{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Oaxacan\n\n
\n
\n
\n
\nCurated OER\n
\n

\nOaxacan Animal Art\n

\n
\n\nFor Teachers\n\n1st - 6th\n
\n
\n
\nKids of any age can experience the beauty, color, and patterns of Oaxacan art. They view, discuss, and then make their own versions of Oaxacan animal sculptures using sulphite paper. This would be a good follow-up activity to accompany a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Fairy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFairy Tales\n

\n
\n\nFor Teachers\n\nK\n
\n
\n
\nStudents listen as the teacher reads fairy tales to students and identify patterns. They listen as the teacher re-reads the fairy tales and signal or recite patterns as they listen. Students identify patterns in the fairy tales. They...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Window\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWindow of Words\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nStudents imagine that they are looking out (or in) a window with four panes and write about what they see using a variety of sentence structures. They create a paragraph about what they see looking through their window on Thanksgiving day.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Class\n\n
\n
\n
\n
\nCurated OER\n
\n

\nClass Vacation Book\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nStudents, utilizing technology and its avenues, create, produce and publish a variety of works. They generate a bubble map to brainstorm words that describe a specific vacation spot as well as create a pattern book with graphics about...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Psychedelic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPsychedelic Checkerboard Op Art\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nYoung scholars analyze optical illusions from the packets, both individually and as a class. They create an original optical illusion design using pattern and repetition. They determine which color needs to be in the pattern.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Patterns\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPatterns and Literature\n

\n
\n\nFor Teachers\n\n1st - 3rd\n
\n
\n
\nYoung scholars create their own patterns. They discuss the reasons why Easter eggs are used in Easter celebrations. They also identify the elements of literature.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Quilts:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nQuilts: Patterns of Our Past Leading Us Into Our Future\n

\n
\n\nFor Teachers\n\nK - 6th\n
\n
\n
\nYoung scholars examine the history of quilt making. They explore the pattern, designs, and color schemes of the quilt. Students read stories about quilting. They create a story to further develop into a story quilt. Additional cross...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Teddy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTeddy Bear, Teddy Bear\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nLearners identify and use patterns in oral and written language, as well as in sounds, physical movements, and concrete objects.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Organizational\n\n
\n
\n
\n
\nCurated OER\n
\n

\nOrganizational Patterns\n

\n
\n\nFor Teachers\n\n8th\n
\n
\n
\nEighth graders identify organizational patterns in their tests. Individually, they list five major organizational patterns and write a definition of each one. Students, in groups, assign responsibilities and complete assignment sheets...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Native\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNative American Necklaces\n

\n
\n\nFor Teachers\n\n1st\n
\n
\n
\nFirst graders make an \"ABB\" pattern from macaroni they dyed in a previous lesson plan. They follow the pattern as they string the macaroni to make a necklace. This lesson plan is a nice math/social studies tie in.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Reading\n\n
\n
\n
\n
\nCurated OER\n
\n

\nReading Pattern Books\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nStudents investigate pattern books. In this literature activity, students read the book Brown Bear, Brown Bear What Do You See? and use echo and choral reading strategies. Students identify the pattern in the text and write about the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Pattern\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPattern Blocks\n

\n
\n\nFor Students\n\n1st - 5th\n
\n
\n
\nFor this literacy worksheet, students color in the pattern blocks and cut them out in order to create new patterns as a puzzle or examples of polygons.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"STORY\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSTORY MAPPING: THE HUNDRED DRESSES\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nStudents illustrate and paraphrase each chapter of The Hundred Dresses, creating a graphic organizer through the use of story mapping. After students have completed their story maps, ask for a few volunteers to present theirs to the class.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Teddy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTeddy Bear Pattern Story- Make a Book\n

\n
\n\nFor Students\n\n2nd\n
\n
\n
\nIn this teddy bear pattern story book activity, 2nd graders make a book about a teddy bear with a bow, a basket, a dress, and ice cream. They write their name on the book and fold it into place.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Rhythm\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRhythm in Language - Feel the SWAMP BEAT!\n

\n
\n\nFor Teachers\n\nPre-K - 2nd\n
\n
\n
\nStudents explore the rhythm of words. In this reading skills lesson plan, students read Bedtime at the Swamp and use rhythm instruments to find the cadence in the words of the story. Students listen for rhythm in other written text as...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Storytime\n\n
\n
\n
\n
\nCurated OER\n
\n

\nStorytime\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nStudents are given an age-and stage-appropriate passage. They each read the selection and students then demonstrate their comprehension by being asked questions. Once students have completed the reading, he or she is asked questions...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Brown\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBrown Bear, Brown Bear, What Do You See?\n

\n
\n\nFor Teachers\n\nK\n
\n
\n
\nStudents communicate and express ideas through drawings that represent the stated ideas. They use a pattern book after listening to the story, \"Brown Bear, Brown Bear, What Do You See?\"\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Suddenly!\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSuddenly!\n

\n
\n\nFor Teachers\n\n3rd\n
\n
\n
\nThird graders explore the text \"Suddenly.\" They create a new version of the story using the predictable patterns from the original story. Students share their stories with the rest of the class.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat Comes Next?\n

\n
\n\nFor Teachers\n\nPre-K - K\n
\n
\n
\nIn this patterns worksheets, students are given a pattern and determine which figure completes the pattern. This skills sheet contains both picture patterns and letter patterns.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Creative\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCreative Art\n

\n
\n\nFor Teachers\n\nAll\n
\n
\n
\nStudents examine the difference between creative and patterned art. They identify the role of the teacher in planning developmentally appropriate activities for young children. They\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Fairy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFairy Tales in Art and Language\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nStudents examine works of art. They engage in creative writing of poetry. They learn traditional bookmaking tecnniques. They make a journal and collect their work.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Brown\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBrown Bear, Brown Bear, What Do You See?\n

\n
\n\nFor Teachers\n\nK\n
\n
\n
\nStudents use a pattern book to brainstorm ideas on a topic.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Poetry:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPoetry: Ten Little Schoolchildren\n

\n
\n\nFor Teachers\n\n1st - 2nd\n
\n
\n
\nStudents analyze a sequential, story poem and put the stanzas in order. They identify repeated verses and answer questions about the poem. They identify examples of alliteration. Finally, they make their own poem in a given pattern.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Let's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLet's Play Scrabble!\n

\n
\n\nFor Teachers\n\n3rd - 12th\n\nStandards\n
\n
\n
\nWhat do Alfred Mosher Butts, James Brunot, and Jack Straus have in common? They were all instrumental in the development of Scrabble. Class members will discover these facts and many more as they conduct a WebQuest to gather, organize,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}