Students learn how to annotate texts through the process of C.A.T.C.H. Then, …
Students learn how to annotate texts through the process of C.A.T.C.H. Then, they will use their annotations to make meaning by inferring/interpreting and evaluating/making judgments. Through this 10 1/2 minute video instruction and three handouts students will learn and practice an easy to remember 3-step process to critical thinking that will make their learning visible and help them discover how and why they can make meaning out of everything they read, see, and hear. Now they will have ready answers for discussions, questions, essay-writing, and quizzes.
"Future Ready: Financial Literacy" is an educational resource that explores credit cards, …
"Future Ready: Financial Literacy" is an educational resource that explores credit cards, emphasizing the importance of understanding their costs and potential hazards. Learners will develop rational thinking and decision-making skills through a cost-benefit analysis. The content focuses on financial responsibility, highlighting the benefits of wise money management and the costs of irresponsibility. The resource equips individuals with essential knowledge to make informed financial choices and maintain a healthy credit score.
This module connections computational thinking and computer science with English Language Arts …
This module connections computational thinking and computer science with English Language Arts skills. In total, the module should take approximately 30 minutes to view and review. Reflection and the creation of one's own activities or lesson plans may vary following the viewing on the module.
Students examine books, selected from the American Library Association Challenged/Banned Books list, …
Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.
Shadows, shadows, everywhere! In this lesson, students read fiction, informational text, and …
Shadows, shadows, everywhere! In this lesson, students read fiction, informational text, and poetry about shadows to extend their knowledge of the concept before casting their own shadow poetry.
In this lesson various quotes that are stated by characters in Hidden FIgures …
In this lesson various quotes that are stated by characters in Hidden FIgures are written on chart paper. Students will use the chalk talk protocol to write explaing their thoughts, connections, and questions about the quote first and then respond to what their classmates have written. Students will move in small groups from paper to paper guided by a timer. After they have finished, students will discuss big ideas on the chart paper and then discuss and share out how this quote teaches us about the person based on inferences we have made with this activity. Do we think this what the author intended us to think? This protocol can be used for any book or topic in many subject areas. There will also be reflection as an informative assessment.
Understanding the Industrial Revolution can easily be done by reading primary sources …
Understanding the Industrial Revolution can easily be done by reading primary sources relating to the time period. This exercise, however, takes a different approach. Students use images as primary sources to learn more about conditions and work completed by children. By identifying details and making conclusions, students share a lens into the daily lives of people their age in a very different time.
There will always be issues that we disagree with and would like …
There will always be issues that we disagree with and would like to see changed, but we tend to minimize our role in society. How many times have you thought to yourself, “I’m only one person”? This seminar will explain the important role you play in government. You might not feel like you play an important role, but you do! The “dem” in “democracy” comes from the Greek word demos, meaning “people.” There are many ways that you can be actively engaged in your local, state, and federal government. In this seminar, you will learn about the rights and responsibilities you have as an American citizen and what you can do to help on a small and large scale.StandardsCC.8.6.9.-10.C--Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5.2.9.C--Examine political leadership and public service in a republican form of government.5.2.9.D--Analyze citizens’ role in the political process toward the attainment of goals for individual and public good.
This resource is published by Civix.Ctrl-F is a unit created by Civix, a …
This resource is published by Civix.Ctrl-F is a unit created by Civix, a Canadian organization developed to support civics and media literacy education. This unit teaches students how to verify facts and information when reading informational text online.
These materials provide resources for those wanting to assist students with their …
These materials provide resources for those wanting to assist students with their reading comprehension and vocabulary. See section 1, titled "Overview" for additional information. The Overview (section 1) also contains a common course cartridge with the assessments for these learning materials including quizzes, discussions, and writing assignments.
Thorough explanation of the how and why of text-dependent questions for close, …
Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.
The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.
As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.
Students investigate how and why copyright law has changed over time, and …
Students investigate how and why copyright law has changed over time, and apply this information to recent copyright issues, creating persuasive arguments based on the perspective of a particular group.
In this lesson Students use the Cornell notes tool (developed by Walter …
In this lesson Students use the Cornell notes tool (developed by Walter Pauk from Cornell University) to do close reading of informational text. Students will be able to read closely and analyze the key details of what they read. Students will be able to summarize informational text.
Learners will be exposed to a variety of nongovernmental organizations (NGOs) and …
Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.
Learners will be exposed to a variety of nongovernmental organizations (NGOs) and …
Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.
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