Jan 26, 2016 - In the final unit for this module, students bring their knowledge of the challenges of water to a focus on the solutions. Students develop an opinion about the “one thing” that should be done to...
Jan 26, 2016 - In the first half of this lesson, students complete the performance task by polishing the letter they wrote to Mary Pope Osborne for the Mid-Unit 3 Assessment and revised for the End of Unit 3...
Jan 26, 2016 - Today’s on-demand assessment asks them to return to their Mid-Unit 3 Assessment: First Draft (about their expert country), and revise it based on the editing skills they have been practicing....
Jan 26, 2016 - In this lesson, students edit their letters to Mary Pope Osborne about Japan for correct spelling, punctuation, and capitalization. This gives them an opportunity to practice new skills with teacher...
Jan 26, 2016 - This lesson follows a similar pattern to the previous lesson. Students do a warm-up activity, watch a teacher model in a mini lesson, and then practice the skill with their own writing. In this...
Jan 26, 2016 - This is the last lesson that prepares students to begin their writing for the performance task. In this lesson, students compose their closing paragraphs for their Japan letter. This lesson will...
Jan 26, 2016 - Students’ independent drafting time is broken up by receiving feedback of their paragraph’s structure from their writing partner. Students should use this feedback to revise their current writing and...
Jan 26, 2016 - This lesson provides heavier scaffolding in preparing to write, and Lesson 5 provides more time for students to work independently on drafting. Work that is not completed in Lesson 4 can continue...
Jan 26, 2016 - Students continue their guided writing experience about Japan, begun in Lesson 2. In this lesson, specifically, students learn how to determine topics for body paragraphs so that they can apply this...
Jan 26, 2016 - In this lesson, students begin to draft their practice letter using information from the country of Japan. This lesson specifically focuses on drafting an opening paragraph about Japan. In this...
Jan 26, 2016 - In Lesson 1, students examine a model of a letter to Mary Pope Osborne urging her to write a book on present-day France. Students became somewhat familiar with this country in the End of Unit 2...
Jan 26, 2016 - In this assessment, students pull together the reading, research, and writing skills they have developed to connect literary and informational texts. Students will use the texts about Japan that they...
Jan 26, 2016 - In this lesson, students plan an informational paragraph, first synthesizing their culture research into categories on a Culture Research matrix, and then planning the paragraph using a modified...
Jun 14, 2016 - Researching to Build Knowledge and Teaching Others: Connecting Literary and Informational Texts to Study Culture “Then and Now”
In this module, students will use literacy skills to build expertise—...
May 23, 2018 - On-Demand End of Unit 3 Assessment and Freaky Frog Trading Card Celebration
Review Part A of Work Time carefully; be clear with students that for this on-demand assessment, they are writing about a...
May 23, 2018 - Final Revision: Using Feedback and Criteria
In Lesson 7, students completed an exit ticket about their successes and challenges in writing their first draft. Exit tickets serve as a formative...
May 23, 2018 - Revising: Using Vivid and Precise Verbs and Adjectives
In advance: Review students' first-draft writing (from their mid-unit assessment, Lesson 7) to identify words for the Words That Work activity....
May 23, 2018 - Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph
This lesson involves modeling for students, based on teacher writing of a Freaky Frog Trading Card narrative...
