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.

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. 

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...

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.

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...

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...

A, B, C ... let's alphabetize to get organized! Using the informative resource, scholars create an alphabetized glossary of key words for their graphic novelettes. Additionally, they create a table of contents and citations page. 

Scholars submit their final performance task, a letter to a publisher about an athlete's legacy. As a culminating activity, they share their work with classmates in small groups. 

How easy is it to live off the land? Scholars read Minerals and Metals in Your Life and discuss how Canada's natural resources meet the needs of the people. Pupils watch a brief video and discuss the gist of the text and video. They...

Talk it out. Scholars complete part two of the assessment by participating in a World Café discussion activity. Learners circulate the room, sharing their ideas and thoughts about Canada's natural resources using quotes and paraphrasing...

Scholars build background knowledge about mining on Inuit lands. Working in small groups, they sort information about the Inuit onto a point of view chart to determine if mining is beneficial to Inuit communities. 

It's time to proof read! Pupils read and analyze proof paragraphs from a model essay. They then practice writing their own proof paragraphs to express an opinion about offshore oil drilling. 

Get those red pens ready! Using the Peer Critique protocol, scholars provide and receive feedback on their editorial essay drafts. They then use class time to work on revisions. 

Great minds think aloud! Pupils participate in the Fishbowl protocol, discussing their opinions about the Mary River mine proposal. As they share their thoughts, peers provide feedback about their thesis and supporting ideas.  

That is ground shaking news! Scholars read Earthquake in multiple reads to determine the gist, identify cause and effect relationships, and understand vocabulary. Learners complete graphic organizers to describe what happens before and...

Scholars complete Part 2 of their end of unit assessment by having a science talk. Pupils pair up to answer questions about what makes a natural disaster. As one learner talks, the other records what is said. They then trade places. 

Pictures often reveal different meanings. Scholars analyze the images in Eight Days and discuss how they add meaning to the text. Readers answers questions about how specific colors are used to create different emotions. Learners then...

Caption this! Scholars complete the end of unit assessment by rereading In the Middle of the Storm. Learners answer written response questions about the text, and then create drawings to accompany their work. To finish, they caption...

Using the Jigsaw protocol, scholars study chunks of text from a speech given by former US presidents following a devastating 2010 earthquake in Haiti. As they read the speech in small groups, they build background knowledge and share...

Lend a helping hand. Pupils read two informational articles about international aid organizations and how they help areas affected by natural disasters. Scholars attempt to uncover the gist of each text, discussing their thoughts in...

Who is telling the story? Readers take a look at the text Eight Days to determine if the story is told in first or third person. They then discuss in groups and complete a shared writing activity to describe how the narrator's point of...

What, where, how? Readers hone their analysis skills as they determine the narrator's point of view in Eight Days. They complete a literary analysis chart and essay to describe what and where events take place. Individuals then discuss...

It's all about perspective. Scholars view a note from the author in Eight Days. They determine the gist and discuss what they can learn about the author's background based on the note. They then complete a fishbowl activity in...

Welcome to the grand finale! Scholars practice reading their speeches to a partner and make last-minute changes based on feedback. Pupils then present their final opinion speeches to their small groups and show off their work in a...