University of Rhode Island
Success Through Self Awareness
Knowing yourself is the first step to a successful life! Introduce scholars to the value of self awareness through an eight-part personal development unit. A series of hands-on activities provides participants with insight into their...
EngageNY
Reading Proficiently and Independently: The Power of Setting Goals
Scholars reflect upon their reading strengths and challenges to create personal reading goals. Participants use goal-setting verbiage in an accordion-style graphic organizer, a first step in writing a letter that details their reading...
Education Bureau of Hong Kong
Decision-Making
Making decisions about things like what to do after high school can be a challenge. So many factors are involved. The decision-making worksheet in this resource helps to simplify the process by asking individuals to fill in a matrix for...
Education Bureau of Hong Kong
Mental Models
Behaviors are often based on assumptions. That's the big idea in the third lesson of a series of critical think resources. Through a series of worksheets, learners examine the conscious and heretofore unconscious assumptions that...
EngageNY
Mid-Unit Assessment: Completing My Draft Position Paper
What's the difference? Scholars analyze the similarities and differences between introductory and concluding paragraphs. Then, using a model essay as a guide, they write their draft position papers.
EngageNY
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...
EngageNY
Learning to Observe Closely and Record Accurately: How to Create a Field Journal
Look carefully. Scholars practice observing and recording the natural world around them by looking out a window or viewing an image. Learners discuss how their experience compares to that of Meg Lowman in The Most
Beautiful Roof in the...
EngageNY
Writing Narratives from First Person Point of View: Imagining Meg Lowman’s Rainforest Journal
I spy with my little eye! Learners observe page 23 in The Most Beautiful Roof in the World and practice what they would add to a field journal. They discuss how details from the text help add to their thoughts. To finish,...
EngageNY
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.
EngageNY
Structuring The Search: Categorizing Our Research
What can you contribute? Scholars read text to determine how ants contribute to the rainforest. First, they categorize and sort facts gathered from reading. Next, readers focus on specific terms in each paragraphs of the text Ants by...
EngageNY
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...
EngageNY
Conducting Research: Analyzing a Variety of Sources to Capture Information about My Insect
From picture to words. Scholars analyze a picture of an ant and then list two facts they observed and any questions that may arise. Expert groups from the previous instructional activity then look at a diagram about either an ant or...
EngageNY
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.
EngageNY
Blending Informative and Narrative Writing: Transforming Research Notes into Field Journal Entries
The fabulous four. Scholars learn the four key components for creating an excellent journal entry. They then work to create a journal entry rubric and participate in a mini lesson about organizing and outlining journal entries.
EngageNY
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.
EngageNY
Using Peer Feedback and Summarizing Our Research In Informational Text Boxes
Insert text box here. Learners use index cards to create their own informational text boxes. The text box includes information about an insect in the rainforest. Scholars also complete the draft of their research science journal entries.
EngageNY
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.
EngageNY
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...
EngageNY
End of Unit Assessment: Writing a Rainforest Field Journal Entry about Howler Monkeys
Give me more details. Scholars complete an end of unit assessment by creating an information text box to go with their field journal entries about howler monkeys. Learners use the class time to work independently.
EngageNY
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...
EngageNY
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...
EngageNY
Peer Critique and Revision: Storyboard, Sections 1-4
Teamwork makes the dream work. Pupils participate in a peer critique process, using forms to offer constructive advice about each other's storyboards. Next, scholars revise their storyboards based on the feedback, and then share their...
EngageNY
Creating a Graphic Novelette and Peer Critique: Section 1
Help the class put a plan in place. With the detailed resource, pupils plan the first section of their graphic novelettes about an invention, creating and labeling their pages. Next, they work with partners to give and receive feedback...
EngageNY
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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