This theme is part of Spanish 2, Unit 2: Home Life. This theme is 8 days teaching food words and negative informal commands in Spanish.
Students learn food vocabulary, restaurant vocab. and phrases, mealtime and food culture, and grammar as it pertains to food and eating.
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In this unit, students will explore how the worlds of America, Africa, and Europe are alike and different. They will also explore how and why the three worlds met, and how Europeans, American Indians, and Africans view the meeting of their three worlds.
In this blended learning unit, student will explore the U.S. Government from the Articles of Confederation through the writing of the Constitution. Students will be able to recognize the reasons why the founding fathers included the ideas and principles in these documents based on historical perspectives.
This US History unit attempts to explore and understand the Trends in US History through 1877. It deals with the Reconstruction Era as well as of this time period while utilizing primary sources, visual aids, and technology to facilitate learning for students. Using all levels of DOK, this lesson blends traditional methods with technology to allow students to complete it as an inquiry-based lesson.
In this unit, students build a deeper understanding, appreciation, and respect for the wide variety of religions found in the world by reading two core texts: What Is Religion? and One World, Many Religions: The Ways We Worship. In today’s society, illiteracy regarding religion is widespread and fuels prejudice and bullying. The negative impacts of religious illiteracy and intolerance can be minimized by teaching religion in a non-devotional, academic perspective. Therefore, this unit challenges students to build a broader awareness and understanding of religion by exposing students to a diversity of religious views and educating students about some of the most common religions. It is important to note that this unit is not intended to promote the acceptance of one particular religion or serve as a place to practice religion. Instead, it is our goal that this unit will help students better understand the differences and similarities among the religions and cultures of their classmates, and begin to appreciate and respect differences in religion.
As readers, this unit challenges students to synthesize information across two texts to build a deeper understanding of a topic. Students will analyze how authors support points, what structures they include to emphasize key ideas, and how different texts provide different perspectives and information about similar topics.
In this unit, students explore the relationship between living things and their environment and how the environment can both positively and negatively impact a species’ ability to survive. Using the Next Generation Science Standards as a guide, students will learn about different species, what they need for survival, their life cycle, and how they have adapted for survival. Then students will be challenged to create arguments that explain why some organisms are able to survive well, some survive less well, and others can’t survive at all in certain habitats. Through this unit, along with others in the sequence, students will use the scientific information they learn to think critically about the world around them.
The Science of Living Things texts were chosen as mentor texts for this unit because the author, Bobbie Kalman, uses text features and clear language to clearly communicate complex concepts about the animal kingdom, life cycles, and animal adaptations. As readers, students will be challenged to constantly ask and answer questions about key details in the text, explicitly referring to the text to support an answer or a question. Over the course of the unit, students will also deepen their understanding of how Bobbie Kalman uses text features to not only organize information, but to help a reader learn new information and facts about a subject. Students will also work on using context clues to figure out the meaning of genre-specific vocabulary, find the main idea of a section, and explain cause and effect in relation to scientific concepts.
Area: Matter, Energy, Ecosystems
This Fifth Grade unit is the FOURTH in the curriculum of four (4) units developed to address the Fifth Grade science standards of the Michigan Science Standards related to Matter, Energy, Ecosystems.
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Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.
The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independentwriting assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide.
The students will work with a partner on a "scavenger hunt" for fairy tales. They will use their personal Raz Kids account to look for fairy tales to read. They will use a graphic organizer to review the stories and find/list the different components of fairy tales. After learning the key characteristics of a fairy tale, the students will write their own fairy tale. This fairy tale will include at least four out of the seven key characteristics found in fairy tales. According to the writing goals of the Common Core state standards, the students should be able to write narratives that include a sequence of events, characters' thoughts and feelings as well as details to describe actions. This lesson will occur over a course of several days. I will spend time during each Writer's Workshop block to check in with each student to ensure that they are using their graphic organizer and knowledge of fairy tales to compose their own story.