This represents an entire unit designed to be cross curricular in nature …
This represents an entire unit designed to be cross curricular in nature for English 11 and VA/US History. The Historical Fiction Research Unit Google Doc can be found here and contains various links to additional resources to support this unit of study.The "before", "during", and "after" are included in each day for this series. The unit will take approximately 12 days.
In this science/history-based unit, students learn about the history of the earth …
In this science/history-based unit, students learn about the history of the earth by studying fossils and dinosaurs. In the first part of the unit, students learn about how fossils are formed and how paleontologists study fossils in order to learn about ancient history. In the second part of the unit, students study what makes dinosaurs unique and fascinating creatures by learning about various species of dinosaurs and how they adapted in order to meet their basic needs for survival. Students will also be challenged to think about what earth was like at the time of the dinosaurs and how learning about dinosaurs helps them better understand the earth's history. In the last part of the unit, students read a collection of fiction texts, each with a unique perspective on what happened to the dinosaurs and if dinosaurs really are extinct. In this part of the unit, students should be pushed to use what they have learned from the informational texts in order to confirm or deny the statements the author makes in the fiction texts.
In reading, this unit exposes students to both informational and fiction texts. When reading informational texts, students will focus on explaining the connection between two or more pieces of information in a text, particularly in regard to retelling how fossils are formed or how scientists uncover fossils. Students will also be pushed to describe the relationship between the illustrations and the text in which they appear, specifically describing what new or additional information they learn from reading the illustrations. Additionally, students will continue to practice determining the main topic of a text and asking and answering questions about unknown words. When reading fiction texts, students will focus on retelling the story and making connections between the story and the facts they've learned from the informational texts.
In writing, students will continue to write daily in response to the text. Written responses should focus on including an inference or critical thinking that shows understanding of the text and/or question and on using more words than pictures to communicate the answer to a question. This unit also includes two longer writing assignments: one research writing assignment and one narrative writing assignment.
Students will learn about the history of the internet and how it …
Students will learn about the history of the internet and how it functions today, and create a presentation on the internet based on what they research. Students will be able to explain the history of the internet (the topic of the lesson) using the English skills pertaining to a chronological organizational pattern, namely, the use of a timeline and signal/transitional words and phrases.
This is an instructional strategy that has students work in small groups …
This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.
This is an instructional strategy that has students work in small groups …
This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.
This is an instructional strategy that has students work in small groups …
This is an instructional strategy that has students work in small groups to construct a "honeycomb" that analyzes a text's structure. Students are given a set of ten honeycomb cards connected to their text and then must work together to assemble the honeycomb by ensuring that all connecting cards can be logically connected through careful analysis of the text. If they cannot successfully argue the connection between literary elements, they must reorganize the honeycomb until all the pieces work together seamlessly. This is a learning strategy that works well during a text unit (as opposed to before or after the unit) and is designed to help students understand the intentionality of a text's structure. It can be paired with any text, but I have provided a sample card set for "Frankenstein" and "The Picture of Dorian Gray" in this resource.
This is a remix of the original resource provided by Elizabeth Huggin. …
This is a remix of the original resource provided by Elizabeth Huggin. In this activity, students will complete four tasks that will help them identify, analyze, and describe the role of imagery in poems linked by theme. Students will work individually or collaborate on different tasks, working through the process of identifying, illustrating, analyzing, and describing figurative language in a variety of poems. Differentiation options are provided within the activity as well.
Prince William ITCs developed this hefty Wakelet to provide information to teachers …
Prince William ITCs developed this hefty Wakelet to provide information to teachers about using Zoom for virtual learning. Some information is specific to Prince William's network but some can be used by any Zoomer.
Students will be introduced to the term algorithm while reading the story …
Students will be introduced to the term algorithm while reading the story of Humpty Dumpty. Students will develop an algorithm or step by step sequence of instructions for putting Humpty Dumpty back together again.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Dr. Karen Drosinos teach about identifying rhyming words and the letters f, h, and q.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Kelly Diehl teach about the qualities of a friend and finding friendship traits inside a story.
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