traditional Tales and Reimagined Classics
Every culture has its own stories to tell. An interesting educator's guide shares a large collection of fairytales and folktales, some from different cultures and some re-creations of classics. A summary and brief teaching ideas...
Literacy Design Collaborative
Comparing Excerpts from "Atlanta Compromise" and "The Souls of Black Folk"
Scholars analyze two excerpts and compare and contrast the author's points of view. Readers then annotate and determine how word choice supports the points of view. To finish, they participate in accountable talk and transition their...
Literacy Design Collaborative
Jumping Frog of Calaveras County
Was that supposed to be funny? Scholars analyze The Jumping Frog of Calaveras County to determine if Mark Twain's story is indeed based on humor. Learners work through short response questions, vocabulary, and active reading to make a...
EngageNY
Mid-Unit Assessment: Development of the Young Brain
Scholars view a video clip about adolescent brain development and work with partners to identify the main idea and supporting details. Next, as part of the mid-unit assessment, pupils watch another clip from the video and complete a main...
EngageNY
Close Reading: Excerpt 5 of “The Digital Revolution and the Adolescent Brain Evolution”
Class members consider how technology affects social interactions as they continue reading an article about the digital revolution and adolescent brain development. Then, working in pairs, scholars answer text-dependent questions and...
EngageNY
End of Unit Assessment, Part 1, Continued: Revising Vocabulary and Conventions based on Feedback
Howdy, partner! Scholars partner up to look at the last two rows in the writing rubric. After discussing the details in the rubric about organization and conventions, learners use colored writing tools to circle feedback in their...
EngageNY
Building Background Knowledge: Close Reading Part 2 of “Shrouded in Myth”
That was a good talk. Scholars learn about how to conduct a good discussion. They use chart paper and markers to record and discuss expectations for members when working in a group. They then take a look at vocabulary...
EngageNY
Qualities of a Strong Literary Essay
Put it all into words. Scholars work toward writing an argumentative essay. They begin by examining and marking strong words in Are We Medieval? A Literary Argument Essay Prompt. Learners then use Qualities of a Strong Literary Argument...
Media Smarts
Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
Have your class explore alcohol awareness public service announcements. Provided are a detailed plan and a complete set of materials for doing just this. Learners are exposed to a series of approaches and advertisements and decide which...
Florida Center for Reading Research
Vocabulary: Word Meaning, Dictionary Digs
Young scholars dig through dictionaries to uncover the wealth of information they provide. Using the included graphic organizer, children learn about target words by finding their parts of speech, pronunciation, definition, synonyms, and...
EngageNY
Close Reading and Summarizing: The Epilogue of Pygmalion
Moving from what to why. After completing questions over the epilogue of Pygmalion, scholars take a close look at their Eliza Character Trackers and complete part II. They have collected a lot of details about Eliza's character and now...
EngageNY
End of Unit Assessment: Research Synthesis
Writers near the end of the unit and begin working on the end-of-unit assessment. They analyze the prompt and a model performance task. The class then begins creating a rubric for the assessment by writing bullet points from their think...
EngageNY
Introduction: The Ideas of Charles Darwin
Piece by piece ... Scholars read the text World without Fish by breaking the text into pieces. They identify challenging words and determine the gist of each section as they read. They then work together in triads to answer...
Smithsonian Institution
Singing for Justice: Following the Musical Journey of “This Little Light of Mine”
Scholars go on a musical journey to discover the origin, importance, and evolution of the song, "This Little Light of Mine". Class members boost their voice talents and clap to the beat while learning the lyrics in both English and Zulu....
K12 Reader
Comparative & Superlative Practice
When should you use more and most when writing adverbs? Practice comparative and superlative adverbs with a review worksheet. After reading through the information at the top of the page, kids decide if they should use the...
Study Champs
Emotions and Interjections
Connect emotions to grammar with a grammar exercise that taps into a little bit of creativity. Given an emotion, learners come up with a matching interjection. There are 10 emotions listed.
Write Away!
Voices In the Park
Explore the impact a narrator's point of view has on a story with a reading of the children's book, Voices in the Park by Anthony Browne. Written in four different voices, the story is told and retold from different perspectives to...
Odell Education
Making Evidence-Based Claims: "The Souls of Black Folk" by W.E.B. Du Bois
Scholars dig deep into the text of W.E.B. Du Bois The Souls of Black Folk and analyze his position that black people must be aware of how they see themselves as well as how the world sees them. The instructor and readers work through the...
EngageNY
Considering Author’s Purpose: Comparing Fictional and Historical Experiences of the Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip,” Continued)
Is that a true story? Readers work to gather evidence for comparing the historical and fictional text Time Trip: Sudan’s Civil War and A Long Walk to Water. Scholars identify the use of real people and experiences versus the use of...
EngageNY
End of Unit 2 Assessment: Writing the Analysis Essay, Part 2
Writers have 30 minutes to add the final touches to their end-of-unit assessments for Narrative of the Life of Frederick
Douglass. Those finishing early review their work. After the 30 minutes, learners use the time to review their...
EngageNY
Finishing the End of Unit 3 Assessment: Final Draft of Position Paper and Reflection on the Writing Process
Scholars work on the end of the unit assessment by reflecting on their writing. They answer questions about the process they used to complete their position paper essays. After completing the end of unit assessment, they add images to...
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