For this summative, students will read a text that speaks to the theme of “Overcoming Obstacles”.  Using this text, students will explore the development of a theme, figurative language, sound devices, foreshadowing, symbolism, and irony, and other fiction standards.

 Students will produce a narrative piece on fear, which will utilize dialogue and communicate their feelings.** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

This lesson introduces the difference between literal and figurative language and then gives an overview on similes, metaphors, idioms, hyperbole, onomatopoeia and alliteration. The attached PowerPoint explains each of the figurative language with an example

Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.    

Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.    

The first skill I practice with my students on area is counting the square units inside of a regular shape.  It gives them a better understanding about area.  This activity supports sol 3.8b, counting the number of square units needed to cover a given surface in order to determine its area.  I created this jamboard for my virtual students, so that they are doing the same lesson as my in person students and I can see their work in real time.  Jamboard has been an essential Google tool for me during this school year while teaching both in person and virtual students. 

 I created this game to give my students hands on practice with counting money.  Counting money is a skill that is used daily in real life, so it is necessary that all students master the skill.  This activity supports sol 3.6a, determine the value of a collection of bills and coins whose total value is $5.00 or less.  Before playing this game, students should be able to recognize coins and know the values of each.  This game has four recording sheets so you can differentiate instruction based on the needs of your students.  Students play with a partner to flip cards, write the number under each column, and put dollars/coins on the work mat to count.  While students play the game, I walk around to help students as needed.  By doing this, I can assess and remediate with those students who need extra help.

Students participate in a grocery store activity using common vocab for shopping and math/counting money.

This information-gap card activity on Forests is based off on Jeff Zwiers’ authentic speaking and listening. This is a great activity to get the students to speak and gain a better understanding of the topic instead of just writing down notes.

In the engage section of the 5Elesson, students are introduced to the role of fossils as evidence of evolution and evolutionary relationships by watching a videos about the discovery of Lucy and Ardi and consider what type of information that they can gain from skull fossils. Students will then explore features of skulls from human ancestors and the modern day Homo sapien. After measuring skull to cheekbone ratios, students will create a graph to compare various species. Several interactives are provided to explain fossils, skeletal evidence for human evolution, and phylogenetic trees. Then, students will apply their skills of analyzing data about anatomical similarities and genetic information to depict evolutionary relationships between organisms using cladograms. To evaluate student understanding, students will complete an evolutionary relationships CER.

Using 3rd grade objectives, listed above, the student will be assessed on at the end of the project. The student will - -used 5 or more different fractions with different denominators (1/1, ½, ⅔. 3/4, 4/6,⅛) - used a different tool/material/idea for each “mini project”- wrote a short explanation for each work of art. (1/1 is a picture of my dog) - am prepared to share my work in class with my peers. Bonus - Extended my thinking creating Fraction Art with a mixed number - 1 1/3

In this quiz, students will label some mountains, rivers, and cities in France.

In this activity, students will label some mountains, rivers, and cities in France.

Students will participate in a variety of activities to complete the experiment, and the student will produce written steps, notes, and results for each part of the experiment using the scientific method. For each part of the experiment, students will do the task two ways: sitting cross-legged on the floor to simulate what it would be like to be Kevin, and standing on a chair to simulate what it would be like to be Max** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

mini-From the beginning of the novel study, students will focus on what it means to be a hero, and who acts heroically in the story. At the conclusion of the reading, they will use the evidence they have gathered throughout their reading to determine who the hero in the story is. They will use this evidence to produce a five-paragraph essay to support their claim.** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

This Power Point reviews French irregular verbs that are typically taught in French 1.

Students will create a three day travel itinerary for a city in France. They can choose from a variety of project options.

This document has fun conjugation charts for the verbs être, avoir, faire, aller, prendre, and boire.