This lesson plan summarizes chapters 7-11 of Charlie and the Chocolate Factory and teaches primary learning outcomes related to reading comprehension, understanding different genres like drama, and purposeful writing. Students will read aloud the chapters, discuss plot points and emotions of characters, learn about script format by analyzing movie adaptations, and complete three writing activities - drafting a dramatic script as Charlie, writing a consolation letter to Charlie after he finds no golden ticket on his birthday, and practicing formal letter writing through online greeting cards. The lesson integrates language arts with technology and aims to improve students' reading, writing, and comprehension skills.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
This document outlines a teaching and learning sequence for exploring poetry. It begins with an explore stage where teachers activate students' prior knowledge about poetry and its elements. A variety of engaging activities are suggested to get students thinking about different types of poetry. The next firm up stage involves analyzing specific poems in more depth through close reading exercises. Activities help students understand poetic devices, tone, mood, and other literary elements. The final deepen stage prompts critical thinking by having students reflect more deeply on the poems and their themes through imaginative exercises and creative writing assignments. The overall goal is to help students demonstrate an understanding of poetry and how its various qualities convey rich ideas.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
1. The lesson introduces students to analyzing author's point of view and examining the accuracy of primary sources using a Ted Talk by Chimamanda Ngozi Adichie about her experiences growing up in Nigeria.
2. Students will watch clips of the Ted Talk, identify things that stood out to them, and discuss in what ways Adichie may or may not be a reliable source and how single stories can influence perspectives.
3. The lesson aims to address potential stereotypes students have about Africa by exploring the diversity within the continent and how media portrayals can oversimplify cultures.
This lesson plan aims to help students analyze William Shakespeare's poem "Seven Ages of Man" and reflect on the roles they play in life. It includes tasks such as signing a slambook to reflect on oneself, roleplaying different school officials, and depicting the seven stages of man through tableaux. Students will analyze the poem's structure, imagery, and language devices. They will also learn facts about Shakespeare and write a fan letter to a role model. The overall goals are to discover aspects of oneself and recognize roles at different stages of life.
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
This document outlines a teaching and learning sequence for exploring poetry. It begins with an explore stage where teachers activate students' prior knowledge about poetry and its elements. A variety of engaging activities are suggested to get students thinking about different types of poetry. The next firm up stage involves analyzing specific poems in more depth through close reading exercises. Activities help students understand poetic devices, tone, mood, and other literary elements. The final deepen stage prompts critical thinking by having students reflect more deeply on the poems and their themes through imaginative exercises and creative writing assignments. The overall goal is to help students demonstrate an understanding of poetry and how its various qualities convey rich ideas.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
1. The lesson introduces students to analyzing author's point of view and examining the accuracy of primary sources using a Ted Talk by Chimamanda Ngozi Adichie about her experiences growing up in Nigeria.
2. Students will watch clips of the Ted Talk, identify things that stood out to them, and discuss in what ways Adichie may or may not be a reliable source and how single stories can influence perspectives.
3. The lesson aims to address potential stereotypes students have about Africa by exploring the diversity within the continent and how media portrayals can oversimplify cultures.
This lesson plan aims to help students analyze William Shakespeare's poem "Seven Ages of Man" and reflect on the roles they play in life. It includes tasks such as signing a slambook to reflect on oneself, roleplaying different school officials, and depicting the seven stages of man through tableaux. Students will analyze the poem's structure, imagery, and language devices. They will also learn facts about Shakespeare and write a fan letter to a role model. The overall goals are to discover aspects of oneself and recognize roles at different stages of life.
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
The document is an English learning module for grade 8 students that focuses on Afro-Asian literatures. It contains activities to help students understand various Afro-Asian families and their customs through videos, poems, and exercises identifying adjectives and stressed syllables. The module aims to develop students' cultural sensitivity and prepare them for both local and global engagement through English proficiency.
This daily lesson log outlines the week's lessons for a 9th grade English class. On Monday, students will analyze William Shakespeare's poem "The Seven Ages of Man" by identifying rhyming words, onomatopoeic words, alliteration, assonance, and consonance. They will also discuss the different roles they have played and currently play in their lives. On Tuesday, students will further analyze the poem's meaning and message. They will also compose their own short poems using literary devices. On Wednesday, students will learn about literary devices and figures of speech, and distinguish between the two. They will analyze example poems. On Thursday, students will learn expressions used to agree and disagree, and practice dialogs using these expressions
Here are the meanings of the italicized words from context clues:
1. mallet - a hammer
2. smite - hit
3. shiver - tremble at the loud sound
4. writhing - twisting
5. cunning - expert skillful
6. foundry - act, process, art of casting metals
7. rekindled - lighted again
8. toilsomely - with difficulty
9. The blood of a virgin maiden mixed with gold, brass, silver and iron
10. Leaped - jump
11. Moaning, sobbing, complaining, weeping, murmuring
This document provides a teacher's guide for a lesson on recognizing roles in life. It outlines 6 tasks for students: 1) a letter riddle game, 2) discussing roles they enjoy, 3) people who inspire them, 4) interviewing classmates about their roles, 5) reflecting on past and future roles, and 6) answering focus questions. It also includes guiding students through analyzing a poem about the stages of life. The teacher is directed to provide feedback and assessment based on focus, content, organization, and language mechanics.
Mediante el presente test se pretende evaluar los logros de los estudiantes frente a las competencias comunicativas descritas por el marco común europeo para el nivel A1.
7th Grade Homeschool Curriculum - Seventh Grade Reading / Language Arts - Bes...<a>My Homeschool Texts</a>
In Flight With Seventh Grade Language Arts introduces and reinforces the core Language Arts skills – grammar, vocabulary, reading comprehension and writing – in a rigorous format that is challenging for the student. In a step-by-step process which develops the mandatory Language Arts skills the Seventh grade student must acquire, each Lesson presents, practices, applies, and reviews each concept before formally assessing the student’s understanding and retention.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This document outlines the English scheme of work for Year 5 students over 7 weeks. It includes the weekly themes, topics, learning outcomes, grammar and vocabulary specifications. The focus is on developing students' listening, speaking, reading and writing skills around topics like family relationships and travel/adventures. Key goals are talking about families, reading different texts, using pronouns/compound words, understanding ordinal numbers and dates, writing paragraphs and brochures. Grammar covers pronouns, possessives, modals and past tense verbs. Vocabulary relates to family members, celebrations, travel destinations and activities.
This document outlines an input-based communicative task focused on discussing the weather. It includes activities to activate prior knowledge about weather expressions, listen to and practice weather dialogues, read passages describing different weather conditions, and discuss how the weather affects mood. The task is designed for an A1 language level group and aims to develop students' listening, speaking, reading and writing skills related to describing weather. Feedback is provided which suggests adding some whole-class activities to foster collaboration among students of varying abilities.
Sdo navotas creative_writing_q2_m3_elements of drama (one - act play).fv(26)DepEd Navotas
The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.
The document provides guidance for students taking the English PMR exam, including:
- Scoring requirements to get an A, pass, or different grades.
- Suggestions for scoring well on each paper 1 and 2 section.
- Criteria for writing a good essay such as developing ideas, using varied sentence structures and wide vocabulary.
- Tips for brainstorming ideas, using quotations, dialogue or description in essays.
- Examples of responses for different sections including literature questions and summaries.
- Common mistakes to avoid like stringing sentences together, using contractions incorrectly.
This document provides the learning module for English 8, Module 2 on embracing heritage. The module contains 3 lessons that trace students' roots through literary texts from Thailand and Egypt. Lesson 1 focuses on short stories from Thailand, including "Makato and the Cowrie Shell" and texts about Bangkok, as well as a story from Egypt called "The Two Brothers." The objectives are to analyze elements of short stories like characters and themes, discuss cultural appreciation, and improve vocabulary. A variety of individual and group activities are outlined to meet the objectives, such as close reading, note-taking, discussion, and writing assignments.
This lesson plan provides guidance for teaching students how to write effective college essays and resumes. The essay portion introduces sample college essays and advice for what makes a great essay. Students evaluate essays in small groups and discuss what is effective. They then create timelines of significant life events to help choose essay topics. For resumes, students explore sample formats and brainstorm achievements to include. Activities help students translate experiences into skills and create a draft resume. The plan aims to reveal students' personalities and prepare application materials for college.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
This document outlines the yearly scheme of work for English for Year 5 students at Sekolah Kebangsaan Pengkalan Raja. It includes 7 units to be covered over 18 weeks, with each unit focusing on a theme and topic. Each week covers the learning objectives and activities for listening and speaking, reading, writing, language arts, and grammar. The document provides a comprehensive plan to guide English instruction over the academic year based on the Malaysian curriculum.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
The document discusses a lesson plan on diversity that will have students read and compare different versions of the Cinderella story from around the world, such as French, Egyptian, Native American, and Chinese versions. Students will also learn about the cultures the stories come from and have a cultural festival at the end of the unit where they can share foods, music, clothing from their own cultural backgrounds. Parents are asked to help their children learn about their cultural backgrounds and read with them.
Frog and Toad are Friends is a book of short stories by Arnold Lobel that depict the friendship between Frog and Toad. The document provides a teacher's guide for a unit plan integrating the book across various subjects. Activities include reading comprehension, writing assignments, art projects, math games and more. The overarching theme is friendship, with lessons teaching students what makes a good friend and how Frog and Toad demonstrate kindness toward each other.
The document is an English learning module for grade 8 students that focuses on Afro-Asian literatures. It contains activities to help students understand various Afro-Asian families and their customs through videos, poems, and exercises identifying adjectives and stressed syllables. The module aims to develop students' cultural sensitivity and prepare them for both local and global engagement through English proficiency.
This daily lesson log outlines the week's lessons for a 9th grade English class. On Monday, students will analyze William Shakespeare's poem "The Seven Ages of Man" by identifying rhyming words, onomatopoeic words, alliteration, assonance, and consonance. They will also discuss the different roles they have played and currently play in their lives. On Tuesday, students will further analyze the poem's meaning and message. They will also compose their own short poems using literary devices. On Wednesday, students will learn about literary devices and figures of speech, and distinguish between the two. They will analyze example poems. On Thursday, students will learn expressions used to agree and disagree, and practice dialogs using these expressions
Here are the meanings of the italicized words from context clues:
1. mallet - a hammer
2. smite - hit
3. shiver - tremble at the loud sound
4. writhing - twisting
5. cunning - expert skillful
6. foundry - act, process, art of casting metals
7. rekindled - lighted again
8. toilsomely - with difficulty
9. The blood of a virgin maiden mixed with gold, brass, silver and iron
10. Leaped - jump
11. Moaning, sobbing, complaining, weeping, murmuring
This document provides a teacher's guide for a lesson on recognizing roles in life. It outlines 6 tasks for students: 1) a letter riddle game, 2) discussing roles they enjoy, 3) people who inspire them, 4) interviewing classmates about their roles, 5) reflecting on past and future roles, and 6) answering focus questions. It also includes guiding students through analyzing a poem about the stages of life. The teacher is directed to provide feedback and assessment based on focus, content, organization, and language mechanics.
Mediante el presente test se pretende evaluar los logros de los estudiantes frente a las competencias comunicativas descritas por el marco común europeo para el nivel A1.
7th Grade Homeschool Curriculum - Seventh Grade Reading / Language Arts - Bes...<a>My Homeschool Texts</a>
In Flight With Seventh Grade Language Arts introduces and reinforces the core Language Arts skills – grammar, vocabulary, reading comprehension and writing – in a rigorous format that is challenging for the student. In a step-by-step process which develops the mandatory Language Arts skills the Seventh grade student must acquire, each Lesson presents, practices, applies, and reviews each concept before formally assessing the student’s understanding and retention.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This document outlines the English scheme of work for Year 5 students over 7 weeks. It includes the weekly themes, topics, learning outcomes, grammar and vocabulary specifications. The focus is on developing students' listening, speaking, reading and writing skills around topics like family relationships and travel/adventures. Key goals are talking about families, reading different texts, using pronouns/compound words, understanding ordinal numbers and dates, writing paragraphs and brochures. Grammar covers pronouns, possessives, modals and past tense verbs. Vocabulary relates to family members, celebrations, travel destinations and activities.
This document outlines an input-based communicative task focused on discussing the weather. It includes activities to activate prior knowledge about weather expressions, listen to and practice weather dialogues, read passages describing different weather conditions, and discuss how the weather affects mood. The task is designed for an A1 language level group and aims to develop students' listening, speaking, reading and writing skills related to describing weather. Feedback is provided which suggests adding some whole-class activities to foster collaboration among students of varying abilities.
Sdo navotas creative_writing_q2_m3_elements of drama (one - act play).fv(26)DepEd Navotas
The document provides guidance on conceptualizing the elements of a one-act play, including characters, plot, setting, and structure. It discusses that a one-act play tells a single story within one act through a limited number of characters and events. Examples are given of linear and non-linear plot structures as well as techniques for developing believable characters.
The document provides guidance for students taking the English PMR exam, including:
- Scoring requirements to get an A, pass, or different grades.
- Suggestions for scoring well on each paper 1 and 2 section.
- Criteria for writing a good essay such as developing ideas, using varied sentence structures and wide vocabulary.
- Tips for brainstorming ideas, using quotations, dialogue or description in essays.
- Examples of responses for different sections including literature questions and summaries.
- Common mistakes to avoid like stringing sentences together, using contractions incorrectly.
This document provides the learning module for English 8, Module 2 on embracing heritage. The module contains 3 lessons that trace students' roots through literary texts from Thailand and Egypt. Lesson 1 focuses on short stories from Thailand, including "Makato and the Cowrie Shell" and texts about Bangkok, as well as a story from Egypt called "The Two Brothers." The objectives are to analyze elements of short stories like characters and themes, discuss cultural appreciation, and improve vocabulary. A variety of individual and group activities are outlined to meet the objectives, such as close reading, note-taking, discussion, and writing assignments.
This lesson plan provides guidance for teaching students how to write effective college essays and resumes. The essay portion introduces sample college essays and advice for what makes a great essay. Students evaluate essays in small groups and discuss what is effective. They then create timelines of significant life events to help choose essay topics. For resumes, students explore sample formats and brainstorm achievements to include. Activities help students translate experiences into skills and create a draft resume. The plan aims to reveal students' personalities and prepare application materials for college.
Teaching poetry analysis through rap: Eminem - Love the way you lie: language...stebbett
Three to four lessons teaching poetry analysis (language and structure) by studying an Eminem/Rihanna song; intermediate to advanced pupils - 13 to 16 year old age group.
This lesson plan is for an English Grade 9 class on determining the relevance of ideas presented in materials viewed. Students will view video clips about kindness and resiliency. They will determine if the ideas in the videos are relevant to the topics by considering questions like whether the materials have organization, central themes, and narrative structure. Students will then analyze another video about teens helping each other and answer questions to evaluate its relevance. Finally, they will write a short reflection connecting the lessons to their own lives and commitments.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
This document outlines the yearly scheme of work for English for Year 5 students at Sekolah Kebangsaan Pengkalan Raja. It includes 7 units to be covered over 18 weeks, with each unit focusing on a theme and topic. Each week covers the learning objectives and activities for listening and speaking, reading, writing, language arts, and grammar. The document provides a comprehensive plan to guide English instruction over the academic year based on the Malaysian curriculum.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
The document discusses a lesson plan on diversity that will have students read and compare different versions of the Cinderella story from around the world, such as French, Egyptian, Native American, and Chinese versions. Students will also learn about the cultures the stories come from and have a cultural festival at the end of the unit where they can share foods, music, clothing from their own cultural backgrounds. Parents are asked to help their children learn about their cultural backgrounds and read with them.
Frog and Toad are Friends is a book of short stories by Arnold Lobel that depict the friendship between Frog and Toad. The document provides a teacher's guide for a unit plan integrating the book across various subjects. Activities include reading comprehension, writing assignments, art projects, math games and more. The overarching theme is friendship, with lessons teaching students what makes a good friend and how Frog and Toad demonstrate kindness toward each other.
The document discusses various technology tools that could be used to help teach third grade students and meet different state standards. It introduces infographics, QR codes, augmented reality, and digital storytelling as tools. For each tool, it provides examples of how they could be used to teach specific third grade math, reading, writing, science, and history standards. The document aims to provide teachers with ideas for incorporating educational technology into their third grade classrooms.
The document describes activities for a kindergarten library lesson based on Bloom's Taxonomy of learning domains. It includes activities and assessments for each of the six domains: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. For the Understanding domain, an activity is described where students retell part of a story using hand puppets after listening to a read aloud.
Running head KUD LESSON PLAN 1 KUD Lesson P.docxwlynn1
Running head: KUD LESSON PLAN 1
KUD Lesson Plan
Lori Sanchez
Instructor Shelly Mize
EDU 352 Foundations of Educational Technology
Date 05/08/2020
KUD LESSON PLAN 2
KUD Lesson Planning Template
The following represents a lesson plan that will help students improve on their literature in the
first grade. The students will understand the Ugly Duckling and other books based on the
illustrations and how they relate to the story. This template is based on the core standards to
make sure that students learn what is illuystration and how it is part of the story. The lesson plan
is prepared as a guide to the teacher on how best to offer instruction for achievement of the set
goals.
Grade Level
This lesson plan is designed for the first grade students and it will help add on to their previous
knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to
the role of illustrations and how they fit inot the story. The students will understand the
contribution of illustrations as well as learn how to arrange them accordingly.
Instructional Model
Explicit/Teacher Modelling
The students will be invited to recall their knowlge on the Ugly Duckling and the book. The
studetns at the same time will be introduced to the concepts of the lesson as well as their
objective. It is important fr the students to know what is expcetd of them so that they can
devcelop individual goals in the class.
Guided Practice
The teacher will guide the students by explaining to them what they can do while you read the
students. In this case, the students are required to point to the pictures as one goes the student.
There will also be guided instruction through learning how to use the cards sheets. At the same
time, the teacher will show them how to point to the illustrations during the reading. The
teacher will also watch to check whether students have learned how to indicate to the correct
illustrations.
Independent Working Time
KUD LESSON PLAN 3
The students will be asked to use the sequencing boxes to match the illustrations which are
corresponding with the text. The independent working will be at the end of the story. At the
same time, the students will be asked various questions to show if they have understood what
illustrations are and how to arrange them properly.
Standards
CCSS.ELA-LITERACY.RI.2.1
Ask and answer questions: who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a text as well as the focus of specific paragraphs within the
text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or
steps in technical procedures in a text.
Objectives
Students will KNOW
• What illustrations are and their role in stories.
• How to arrange illustrations sequentia.
This document outlines a lesson plan for a third grade web quest on fables. Students will read several fables online and identify the characteristics of fables. They will then create their own fable, illustrate it, type it, and present it to the class. The goal is for students to learn the difference between fables and fairy tales and be able to write their own fable. Students will be graded on their originality, spelling, grammar, neatness, and oral presentation.
This unit is designed to have 3rd grade students analyze Roald Dahl's Charlie and the Chocolate Factory through various writing assignments over 5 days. Students will read the book individually or as a class, then write character analyses, poems, advertisements, essays, and use online graphic organizers to organize their thoughts. The goal is for students to practice different writing genres to demonstrate their understanding of the text, form opinions, and develop basic essay structure. Performance tasks include using a graphic organizer to explain how chocolate is made, writing a rhyming poem for a Golden Ticket, and drafting a letter to comfort Charlie.
- The document provides details of an English lesson plan for 5th grade students in Argentina, including objectives, language focus, activities, assessment, and classroom management considerations.
- The lesson aims to teach students to identify and use conjunctions like "and", "but", and "because" to express preferences about school subjects, using a short text about Harry Potter's preferences as an example.
- A variety of activities are outlined, including recalling vocabulary from the previous lesson, reading the text about Harry Potter, completing an exercise to practice using the new conjunctions, and a speaking activity where students ask each other about their favorite subjects.
Tpd roman - lesson 2 classplan - high schoolLaura Roman
This document provides a lesson plan for a 40-minute English class for 6th year students in Comodoro Rivadavia, Argentina. The lesson focuses on reviewing and practicing mixed conditional sentences for hypothetical situations in the past or present. Key points of the lesson include warming up with a review of conditional sentence types 1, 2 and 3; deducing the form of mixed conditionals; and having students work in pairs to create short conversations using the target structure. The plan demonstrates coherence and sequencing of activities to help students meet the goals of being able to talk about hypothetical situations involving conditions in the past or present.
The lesson teaches students about respect through reading the book "How Full is Your Bucket" and creating buckets to display respectful behaviors. Students will summarize what respect means, identify respectful and disrespectful behaviors, and create a personal plan to demonstrate respect. Assessment includes think-pair-share, participation in creating an anchor chart on respectful behaviors, journaling, and displaying buckets. Students are encouraged to fill each other's buckets with notes about respectful acts.
Running head: First Grade ELA 1
Final Project First Grade ELA
EDU-381 Curriculum and Instructional Design
First Grade ELA 2
First Grade ELA
Lesson 1
Grade Level
Grade 1
Instructional Model
I would use the Integrative model to framework my lesson plan. According to
Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle
County Public Schools, "In the Integrative Model, students develop a deep understanding of
organized bodies of knowledge while developing critical thinking skills. The model is
designed to teach combinations of concepts, generalizations, principles, rules, facts and the
relationships between them, typically through the use of matrices which may be either teacher
or student-generated, depending on student readiness (e.g. a chart comparing characters in a
literary work in terms of personal attributes, conflict, and symbolism). Students are expected
to do the following: describe, compare, and search for patterns; explain similarities and
differences; hypothesize outcomes for different conditions; and generalize to form broad
relationships"(Albemarle County Public Schools, Appendix D).
Standards
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Objectives
Students will read, listen, and watch different versions of The Three Little Pigs(in
whole group class setting) and compare/contrast their characteristics.
Students will understand
• There are similarity and differences in fiction literature. They will also know that
there are different versions of very similar stories with characters and plots in
common.
Students will know
• They will know that there are different versions of very similar stories with
characters and plots in common.
• They will know the vocabulary related to comparing and contrasting. For
example same, alike, similar, in common, different, contrast, not the same.
Students will be able to
• Use a graphic organizer to illustrate comparing and contrast
• Verbally retell key details and events of a story
Assessment Plan
http://www.corestandards.org/ELA-Literacy/RL/1/1/
http://www.corestandards.org/ELA-Literacy/RL/1/2/
http://www.corestandards.org/ELA-Literacy/RL/1/3/
http://www.corestandards.org/ELA-Literacy/RL/1/9/
First Grade ELA 3
Formative:
The formative assessment will be conducted by watching the students participation
during the group reading and bubble graph to check for progress and understanding.
The teacher will look for students to be participation by calling on students and asking
...
Storybooks are useful tools in the classroom for both children and teachers. For children, stories promote relaxation, motivation to learn, imagination, cultural understanding, and life lessons. They also enhance listening skills. For teachers, stories create a relaxed atmosphere, provide authentic materials, allow creative expression, and can be used to teach across subjects. When selecting stories, teachers should choose books appropriate for the children's ages and abilities that engage them and transmit positive values. A variety of activities can bring stories to life, such as sequencing, creative projects, and roleplaying. School libraries also support learning through stories and provide resources for teachers.
Tpd roman - lesson 1 classplan - high schoolLaura Roman
This document provides a lesson plan for a 40-minute English class for 6th year students at a secondary school in Comodoro Rivadavia, Argentina. The lesson plan aims to teach students about mixed conditionals for hypothetical situations in the past or present. It includes aims, language focus on functions, lexis and structures, teaching approach using the PPP model, integration of skills, materials, use of ICT, seating arrangement, and assessment. The lesson consists of an opening routine, warm-up activity, two main activities analyzing conditional sentences and their forms, and a closing wrap-up.
This document provides a lesson plan for a class on reading and discussing a short story. The lesson aims to develop students' speaking, listening, reading and vocabulary skills. Students will read a short story called "Bad Temper" about a boy who hammers nails in a fence when he loses his temper. After predicting and discussing the story, students will order the events and reflect on the message about controlling anger and the lasting damage of hurtful words. The teacher will assess students' comprehension and identify any language difficulties during the interactive reading and discussion activities.
This lesson plan aims to teach 10th grade students about narrative texts, specifically fairy tales. It will take place over two class periods of 45 minutes each. Students will learn about the social function, generic structure, and language features of fairy tales. They will analyze example texts and work in groups to create their own oral fairy tales. Students will be assessed individually on their storytelling skills based on criteria such as pronunciation, comprehension, effort and use of resources. The lesson incorporates activities such as reading, discussion, group work and presentations to help students understand and apply the concepts.
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The artifacts reflect the teacher's philosophy of having high expectations for students, responding flexibly to their needs, and providing real-world skills. The lessons used complex texts and academic vocabulary while allowing peer support. Assessments measured student skills and allowed revision. Future teaching will maintain high expectations, focus on real-world skills, and use artifacts as learning tools to continually improve instruction for all students.
February is full of events and they have inspired us to create activities that you can use in the classroom to make your teaching more meaningful. New York and Madrid Fashion Week take place in February so we have created an activity for Pre A1 Starters to learn some new clothes vocabulary. A1 Movers, A2 Flyers and A2 Key students will find out about The Year of the Pig and Chinese traditions. Finally, it is impossible to forget Valentine’s Day, so A2 Key and B1 Preliminary will take part in a speed dating activity and B1 Preliminary and B2 First students will write their own story. Happy February!
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The document reviews relevant library policies within the Lamar County School District. It examines policies on defining instructional media, the media advisory committee, organization and availability of print and non-print materials, selection of suitable materials, and collection evaluation and weeding. For most policies, the document finds Lamar County's current policies to be thorough and in need of no revisions. However, it recommends revising the collection evaluation and weeding policy to include the disposal form within the policy handbook and define the "record retention period." Examples of relevant policies from other districts are provided.
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
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Day 2 lesson plan
1. 1
Third Grade Genre Study and Purposeful Writing in Response to
Charlie and the Chocolate Factory (by: Ronald Dahl)
Day 2: The Drama of Finding a Golden Ticket (Chapters 7-11)
General Information:
Name: Autumn Schaffer
Grade Level: Third Grade
Subject Areas: Language Arts with Technology integration
Date Taught: Day 2 of 5 lesson plans
Total Duration of Lesson: 65 minutes
Title of Lesson:
The Drama of Finding a Golden Ticket (Ch.7-11)
Primary Learning Outcomes:
1. The student will read aloud third grade text with age-appropriate pronunciation
and fluency.
2. The student will discuss the subject matter of each chapter as well as the holistic
comprehension of the read-aloud chapters.
3. The student will understand and relate the genre of “drama” to that of plays and
movies. By doing so, the student will understand that literary works can be
presented in different formats (books and/or movies.)
4. The student will understand and use the formal format of letter writing.
5. The student will understand specific point of view and use descriptive as well as
situational writing to prepare a consolation letter.
6. The student will use descriptive writing to prepare a personal script of a dramatic
conversation.
7. After being presented with the information (chapter 10 of Charlie and the
Chocolate Factory) the student will write a short persuasive essay expressing their
position.
Related Georgia Performance Standards: (Third Grade Reading)
Fluency:
ELA3R1 The student demonstrates the ability to read orally with speed, accuracy,
and expression. The student
a. Applies letter-sound knowledge to decode unknown words quickly and accurately.
d. Uses self-correction when subsequent reading indicates an earlier misreading
within grade-level texts.
Comprehension:
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level
text. The student
g. Summarizes text content.
i. Makes connections between texts and/or personal experiences.
2. 2
n. Identifies the basic elements of a variety of genres (fiction, non-fiction,
drama, and poetry).
q. Formulates and defends an opinion about a text.
Writing:
ELA3W1 The student demonstrates competency in the writing process. The
student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre,
expectations, audience, and length.
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance
descriptive effect.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate
to the audience.
k. Writes a response to literature that demonstrates understanding of the text,
formulates an opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
Materials and Equipment:
Instruction/ Whole Group
1. Class set of Ronald Dahl’s Charlie and the Chocolate Factory
ISBN: 0142410314
(Dahl, Ronald. Charlie and the Chocolate Factory. New York: Puffin Books, 1973.)
2. Activeboard Presentation
(focused on taking formative notes about each chapter, review the genre of drama,
examples of drama’s written in script format, pictures and information about the movie
“Charlie and the Chocolate Factory” (directed by Tim Burton, 2005) and “Willy Wonka
and the Chocolate Factory” (directed by Mel Stuart, 1971), and the formal letter writing
format)
3. Computer with internet accessibility
Independent Projects/Assignments
1. Letter Writing Worksheet (for each student to use to write a formal letter in
proper format) *see attachment
2. Dramatic Script Writing Worksheet (for each student to compose a dramatic
conversation in script format) *see attachment
3. Spiral Bound Writing Notebook
Technology Connections:
1. Charlie and the Chocolate Factory (directed by Tim Burton, 2005) Official
Website
http://chocolatefactorymovie.warnerbros.com/index2.html
(This website includes information, photos, and games based upon the movie/drama.)
2. Charlie and the Chocolate Factory (directed by Tim Burton, 2005) Movie Email
Greeting Cards
http://www.123greetings.com/events/charlie_chocolate_factory/
(This website allows students to email greeting cards with photos from the movie.)
3. 3
3. How to write a letter
http://jc-schools.net/write/letter-write.htm
(This serves as a great website for a remediation lesson on how to write in proper letter
format.)
4. Remediation: Letter-Writing Printable
http://www.teachervision.fen.com/tv/printables/TCR/1576903443_37.pdf
(As a remediation, this letter writing printable will help review the parts of a letter.)
Procedures:
Step One: Introduction (Estimated Time: 10 minutes)
1. The teacher will review the plot of the events that occurred within the first reading
of chapters. She will be reviewing major elements of chapters 1-6 in Ronald Dahl’s
Charlie and the Chocolate Factory.
2. The teacher should also explain that, as many of the children probably already
know, movies have also been made based upon the book of Charlie and the Chocolate
Factory. One movie was made in 1971 and another was made in 2005. The teacher
may choose to show the students images from each of the movie as well as navigate
to the official website of the 2005 film:
http://chocolatefactorymovie.warnerbros.com/index2.html
Step Two: Teaching the Primary Learning Outcomes (Estimated Time: 45 minutes)
1. The teacher will read aloud, or allow the students to read aloud, chapters 7-11.
The plots of the chapters are based upon the upset of Charlie’s birthday as well as
Charlie’s desire to find a golden ticket. After several failures, Charlie begins to
realize that his family is extremely poor and doesn’t have enough to buy food,
nevertheless chocolate. Grandpa Joe sees young Charlie’s dream of visiting the
chocolate factory diminishing, so in a final attempt Grandpa Joe gives Charlie the
funds to buy one last chocolate bar. Sure enough, there is a golden ticket inside!
Activity 1:
2. Immediately following the reading, the teacher should resume the discussion about
the films and movies made based upon the book. The teacher should use her
activeboard presentation to discuss that movies are also called “dramas,” which is a
specific type of genre. Also, it should be discussed that “dramas” are written in a
special format called a “script.” After showing examples of a “script” the teacher
should show the students that the character’s name located on the side lets that person
know when it is time to speak. The teacher may allow some of the students in the
class to present and perform examples of scripts.
3. The teacher should then discuss the point of view of Charlie as well as the
emotions he would have felt when he realized that his family didn’t have enough
food to eat. (This would also be a good time to discuss the real issue of poverty and
charities.) Next, the teacher should discuss the emotions Charlie would have felt
when he realized that he didn’t win a golden ticket with the chocolate bar he brought
for his birthday. Finally, the students should discuss the emotions that Charlie would
have felt when he finally won a golden ticket on his last attempt. The students should
then be allowed to write a dramatic, using descriptive words and the proper script
format, to put themselves in Charlie’s shoes. They will write a dramatic paragraph as
Charlie Bucket explaining to his family that he finally won a golden ticket. The
4. 4
studnets will be allowed to act-out and dramatize their paragraph to the class at the
end of the lesson. *See attachment for an example of dramatic paragraph shown to
the students as an exceptional work.
Activity 2:
1. The teacher should then remind the students of how Charlie would have felt when
he opened the candy bar on his birthday but didn’t receive a golden ticket. Then the
teacher should explain the proper letter writing format. The teacher may use
examples and activeboard presentations to show this format. The teacher should then
navigate to the following website to allow the students to practice sending ecards
(emailed cards). While these ecards can be sent to the teacher (the purpose is to
practice writing and not sending emails) the students should be instructed to writing
in appropriate letter format. These ecards can be located at this website, and actually
contain photos from the 2005 Charlie and the Chocolate Factory movie!
http://www.123greetings.com/events/charlie_chocolate_factory/
Activity 3:
1. The students will now be asked to write a letter, using proper format, to Charlie
Bucket. They will be writing this letter to console him after he has not received a
golden ticket on his birthday (and before he actually gets a ticket later in the book.)
The students will need to use descriptive as well as situational words. They will
understand how to use sympathetic phrases if they put themselves in Charlie’s shoes.
The students may choose to decorate the letter as a birthday card, seeing as Charlie
would have received it on his birthday. *See attachment for an example of a
consolation letter shown to the students as an exceptional work.
Step Three: Closure (Estimated Time: 10 minutes)
1. After the students complete both assignments, the consolation letters will be
collected to be observed by the teacher. The students will then individually read and
dramatize their conversation that they wrote as Charlie. Each student will embody
Charlie Bucket and dramatically express their writings explaining to his family,
particularly Grandpa Joe, that he has finally won a golden ticket. Drama and
excitement will be key! Afterwards, the teacher will collect these paragraphs so that
she can check for proper writing conventions.
Assessing the Primary Learning Outcomes:
Each student’s ability to read age-appropriate text (Charlie and the Chocolate
Factory) with fluency and correct pronunciation will be assessed by the teacher during
whole group instruction. While this assessment will be informal, it will also be natural,
allowing the teacher to see what each student is capable of without prior study of the text.
This also proves the importance of why the students should read in a whole group setting.
If the students read aloud in small groups or if the teacher simply reads the book herself,
this specific assessment cannot take place.
The teacher will assess the student’s ability to write in a script format as well as use
basic writing conventions (spelling, grammar, punctuation) when she collect the student’s
dramatic paragraphs. This will occur after each student has presented theirs aloud.
The teacher will assess the student’s ability to compose a letter in proper format as
she reviews the consolation that each student wrote to Charlie. The student’s conventions
(spelling, grammar, punctuation) will also be assessed in this printed copy of the letter.
5. 5
Plan for Early Finishers:
As the students complete their dramatic paragraphs and consolation letters, they may
begin the final assignment which is actually designated for homework. During the
reading of Charlie and the Chocolate Factory the students will keep a personal writing
journal in which they response and connect to certain situations within the text. While the
students may choose to include other additional responses, the teacher will provide at
least one prompt per day. The student will then respond to this prompt using evidence
from the reading as well as their own opinion. The writing prompt for the second day
asks the students to interpret a certain situation from two points of view. Afterwards, the
students are to take a stand and write a short persuasive paper defending their opinion
about the situation. The situation is:
“Within the reading of today’s chapters we learn that Charlie Bucket’s family is much
poorer than we could have ever realized. They are not able to feed everyone in their
household! Knowing this, Grandpa Joe still finds enough money to allow Charlie to buy
one last chocolate bar. He did this because Charlie was heartbroken about not getting a
golden ticket on his birthday. Grandpa Joe understands that the family needs the money
to pay their bills and to buy “real” food, yet he still decides to spend his money in attempt
to allow Charlie to receive a golden ticket. Do you think this was a good choice? Of
course it was a gamble, seeing as Charlie still might have not gotten a golden ticket. Do
you agree with what Grandpa Joe did? If you were Grandpa Joe, what choice would you
have made: spend the money paying bills and buying “real” food to help the family or
buying Charlie a chocolate bar in hopes his dreams of visiting the factory will come
true?”
Accommodation:
Many of the students within the class may be unable to read with appropriate
fluency or pronunciation. For this reason, the teacher may nonchalantly ask that these
students read shorter passages as well as passages that are not as vital to the chapter’s
comprehension. (Many students are not able to read aloud and comprehend the text
simultaneously.) It is also important that the teacher ask questions that review or
summarize the chapters as well as address misconceptions as soon as they become
evident. This accommodation can easily occur during the reading process.
Other students may not desire to perform their drama aloud. While it is important
to allow the students to understand how actors and actresses feel when dramatizing
writing, this is not the focus of the project. The students should write their paragraph in
script format as well as write the paper from the voice of Charlie. Becoming Charlie or
putting oneself in Charlie shoes may be difficult for some students. The students may
need some extra prompting as well as some extra examples to be able to do so. It is
important, however, that the students be able to see the situation from Charlie’s point of
view.
Many of the students would have already been exposed to proper letter writing
format. For those who have not, the teacher may format the worksheet in which they
compose the letter on so that it re-teaches these students. For example, there may be
underlining in which the students write the heading, the body as well as the signature. If
this is a major issue, however, the teacher may need to spend extra time discussing the
6. 6
letter format. She may choose to utilize websites that re-teach and give specific examples
of each segment that compose a letter.
Extension:
As an extension to any of these lesson plans the students could simply complete other
responses to literature within their writing notebook. The teacher may provide other
prompts focused towards the read chapters. She may, however, allow the students to
respond naturally, perhaps even in diary format. The teacher may also have the students
choose a main character (Charlie, Grandpa Joe, Willy Wonka, or the other children who
visit the factory) to embody in writing format. As each chapter is read aloud the students
could respond, in writing, their feelings about the events within the story. They would, of
course, do so in the mindset and point of view of their chosen character.
For this specific day, since it is focused on the genre of drama, the students may
enjoy composing simple puppets of the characters within Charlie and the Chocolate
Factory. The students may use them during their dramatized presentations. They also may
be able to utilize them later in the week. Examples of these puppets can be found at this
website: http://www.mce.k12tn.net/chocolate/charlie/charlie-activity6.htm
Remediation
For students with sever difficulties in reading and comprehending such a text, the teacher
may choose to limit the chapters as well as spend more time discussing the information
that occurs within each. The teacher may also choose to use the activeboard to take notes
about the main events that occur within each chapter. Due to this extra time spent in
interpreting the text, the teacher may choose to limit the activities involved with each
reading session. Also, the teacher may have to spend specific time reviewing on the
process of composing a letter in proper format. A useful website that provides lesson
plans as well as practice examples of letter writing is: http://jc-schools.net/write/letter-
write.htm. The students may also benefit from this letter writing printable:
http://www.teachervision.fen.com/tv/printables/TCR/1576903443_37.pdf.
For this reason, the class as a whole may choose to compose one letter to Charlie.
While each student would need to contribute ideas, it would allow for the teacher to
readily address writing misconceptions. Also, to remediate the drama project, the teacher
may allow students to work in groups to create a dramatized paragraph in response to
Charlie finding a golden ticket. This will also allow students to collaborate in dramatizing
the situation to the class. Working in groups, in this manner, may also ease any fears of
presenting aloud to the rest of the class.