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\n\"Story\n\n
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\nCurated OER\n
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\nStory Pyramids\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung writers generate descriptive words. They use pictures of various landscapes (from books, magazines, or the Internet) and complete a story pyramid. The pyramid (included here) asks to describe the main character, the setting, and...\n
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\n\"Fears\n\n
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\nCurated OER\n
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\nFears and Phobias \n

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\n\nFor Teachers\n\n7th - 10th\n
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\nTake the fear out of reading with this series of three lessons from HotWire Magazine about fears and phobias. Each lesson contains pre-reading and post-reading activities aimed at improving learners' reading comprehension skills with the...\n
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\n\"Briefly\n\n
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\nBriefly Noted: Practicing Useful Annotation Strategies\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nPost-It notes, highlighting, underlining. Sam Anderson’s New York Times Magazine article, “What I Really Want Is Someone Rolling Around in the Text,” launches a study of “marginalia,” or writing thoughts in the margins of a text. After...\n
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\n\"Home\n\n
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\nHome Living/ Daily Living: Food Groups\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nWhat are the best foods to eat, and how much is too much? Kids discuss the importance of eating the right amount of each of the four food groups. They discuss the food pyramid and make meals by cutting and pasting foods from a magazine...\n
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Activity
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\n\"Runners'\n\n
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\nIllustrative Mathematics\n
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\nRunners' World\n

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\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
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\nLearners must investigate the validity of a claim made in a running magazine. They must identify and look up unprovided information, make appropriate estimations, and be able to convert units. Might be best used as a group or whole-class...\n
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\n\"Advertisement\n\n
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\nBright Hub Education\n
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\nAdvertisement Analysis\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers review magazine ads and take a look at some of the most common advertising techniques. From analyzing these ads, youngsters begin to become aware of how advertisers target specific age groups, gender groups, and how they...\n
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\n\"Likes\n\n
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\nESL Kid Stuff\n
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\nLikes & Dislikes\n

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\n\nFor Teachers\n\nPre-K - 2nd\n
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\nEveryone has different preferences when it comes to food. Kids discuss the foods they like and dislike in a series of activities that include magazine cut-outs, singing a song about cheese, playing a group game, and reading a short story...\n
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\n\"Where\n\n
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\nInstitute for Humane Education\n
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\nWhere Are the People like Me?\n

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\n\nFor Teachers\n\n4th - 10th\n
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\nAre some characteristics more desired than others?Scholars examine attributes of characters in books, models in catalogs, and articles in magazines. Discussion leads to identifying characteristics they see more often as well as...\n
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\n\"All\n\n
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\nAll About Me\n

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\n\nFor Teachers\n\n4th - 9th\n
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\nUsing technology, learners create and deliver a multimedia autobiographical presentation to present to the class. This ambitious lesson plan has learners use a variety of sources both old and new; magazines, poster board, the Internet,...\n
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\n\"Persuasive/Argumentative\n\n
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\nPersuasive/Argumentative Essay vs. Opinion writing\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nReinforce persuasive and argumentative writing skills with this lesson, which utilizes SchoolNet News Network's website/SNN Monthly magazine. Young writers review journalism writing styles that help them explain that writing a persuasive...\n
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\n\"Gender\n\n
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\nCurated OER\n
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\nGender Stereotypes and Body Image\n

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\n\nFor Teachers\n\n6th - 7th\n
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\nStudents discuss and become aware of the dangers of gender stereotyping and the media's role in perpetuating gender stereotypes. They view magazine advertisements and make entries in their journals after guided discussion.\n
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\n\"Portraits\n\n
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\nCurated OER\n
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\nPortraits as Keys to History\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars create self-portraits using images and words. They discuss portraits from the Memorial Art Gallery, create a self-portrait collage usng images and words from magazines, and complete a worksheet.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Cutting Edge\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nIntroduce the background of design and designers and their role in communicating their thoughts to others. In groups, you can assign participation in a writing cluster on various designers and write paragraphs to submit to magazines. To...\n
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\n\"Adventures\n\n
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\nCurated OER\n
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\nAdventures in Earth Day: Why Do We Care About Our Environment? - Biology Teaching Thesis\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners are introduced to Earth Day and the importance of this day. They make a collage, students can use articles, pictures, words, etc., in magazines or newspapers or online, that relate to Earth Day, the environment and environmental...\n
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\n\"Collage\n\n
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\nCurated OER\n
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\nCollage to Writing\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nPractice expository and creative writing with your class. Pupils use magazines to find pictures, cut them out, and create a collage. This work of art is then used as a writing prompt. They describe the collage in either a creative or...\n
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\n\"teaching\n\n
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\nCurated OER\n
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\nteaching Geography Using Literature in K-University Classrooms\n

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\n\nFor Teachers\n\nK - 8th\n
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\nStudents read one of the following books: Minn of the Mississippi, Paddle-to-the-Sea, or Seabird, all by Holling C. Holling, and identify the five themes of geography as well as make a literature journal with chapter field notes. They...\n
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\n\"Catch\n\n
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\nCurated OER\n
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\nCatch of the Day: Electric Eel\n

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\n\nFor Teachers\n\nK\n
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\nStudents identify and work to eliminate electrical safety hazards in the home. They identify items that use electricity. Students use a fishing game that allows students to cut pictures of items from magazine; glue the items on the 3\" x...\n
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\n\"Outlining\n\n
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\nScholastic\n
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\nOutlining Main Ideas and Details\n

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\n\nFor Teachers\n\n5th - 7th\n\nStandards\n
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\nPractice outlining and evaluating expository writing in this instructional activity. After discussing main ideas and seeing examples, young writers go through a sample outline and discuss the way to properly format a piece of writing....\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Beginning, The Middle, & The End\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nCut magazine pictures into three sections, having your youngsters piece the pictures back together. With this fun activity, they discover the importance of sequencing a story. Then they use a fun template (shaped like a burger) to write...\n
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\n\"Lab\n\n
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\nCurated OER\n
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\nLab Experiments in Nutrition Activity\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nWhich vitamins should be ingested daily for maximum nutrition? Learners with ispecial needs or those who are pregnant focused on television and magazines advertisements that are used to sell food products. They conduct experiments and...\n
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\n\"Forming\n\n
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\nCurated OER\n
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\nForming Plural Nouns\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nEveryone knows that a noun is a person, place, thing, or idea - but what happens when you have people, places, things, or ideas? Use this SMART board activity to guide your class through plural nouns. Several activities, including making...\n
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\n\"Description\n\n
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\nCurated OER\n
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\nDescription of People and Things\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nElementary schoolers use adjectives correctly in their speech. They demonstrate adjectives using familiar objects. (For example, they might show narrow by walking between two chairs placed closely together.) Then they play antonym Bingo...\n
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\n\"You\n\n
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\nCurated OER\n
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\nYou Are What You Eat\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents identify healthy food choices from the food groups on the USDA food pyramid. In this  nutrition and  health lesson, students identify and name examples of each food group displayed on the food pyramid. Students cut out...\n
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's Going On? -- Present Progressive in Photos\n

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\n\nFor Teachers\n\n3rd - 9th\n\nStandards\n
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\nMagazine photos of people in action provide opportunities for beginning and intermediate English learners to employ the present progressive (continuous) verb tense. Partners describe what people are doing and share their sentences with...\n
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