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TASC Transition Curriculum: Workshop 6
Is a college education necessary for success in today's world? The class investigates the question, along with others at the end of the sixth workshop in a 15-part series. The lesson has four parts with multiple activities and...
Louisiana Department of Education
Gulliver’s Travels
Gulliver's Travels tells the story of a man who goes on voyages and encounters strange people. A unit plan introduces readers to the classic text, as well as excerpts from other examples of sarcasm and satire, such as "A Modest...
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Vocabulary: Human Rights
Your class continues to explore the history of the Universal Declaration of Human Rights. In addition to learning about the background of this text, learners work on the skill of identifying and understanding key academic vocabulary....
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Close Reading: Becoming Experts on Specific Articles of the UDHR
A continuation of the previous lesson, which is part of a larger group of lessons on human rights (see additional materials). Here, in Lesson 7, your class will explore more articles from the Universal Declaration of Human Rights. After...
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Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account
Although this is part of a series, lesson plan nine has your class take a break from their close study of the Universal Declaration of Human Rights (UDHR) text to read the firsthand account “Teaching Nepalis to Read, Plant, and...
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Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific Articles of the UDHR
Lesson 10 in a series of human rights lessons focuses on the skills of finding evidence and summarizing. Your young readers work to compare the two texts they have read in this unit: the Universal Declaration of Human Rights...
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End of Unit 1 Assessment: Inferring and Synthesizing (From Two Texts) About Life in Colonial America
Close your colonial America unit with a performance-based assessment. Class members will show their proficiency in several skills including using details to back up inferences, determining the meaning of words in context,...
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Taking Notes Using a Graphic Organizer: Inferring About Work and Play in Colonial America
What was life like in colonial America? Follow this lesson and your pupils will find out what people in colonial times did for work and for fun. Ask learners to compare and contrast the two texts and explain what the reading helped them...
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Taking Notes Using a Graphic Organizer: Inferring About the Importance of Religion in Colonial America
Improve class understanding of colonial times by reading an informational text and filling out the accompanying graphic organizer. Class members work with a partner to read, take notes, make inferences, and synthesize information.The...
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Determining Main Idea Using Text and Illustrations: Accessing Books Around the World
Ease into informational text with the lesson suggested here. Part of a unit series, the lesson draws from previous lessons and acts as a natural moment to add in informational text. Class members read one section of My Librarian is a...
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Inferring from a Primary Source: Close Read of Colonial Times Inventory
Teach your class about colonial America through an examination of primary documents. First though, start vocabulary notebooks for content-specific and academic vocabulary. Pupils can keep this record during the entire module. Once this...
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Inferring: Who was John Allen?
Help your learners work with difficult or archaic words. A continuation of lesson two of this module, the plan here focuses on deciphering the Inventory of John Allen, in particular the unfamiliar words that make up much of the list. Add...
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Paragraph Writing: The Role of Religion in Colonial America
Informative writing is emphasized in the standards. Help your learners reach that goal with the plan for paragraph writing outlined here. After reviewing the work from the day before and adding to their vocabulary notebooks, class...
Albert Shanker Institute
Dream Under Development
As part of their study of the 1963 March on Washington, class members do a side-by-side comparison of the original text of Martin Luther King's "I Have a Dream Speech" with a transcript of the speech he delivered. The take away from the...
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Close Reading: Paragraphs 1–5 of “Water Is Life”
Be more specific. Scholars take a look at domain-specific vocabulary by discussing an anchor chart. They then look at vocabulary words recorded from paragraphs one through five in Water of Life. After analyzing the vocabulary used in the...
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Writing a Summary: “Middle Ages” Excerpt 1
What's this all about? Scholars learn the importance of summarizing skills using a summary writing graphic organizer. They work with an elbow partner to discuss summaries and complete the organizer using Middle Ages Excerpt 1. Learners...
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Writing a Summary: “Middle Ages” Excerpt 2
What is the big idea? Scholars use Middle Ages Excerpt 2 to complete a summary graphic organizer. They then use the information from the organizer to write a summary of the text on lined paper. Learners share summaries with the class.
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Getting the Gist and Tracing an Argument: “Public Fear” Excerpt from “The Exterminator”
Only fear fear itself. Scholars read Public Fear from The Exterminator. Triads work together to annotate and determine the gist of the text. They then complete a Tracing an Argument graphic organizer to identify arguments, claims,...
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Taking Notes and Citing Quotes from Text: Gathering Information on our Rainforest Insects
In other words. Scholars practice using paraphrasing and quotes. They partner in pairs to write a paraphrase for an information text strip. Individuals then use their skills to paraphrase information from the text Fire Ants.
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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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Mid-Unit 3 Assessment: On-Demand Note-Taking about Howler Monkeys
Get the facts straight. Scholars complete their mid-unit assessment by reading a text, watching a video, and observing a picture about howler monkeys. They take notes about the facts they discover to use in future lessons.
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Final Performance Task: Presenting Graphic Novelettes
Let's get graphic. Serving as the final performance task of the unit, scholars complete their graphic novelettes and design covers based on their sketches. Finally, they present their hard work to classmates.
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End of Unit Assessment, Part 1: Text-Dependent Questions and Storyboard Draft: “You Can Do a Graphic Novel” Excerpt
Eyes on the finish line. Serving as the first part of the end of unit assessment, learners answer questions based on a text about how to write a graphic novel. Using what they've learned, they then create a storyboard about the invention...
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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...