Students learn about and discuss the objects commonly found in still-life paintings.
This resource is a remix of the EDSITEment! resource found through this link. That lesson does a strong job of placing Chinua Achebe's watershed novel within a particular cultural context. This resource aims to provide teachers and students with choices for comparative literature projects. This resource does not include activities so much as a list of resources that might pair well with a novel that is often difficult for high school students to grasp.
Charles Yarbrough with Lynchburg provided this link to their web site created to support teachers moving to blended learning. It is full of great resources, mainly for teachers but a few for students too!
The ITRTs of Lynchburg have put together a web page to provide support in the form of both podcasts and blog posts. The most recent topics have been focused on distance learning, with new info on hybrid learning to come in the near future!
Multi-sensory Explicit Phonics for Tier 3 Reading Invention provides a fully scripted reading program, assessment tools, scope and sequence, teacher and student instructional materials and embedded professional learning through an overview and modeling, all in one. It is based in Orton-Gillingham and Direct Instruction methodologies and contains additional components of phonological awareness (Heggerty) and visualization during phoneme-grapheme mapping and connecting concepts to semantic networks.
This video is part of the Continue to Know with WHRO TV series. Watch Beth Eanes teach about identifying the main idea and summary.
This video is part of the Continue to Know with WHRO TV series. Watch Kelly Sowden teach the difference between main idea and summary.
English Instructional Plan – Making, Confirming, and Revising Predictions Grade 3
This video is part of the Learn and Grow with WHRO TV series. Watch Patty Larson teach about how to make connections about being brave to texts.
English Instructional Plan Making Inferences 6-8
English Instructional Plan Making Inferences and Drawing Conclusions 8-9
Once you have created a group, you will want to manage it. Here's how you do it in #GoOpenVA.
In this lesson, students will use the iterative design process to construct a story map for a fictional short story.
Students will write on a topic of choice using storyboards to help create interesting writing. Students will use iterative procedures to help develop ideas with brainstorming and editing. Final projects can include but are not limited to slide show, audio with images, videos, animations, and theatrical productions.
1.LU.2 a,b Mechanicsa. Capitalize first letter of sentenceb. Identify statements and questions and use correct ending punctuation
This guided reading of Edgar Allan Poe’s “The Masque of the Red Death” (1842) focuses on expanding vocabulary, developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening expository and persuasive writing skills.
Massive Resistance to school integration was an important part of Virginia history, but it is often not taught or it's glossed over quickly. Students will watch actual newsclips and then write a factual paragraph about Massive Resistance in VA. In this lesson, students will explore the Robert Russa Moton Historical Site on the Civil Rights Trail website. Then they will watch original news clips of different events during the Massive Resistance Movement in Virginia. As they watch the clips they will complete a graphic organizer on the 5 Ws. They will use the information from their graphic organizer to create a well-written, complete, factual paragraph. This lesson is designed for upper primary grades but can be used for middle school also. It covers Virginia History and US History II SOLs and English writing and research SOLs. Feel free to modify this lesson and its accompanying documents as needed for your classes.
As 5th grade students are learning about matter in science, these comprehension “mix-ups” are a great way to monitor students’ understanding of the content along with checking reading comprehension.
Using the available commands, students will design a sequence of events that will efficiently move the student to the restroom through the obstacles on the grid. Use repeated patterns when appropriate. The students will work with a partner or small group to design a program to move a “student” through a classroom with obstacles. The student will be a paper avatar. The classroom will be a 8 by 8 grid with pictures of obstacles the student must move through to get to different destinations. The students will try to move through with the least number of steps. As an extension, they can rename a loop of multiple steps, and it will become one st
A project in which students are asked to apply knowledge of media literacy skills to curate articles and analyze media bias