Do you like eggs?  Learn how to identify and write the 4 Types of Sentences while exploring the topic of chickens & eggs from a local farm in Eastern Oregon. Visuals include a powerpoint presentation (excellent online resource to use with Google Classroom) Flowchart and Thinking Map. Two types of assessments are included ( one using a sentence frame ) and challenge those who need a little more by having them write a short story.Grades 6-8

Comparing and contrasting our experiences with friends and family help us better understand our own identity.  Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.

This lesson is designed for students to learn basic social justice vocabulary, such as systemic racism and analyze if equity matters. Through vocabulary development of terms around race relations and equity, along with the analysis of two articles, students will gain an understanding of equity in social organizations. Finally, using the articles, the content-specific vocabulary and their own schema, students will discuss if equity matters in a Socratic seminar.

 This lesson will teach students how to use common ending punctuation marks for simple sentences through discussion, activities, and creative writing within the context of the agricultural community. 

Students will receive exposure to new vocabulary, then read and annotate an article, discuss, and engage in a writing exercise, focused on the Iroquois Confederacy.  

This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use rubrics as assessments for, and of,  learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life.