Mystery: Author's Development of Suspense
Wendy Johnson
Students will read different short stories that are mysteries. "The Black Cat" by Edgar Allen Poe, "The Monkey's Paw," "The Cask of Amontillado," "Lamb to the Slaughter," etc. As students read, they will use a mystery elements' graphic organizer to analyze the story. Students will categorize characters into detective, suspects, witnesses. Decide if clues are a breakthrough or red herring. They will also decide which strategies, techniques, or literary devices were used to develop suspense in the stories. After each story is read, students will then create a poster on prezi.com. I presented this lesson through google classroom. I was able to add tutorial videos, websites, and other resources for students to use as research. On this poster, students will list all the ways they have discovered an author can use to develop and create suspense. Each literary device they use must include a description, an example, and a picture or video. Students must also cite their sources. Once the students are done, we will have a "gallery walk." The students will have their poster on display on their Chromebooks on their desk. Each students will then switch desks, view the poster, and evaluate it by posting a comment. Finally, students will go back to their desk and they may change their prezi's if necessary based on the feedback. The last part of the lesson will be an argumentative essay, arguing which suspense technique is the best out of all the techniques learned. The students will then have to compare and contrast each author's development of that technique through several stories and make counter claims.
Endangered Animals: A Research Project
Laura Buras
In this unit, 4th grade students learn more about research as they formulate and analyze their own questions about a specific endangered animal, search for answers in teacher-selected websites, cite their sources, and compose a final product.
The Giver: Goals of the Preamble in Today's Society
Layla Dupuy & Allison Johnson
As part of a unit on the Giver, 7th grade ELA students were assigned a goal of the Preamble and had to locate a current event on DOGO News that either supported or challenged this goal. Students created a Google Slides presentation to present their findings.
Stay Hungry. Stay Foolish.
Students analyze advice for success from three different sources to formulate their own opinions about the best advice for achieving success. They coin a slogan (as Steve Jobs used “Stay Hungry. Stay Foolish.”) and create a presentation for incoming freshmen that portrays their advice.
Develop a Claim about the Connection between 2 Texts
Alicia Quebedeaux
*After reading and discussing chapter 1 of The Call of the Wild and an excerpt from "The Other Animals," the students will partner up to develop a claim about the connection between the two texts and locate evidence from both texts that strongly supports their claim.
*After the students have discussed their evidence, they will answer the question "How is London's argument in "The Other Animals" illustrated or contradicted in the first chapter of The Call of the Wild? Cite evidence from both texts to support your answer."
*After the students have answered the question following the ACE process, they share their answers with their partner and allow their partner to make suggestions to their work (peer review).
*After peer reviews are completed, the students will make any necessary changes and turn in their assignments through the Google classroom.
*After the students have discussed their evidence, they will answer the question "How is London's argument in "The Other Animals" illustrated or contradicted in the first chapter of The Call of the Wild? Cite evidence from both texts to support your answer."
*After the students have answered the question following the ACE process, they share their answers with their partner and allow their partner to make suggestions to their work (peer review).
*After peer reviews are completed, the students will make any necessary changes and turn in their assignments through the Google classroom.
George Versus George
Wendy Johnson
The overall goal is to have students write a persuasive essay. The essay will be based on the students argument about which George was the best leader for our country after the Revolutionary War, George Washington or King George III.
Students will read, "George Versus George: The American Revolution as seen form Both Sides" by Rosalyn Schanzer.
Before they read, students will research both Georges' on history.com or biography.com. Students are to create a Google document and add a picture and brief description of each man. Students will share their findings. Next, students will break down their overall goal of the persuasive essay. Discuss what information is needed or processes that the students should take to be able to write the essay.
During the research process, students will read the book. As the book is read, students will analyze information (Historical Contributions, Personal Qualities, Leadership Skills, Community Relations, Fulfillment of Expectations) from the book using a graphic organizer. Once the is done, students will create a report card for each George using Infogr.am. Then students will create an acrostic poem for each George using Tackk.com. They will read their poems to the class. The class will guess which George is being read about. Finally, students will discuss the fact that the report cards and the acrostic poems both help us focus on the similarities and differences for each George, but it is the differences that will help us make our decision.
The end project is a persuasive essay. Students will argue which George would be the best leader for our country after the war using their research notes, report cards, and acrostic poems as evidence . Students will use a graphic organizer and use the writing process to complete this project. Students will also focus on the power of counter arguments.
Students will read, "George Versus George: The American Revolution as seen form Both Sides" by Rosalyn Schanzer.
Before they read, students will research both Georges' on history.com or biography.com. Students are to create a Google document and add a picture and brief description of each man. Students will share their findings. Next, students will break down their overall goal of the persuasive essay. Discuss what information is needed or processes that the students should take to be able to write the essay.
During the research process, students will read the book. As the book is read, students will analyze information (Historical Contributions, Personal Qualities, Leadership Skills, Community Relations, Fulfillment of Expectations) from the book using a graphic organizer. Once the is done, students will create a report card for each George using Infogr.am. Then students will create an acrostic poem for each George using Tackk.com. They will read their poems to the class. The class will guess which George is being read about. Finally, students will discuss the fact that the report cards and the acrostic poems both help us focus on the similarities and differences for each George, but it is the differences that will help us make our decision.
The end project is a persuasive essay. Students will argue which George would be the best leader for our country after the war using their research notes, report cards, and acrostic poems as evidence . Students will use a graphic organizer and use the writing process to complete this project. Students will also focus on the power of counter arguments.
Student Sample: Report Card on Infogram
Student Sample: Acrostic Poem on Tackk
Did Maya Angelou Get it Right?
Wendy Johnson
Overall Goal/Objective: The students will research using two nonfiction texts (A Book Annotating the U.S. Constitution and A book on the Alabama Bus Boycott) to prove that Maya Angelou's literary work of the poem "I Know Why the Caged Bird Sings" truly expresses what people went through during the Civil Rights Movement. 1. Students will discover Maya Angelou the person by researching through the history channel and biography.com.
2. The students will use the TP-CAST strategy to analyze the poem, "I Know Why the Caged Bird Sings." Students will draw a visual interpretation of the literal meaning and the symbolic meaning of the poem.
3. Read the nonfiction text about the Alabama Bus Boycott and bring to light and point out important people, dates, events. Also, use this text as an example of a primary and secondary resource. Point out to students that pictures can be used as evidence as well.
4. Students will now skim through the annotation of the U.S. Constitution to show what changes were made because of the brave activists during this time. This will also serve as evidence.
5. Using all research above, students will write an expository essay proving that Maya Angelou did capture essence of the Civil Rights Movement in her poem, "I Know Why the Caged Bird Sings." Student will cite their evidence inside the essay. Extension Connection: Students will make a connection between the American Colonists ( of the 13 Colonies of Britain) from the George Versus George Activity and the Civil Rights Activists in this lesson. How were both groups leaders similar? Describe the similarities between each groups leaders and the events that happened because of their leaders treatments. What did the Colonists and Civil Rights Activists do in response to their leaders' treatment? How did each group create a solution to their problems? Write an essay describing the similarities of both groups' leaders, the groups' responses, and the changes they created. Use at least two resources from each lesson as evidence. Cite all evidence.
2. The students will use the TP-CAST strategy to analyze the poem, "I Know Why the Caged Bird Sings." Students will draw a visual interpretation of the literal meaning and the symbolic meaning of the poem.
3. Read the nonfiction text about the Alabama Bus Boycott and bring to light and point out important people, dates, events. Also, use this text as an example of a primary and secondary resource. Point out to students that pictures can be used as evidence as well.
4. Students will now skim through the annotation of the U.S. Constitution to show what changes were made because of the brave activists during this time. This will also serve as evidence.
5. Using all research above, students will write an expository essay proving that Maya Angelou did capture essence of the Civil Rights Movement in her poem, "I Know Why the Caged Bird Sings." Student will cite their evidence inside the essay. Extension Connection: Students will make a connection between the American Colonists ( of the 13 Colonies of Britain) from the George Versus George Activity and the Civil Rights Activists in this lesson. How were both groups leaders similar? Describe the similarities between each groups leaders and the events that happened because of their leaders treatments. What did the Colonists and Civil Rights Activists do in response to their leaders' treatment? How did each group create a solution to their problems? Write an essay describing the similarities of both groups' leaders, the groups' responses, and the changes they created. Use at least two resources from each lesson as evidence. Cite all evidence.
"A Raisin in the Sun" BYOP (Build Your Own Project)
Kimberly Eckert
To wrap up summer reading and demonstrate a deep understanding of the text read, students were given an opportunity to "build their own project" from a variety of choices, each with varying point values. They were required to complete at least 100 points for the assignment, choosing their own 20, 50, or 80 point projects. Click the link below to see descriptions of all projects, as well as, sample exemplar student projects.
How Far is Too Far?
Wendy Johnson
Essential Questions:
At the beginning of this unit, we researched to discover that science fiction is important because it has influenced so many to create so much. But, can we go too far with technology? After reading Flowers for Algernon and “There Will Come Soft Rains,” do you think technology makes our lives better or create more problems? Could these science fiction stories serve as a warning? Where do we draw the line with technology? What evidence from the story proves one way or the other?
Lesson Activities:
1. Read the story "There Will Come Soft Rains" by Ray Bradbury.
2. Students will create an online poster using Tackk. On this Tackk, students will identify the following information about vocabulary: Identify Tier 2 or 3 words, tell what they think the word means, find evidence (words, phrases, or sentences) that support this meaning.
3. Next students will interpret the poem featured in the story and tell how it is ironic as well as literary techniques used (figurative lang, repitition, word usage).
4. Students will then discuss and write about the following concepts:
At the beginning of this unit, we researched to discover that science fiction is important because it has influenced so many to create so much. But, can we go too far with technology? After reading Flowers for Algernon and “There Will Come Soft Rains,” do you think technology makes our lives better or create more problems? Could these science fiction stories serve as a warning? Where do we draw the line with technology? What evidence from the story proves one way or the other?
Lesson Activities:
1. Read the story "There Will Come Soft Rains" by Ray Bradbury.
2. Students will create an online poster using Tackk. On this Tackk, students will identify the following information about vocabulary: Identify Tier 2 or 3 words, tell what they think the word means, find evidence (words, phrases, or sentences) that support this meaning.
3. Next students will interpret the poem featured in the story and tell how it is ironic as well as literary techniques used (figurative lang, repitition, word usage).
4. Students will then discuss and write about the following concepts:
- Compare and contrast Flowers for Algernon and “There Will Come Soft Rains. (Organization, Layout, Author's Literary Techinques, Mood, Tone, Irony, Theme)
- Can we go too far? What does going too far mean to you? Where do we "draw the line" with technological advances? Can new ideas and technology resolve a problem yet create one as well?