The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.
Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
V is for vocabulary. A content area unit provides the theme for a specialized ABC book, as students select, research, define, and illustrate a word for each alphabet letter.
Adapting the song "A-Hunting We Will Go," students put a "whale" in a "pail" and even "take a little "bear" and hug it if we "dare"."
Students increase their understanding of alphabet books by participating in a variety of reading and writing activities.
This packet includes letter formation and beginning sound practice. The pictures are easy to understand and common words used in the English language.
This is a collection of interactive Google Forms to complement a series of instructional videos by Shaun Macleod and Mark Roberts of SmrtEnglish. Each exercise includes a short video along with original, self-grading comprehension questions and analysis of contextual grammar examples designed for upper-level writing students of English for Speakers of Other Languages (ESOL). When you click on a link below, you will be prompted to save a copy of the form to your own Google Drive. This allows you to edit the form as you wish and ensures that the data you collect from your students go to your computer. If you have questions or feedback, please feel free to contact me at firstname.lastname@example.org.
This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco's "Pink and Say".
This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.
Students create acrostic poems using their names and the names of things that are important to them.
Creating an illustrated alphabet book of action words, from "attack" to "zap", reinforces the definition of verbs as it stretches and expands students' vocabulary.
Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.
Using names and high-frequency words from nursery rhymes and the Big Book "The Enormous Watermelon", students engage in word recognition activities such as character identification and a word matching game.
This recurring lesson encourages students to comprehend their reading through inquiry and collaboration. They choose important quotations from the text and work in groups to formulate "quiz" questions that their peers will answer.
Continuation of 21F.505. Further development of reading, writing, and oral communication skills. Extension of advanced grammar and further enhancement of advanced vocabulary. Variety of cultural elements studied through readings, video, and discussion. Lab work required. This course covers Lessons 27 through 30 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue expanding grammar and vocabulary by further developing four skills: speaking, listening, reading, and writing. The goal is to acquire the ability to use Japanese appropriately with increasing spontaneity emphasized, and to be prepared to become an independent learner to the point where you are capable of handling authentic Japanese by yourself, without fear or hesitation.
Advanced subject focusing on techniques, format, and prose style used in academic and professional life. Emphasis on writing as required in fields such as economics, political science, and architecture. Short assignments include: business letters, memos, and proposals that lead toward a written term project. Methods designed to deal with the special problems of those whose first language is not English. Successful completion satisfies Phase II of the Writing Requirement. This workshop is designed to help you write clearly, accurately and effectively in both an academic and a professional environment. In class, we analyze various forms of writing and address problems common to advanced speakers of English. We will often read one another's work.
Tradition and technology come together in this lesson in which students learn about Alaskan animals through Native American tales and their own online research.
Students learn about alliteration, and then practice using alliteration in acrostic poems, tongue twisters, alphabet books, and number books.
Students will be introduced to the term alliteration and create a headline poem consisting of 25 words that contain at least three examples of alliteration.
Students compare attending a performance at The Globe Theater with attending a modern theater production or movie. They then create a commercial for an Elizabethan audience promoting a modern product.
Students write original stories using alphabetical order, beginning each page with a new letter, and then illustrate their texts in class or at home with their families.
The traditional autobiography writing project is given a twist as students write alphabiographies - recording an event, person, object, or feeling associated with each letter of the alphabet.
After reading Avis novel "Who Was That Masked Man, Anyway?", students create an alter ego for themselves and use it to write their own radio show, modeled after the book.
Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.
Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.
his lesson uses music and art in a vocabulary study of unfamiliar words from the song "America the Beautiful," increasing students' vocabulary while also increasing their knowledge of U.S. geography. A discussion to activate students' prior knowledge about sights and scenery throughout the United States is followed by a read-aloud and introduction to the song "America the Beautiful," which is then sung in each session of the lesson. Students learn the meanings of the song's words through shared reading and the use of context clues and images. Students then use photographs, illustrations, and descriptive language to create a mural shaped like the United States. Finally, through pictures and words, students reflect on what they have learned. This lesson is appropriate and adaptable for any patriotic event or holiday, and many of the vocabulary strategies are adaptable for other texts or word lists, as well.
Popular culture provides an introduction to Shakespeare's poetic devices in this lesson, which asks students to explore an excerpt from Shakespeare's "Hamlet".
Students create epitaphs for characters from a tragedy, such as "Hamlet".
By analyzing Dear AbbyŐs ŇrantÓ about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and ŇproperÓ language use are intertwined.
Students analyze images of Oscar Wilde used to publicize his 1882 American lecture tour. They then compare a caricature to another researched image, sharing this analysis in a podcast.
It is important for students to know how to evaluate messages conveyed by the news media. Exploration of the artistic techniques used in political cartoons leads to critical questioning.
Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.
Students review the basic conventions for using quotations from literature or references from a research project, focusing on accurate punctuation and page layout, then apply the conventions to their texts.
In this lesson, students learn to ask the right questions about the validity of surveys.
Theres no question that students will be able to compose good survey questions by the end of this lesson.
Supporting inquiry-based research projects, the Animal Inquiry interactive invites elementary students to explore animal facts and habitats using writing prompts to guide and record their findings.
Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool that creates slideshows that blend text and music.