Culminating Activity: Reading and Writing Identity (5 day lesson plan)

Day 1. Memoirs: Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and reflecting as we did at the beginning of class. Narratives tell a story, but memoirs show how the event impacted the author’s life.
Characteristics of memoirs:
-Use 1st person point of view
-Use true accounts of actual events
-Describe any conflicts faced by the author
-Include the author’s feelings about the situation or event
Students will work on planning their memoir.

Day 2. Students will work on their memoirs, then share with partners.

Day 3. Finish draft
-Revise and edit your paper
-Peer revise and edit (if finished early)
-Revise some sentences to make them showing sentences
Narrative Checklist Sample
Third Grade Editing Checklist

Day 4. If you have access to technology, students could create a digital book, PowerPoint, or a different digital display.
Students will peer edit and then work on their memoir project.

rDay 5. Students will move freely around the room to read each other’s memoirs. If your class needs more structure, set a time to indicate a rotating schedule.

Week 34, Day 1---Day 5
Cumulative Task: Reading and Writing Identity
"The personal narrative you will be writing will be a reflection of how you have changed as a reader and writer this year. It’s going to be like a year in review, so you will create a mini book as part of the memoir project."
Grade 4 Narrative Checklist Sample
If you have access to technology, students could create a digital book, PowerPoint, or a different digital display.

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

How do counter narratives in our communities demonstrate that the historic ideals of liberty and equality born in the Enlightenment have become increasingly accessible to more communities today through the efforts of individuals or organizations?

This unit will examine the traditional themes of the European Enlightenment such as liberty and justice. Students will then explore how the same thinkers who left a legacy of proposed freedoms also created systemic discrimination for many communities. After engaging with primary sources and examining the history of imperialism, students will review news stories funded by the Pulitzer Center that connect this legacy to current global events. Ultimately students will create their own projects highlighting a narrative in their own community that counters traditional Enlightenment legacies. The idea is to identify and report on the disruptors to the past stereotypes.

This unit challenges students to view history with a critical lens, and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the New World. Students will explore the hardships faced by the colonists, both on the ship and once they arrive in the New World, and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag valued, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe. Then students will be pushed to analyze what really happened at the first Thanksgiving, and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621.

This lesson plan is the ninth in the "Incredible Bridges: Poets Creating Community" series. It provides a video recording of the poet, Joy Harjo, reading the poem "Remember." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

Though this unit takes several weeks to complete, for this particular lesson, which is the beginning phases of the project, students will select 6 different genres (they will eventually write) on a central topic of their choice; research and provide evidence/information to support analysis, reflection and creativity; and collect, synthesize, and organize information using a graphic organizer or symbols to assess how/where to best use in project.(Product description).

Here is the direct link to the Google Doc: Multigenre Resarch Project: Beginning Phase

This lesson reviews the Spanish verb GUSTAR - it's conjugation, use with nouns and infinitives, and using it in the Simple Form versus the Emphasis & Clarity Form.

Women's role in society was altered by the American Revolution. Women who ran households in the absence of men became more assertive. Abigail Adams, wife of John, became an early advocate of women's rights when she prompted her husband to "Remember the Ladies" when drawing up a new government.

The lesson begins with a rereading of "The Milliner" from Colonial Voices: Hear Them Speak. This is meant to focus students on the Loyalist perspective to provide a purpose for reading more about Loyalists in the rest of the lesson.
In Work Time A, students read a new informational text, "Loyalists," for gist and unfamiliar Vocabulary in preparation for using it to research information in response to a question in Work Time B (RI.4.3, W.4.8). They also analyze the structure of the text (RI.4.5).
In Closing and Assessment A, students synthesize their reading about Loyalists in an informational paragraph (RI.4.1, W.4.9b). The elements of writing a paragraph are reviewed from Modules 1-2, specifically producing complete sentences (L.4.1f) and using commas and quotation marks to mark quotations from a text (L.4.2b).
In this lesson, students focus on working to become effective learners by collaborating in pairs.
For students who finish quickly and need an additional challenge, invite them to reread "Revolutionary War, Part I" and to add research notes from that resource.

Students will generate questions regarding a given topic and then research that topic using a kid-friendly search engine. Students will utilize information obtained during their search, in order to create a shared presentation.

Labs component for Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Trees Are Alive, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

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This course combines classroom and community classroom instruction to prepare students for employment in the retail industry. Training will include elements of the sale, types of retailing, types of merchandise, customer relations, merchandising, pricing, inventory control, visual merchandising, operations, promotional elements, and human resources. Emphasis is placed on real world application of learning through work experience in the community. Employability skills emphasized include: preparing for employment, business attitudes, work habits and attendance.

During the colonial era, Americans were bound by British law. Now, they were no longer governed by the Crown or by colonial charter. Independent, Americans could seek to eliminate or maintain laws as they saw fit. The possibilities were endless. Republican revolutionary sentiment brought significant change during the immediate postwar years.

During the war years, those Americans not involved in warfare were doing their best just trying to survive. Farmers continued to grow food, artisans continued to practice their trades, and merchants attempted to maintain their businesses. Despite efforts to maintain business as usual, the entire social landscape was changed.

This video is an example of how I would model annotations for my students in my Rhetorical Analysis Unit. I go through Florence Kelley's speech to NAWSA about Child Labor and explain my thoughts as I annotate the piece for rhetorical devices and appeals.

In 1790, Samuel Slater built the first factory in America, based on the secrets of textile manufacturing he brought from England. He built a cotton-spinning mill in Pawtucket, Rhode Island, soon run by water-power. Over the next decade textiles was the dominant industry in the country, with hundreds of companies created.

Greece's mountainous terrain led to the development of the polis (city-state), beginning about 750 B.C.E. The high mountains made it very difficult for people to travel or communicate. Therefore, each polis developed independently and, often, very differently from one another. Eventually, the polis became the structure by which people organized themselves. Athens and Sparta are two good examples of city-states that contrasted greatly with each other.

Not many things have endured without interruption or major transformation for over 5,000 years. Hindu traditions such as these are great exceptions. Arguably, Hinduism is the oldest religion on Earth.