A Long Walk to Water - Lssn 3
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This document provides guidance and materials for a lesson on Chapter 2 of the book "A Long Walk to Water" by Linda Sue Park. It includes learning objectives, vocabulary definitions, discussion questions, and instructions for a close reading activity with a partner where students discuss their notes and understanding of the chapter by talking back-to-back and then face-to-face. The central task is for students to read Chapter 2, taking notes to analyze and compare the points of view of the two main characters, Nya and Salva.
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This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words using context clues. Students are asked to analyze how the author juxtaposes the characters of Salva and Nya and explain how this compares their points of view. The document concludes with assigning partners to find similarities and differences between the characters and homework to read the next chapters.
A Long Walk to Water: Lesson8 unit2
This document provides instructions and materials for a lesson on the novel A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet on chapters 16-18, define vocabulary words, and copy vocabulary into their notebooks. It outlines learning objectives and provides discussion questions to guide student conversations about the characters and themes of survival in the novel.
A Long Walk to Water: Lesson4 unit2
This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words. It also discusses juxtaposing the characters of Salva and Nya and having students explain how this helps the author compare their points of view. Students are asked to add to an anchor chart comparing the characters and participate in a "Take a Stand" activity about factors in Salva's survival.
Day 3 lesson_16
The document discusses a lesson plan that includes reading passages about Little Red Riding Hood and Lon Po Po, as well as activities focused on prefixes, suffixes, adjectives, fluency, and writing a character sketch. Vocabulary words and grammar exercises are also included to help students improve their language skills. The lesson incorporates comparing and contrasting characters from different stories.
A Long Walk to Water - Lesson2 unit2
1) The document provides context clues and definitions for two words from Chapter 6 of A Long Walk to Water: topi, which is clarified to be a type of antelope, and solemn, which describes Salva's facial expression when telling about not hearing from his family.
2) It outlines the learning objectives of using context clues to understand words and analyzing themes of survival challenges faced by characters Salva and Nya in the novel.
3) Students are instructed to read chapters 7 and 8 for homework, adding at least two entries to their reader's notes for each chapter.
Active passive xii
The document discusses the topic of voice in English grammar through a 3,575-word lesson plan. The lesson plan aims to teach students the difference between active and passive voice and how to identify and convert sentences between the two voices. It includes examples of active and passive sentences in different tenses. The lesson plan also discusses transitive and intransitive verbs and how they relate to converting sentences to passive voice. It provides exercises for students to practice identifying and converting example sentences.
A Long Walk to Water: Lesson17 unit2
This document provides instructions and materials for students to write a two-voice poem comparing the experiences of characters Nya and Salva from the novel A Long Walk to Water. It includes:
1. Learning objectives and instructions for the poetry assignment which is to write a poem in two voices that compares and contrasts how the characters survived in South Sudan.
2. Materials and resources for students to use to complete the poem, including evidence from the novel, related articles, and an anchor chart on factors of survival.
3. Examples of how to fill in the poem template comparing the characters' experiences and highlighting the factors that allowed their survival, with prompts for students to do the same.
4. Homework
READING - IDENTIFYING MAIN IDEAS.pptx
In this presentation you will learn some strategies to improve your reading skills. It explains how to identify topics, main ideas and supporting details.
Quarter two week four Day 3-4 English pptx
Here are some words with the requested prefixes:
prepay, prefix, preheat, pretest, prewar, preplan, preview, precook, prewrite, pregame
bicycle, bilingual, bifocal, bipedal, bilateral, bimonthly, bicentennial, biped, bicameral, bipedalism
foresee, foreshadow, foretell, forewarn, forefront, foreground, forecourt, foreplay, forethought, forefather
undergo, underneath, underdog, underarm, underage, underpaid, undersea, understate, undervalue, undercook
A Long Walk to Water - Lssn 14
This document outlines classroom activities and assignments related to reading about the Dinka and Nuer tribes of Sudan. It instructs students to re-read passages from an article, try writing gist statements, discuss vocabulary words, and work on summarizing paragraphs in groups. Students are then asked to complete a reading assessment, participate in back-to-back discussion questions with partners, read background information aloud, and do independent reading for homework.
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The document provides guidance for conducting a reading workshop. It includes steps like reading the title, making predictions, discussing illustrations, translating unknown words, and then doing a full reading. It also provides examples of different types of questions to ask about the text, including literal questions about who, what, where and inference questions about why. Finally, it gives some tips for reading such as using pictures to discuss, searching for key words, asking different types of questions, and encouraging reading different genres.
March 2 6
The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
QUARTER 4 WEEK 1 ENGLISH.pptx
The document provides reading comprehension activities and passages for students. It includes a poem about a little kite learning to fly overcoming its fear. Students are asked questions about the poem and engage in group activities such as comparing the kite's traits before and after flying, acting out parts of the story, and sharing times they overcame fear. Another activity discusses prepositions and their uses. The document aims to teach students English skills like vocabulary through context clues and reading exercises.
Grade 4, day 2, parta i abd ii
This document outlines objectives and activities for establishing routines in a Reader's Workshop classroom. It discusses transitioning efficiently between lessons, reviewing expected skills like listening actively and discussing reading. Students will practice reading, writing and talking about reading independently and in groups. The focus is on developing listening skills - students will listen to a read-aloud story and discuss what it means to be an active listener by maintaining eye contact, having a quiet body, and thinking about what is said. They will then practice these skills through games where they recall details about classmates and a story.
The art of slow reading presentation
The document summarizes key points from Thomas Newkirk's book "The Art of Slow Reading" which advocates for slowing down the reading process. It discusses how slow reading fosters a deeper relationship with the text and author by carefully attending to language, visualizing scenes, and questioning ideas. It also addresses challenges to slow reading like testing pressures and distractions that encourage speeding over comprehension. Overall, the document provides an overview of Newkirk's perspective on slow reading techniques like memorization, annotation, and reflection that allow readers to fully engage with a text.
Reading comprehension
Comprehension takes place when there is communication between the author and the reader.
It is understanding what the author has written.
Reading Street
This document provides an overview of lesson plans and activities for a week of instruction related to the story "The Ch'i-lin Purse". It includes:
1) Daily lessons that involve reading passages from the story, discussing vocabulary words, completing comprehension questions and activities, and practicing language conventions.
2) Lessons focus on comprehension skills like compare and contrast, identifying symbols, analyzing suffixes, and determining word meanings from Greek and Latin roots.
3) The week culminates in a review of these skills and concepts, and a weekly test and spelling test.
The document outlines the daily schedule and lessons to guide a week of instruction centered around the themes and skills presented in the story "The Ch
english.pptx
The document discusses different types of writing such as diaries, biographies, journals, and anecdotes. Diaries are personal accounts written like conversing with someone called a "Dear Diary". Biographies recount someone's life story based on real records, events, or information. Journals record observations that catch an individual's attention and can reflect important events that guided or provoked emotions.
A Long Walk to Water: Lesson9 unit2
The document provides instructions and materials for a classroom lesson on the novel A Long Walk to Water. It includes tasks for students such as discussing vocabulary words and comparing the novel to an informational website about Water for South Sudan. Students are asked to explain how the novel both used and altered historical facts. They will have a discussion appointment about the website and how it connects to the novel. The document outlines a mid-unit assessment and homework assigning students to rewrite sentences from the novel in their own words.
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Slavery Module: Lesson fifteen
The document provides instructions for a class assignment on Harriet Tubman. Students are asked to take out their homework on Harriet Tubman and use it to complete a 6 question entry task. The document also includes a poem about Harriet Tubman and her efforts to escape slavery and help others do the same. It then provides learning objectives and texts for a poetry analysis lesson, including a poem by Paul Laurence Dunbar about wearing a mask to hide pain from slavery. Students are assigned to read independently and complete an exit ticket with questions about slavery and analyzing poetry.
Slavery Module: Lesson fourteen
The document provides instructions for students to complete tasks analyzing poems about slavery. It includes the poems "Black Woman" and "slaveships" by Lucille Clifton and discusses analyzing rhyme scheme, figurative language, and structure. Students are asked to re-write lines from the poems using different literary devices and provide an exit ticket answering questions about what they learned and their experience analyzing the poems. Homework includes reading and analyzing the poem "Harriet Tubman" and answering accompanying questions.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
Slavery Module: Lesson twelve
The document provides instructions for students to analyze the poem "Introduction to Poetry". It asks students to sketch three images inspired by the poem's title. It then prompts students to consider what the speaker is trying to say in the poem and to take a closer look at it. The poem is then presented, along with learning objectives about identifying poetic devices and finding layers of meaning in poems.
Slavery Module: Lesson eleven
This document provides information and instructions for students on poetry. It includes definitions of poetry, discussions of why poetry endures, and quotes about the power of rhythm in poetry. Students are instructed to analyze poetic devices in a poem excerpt, and are given a poetry toolbox defining common poetic terms like metaphor, simile, rhyme scheme, and others. The document encourages students to add poetic devices to found poems they created, and assigns revising their found poem to incorporate two new devices as homework.
Slavery Module: Lesson ten
This document provides instructions for analyzing an excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass. It directs students to take out two excerpts from the Narrative, star sentences they find powerful, and discuss them with a partner. It then gives learning objectives and guides students through close reading the second excerpt. It has them determine Douglass's position, analyze the purpose and craft of how he conveys his message, and complete a note-catcher analyzing the excerpt in relation to Douglass's positions on slavery. For homework, students are tasked with creating a found poem about slave living conditions based on excerpt 2.
Slavery Module Lesson nine
This document provides instructions and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes activities for students such as taking notes, discussing vocabulary words from the text, answering comprehension questions, and analyzing excerpts in small groups or with partners. The lesson focuses on building understanding of the historical context of slavery and developing reading comprehension and analysis skills.
Slavery Module: Lesson eight
This document provides instruction and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes entry tasks on roots, prefixes and suffixes. The learning objectives are to analyze how excerpts from Douglass's narrative convey his position on slavery and use word roots to understand meanings. Students are instructed to reread an excerpt and answer comprehension questions to understand Douglass's story and purpose. They are then asked to explain how the excerpt supports Douglass's two positions on slavery through specific evidence. Homework involves a constructed response using a quote sandwich to fully answer the question.
Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Lyddie: Unit3 lesson9
The document provides instructions for students to work on creating an e-brochure about a book in the computer lab. Students are told to sit with their partner, work only on the brochure project, and complete their slides that day. They are also assigned 15-20 minutes of independent reading for homework to be finished the next day.
Lyddie: Unit3 lesson8
This document provides instructions for students to complete several tasks related to researching and creating a brochure about working conditions in the garment industry:
- Students will read a passage about working conditions and find the recommended plan of action. They will then discuss this plan with a partner.
- Students will read their research notebooks and star important information to include in the brochure.
- Working with a partner, students will fill out a brochure planning form and get feedback before sketching out the brochure layout.
- Finally, students will discuss what helped their collaboration and what to remember for finishing the brochure the next day. They also have independent reading for homework.
Lyddie: Unit3 lesson7
This document provides instructions for students on the work they will be doing in class. It includes:
- Completing a section in their researcher's notebook.
- Learning how to synthesize information from multiple sources.
- Continuing to work on their research project by paraphrasing sources to avoid plagiarism.
- Creating a rubric to evaluate a sample project on consumer advocacy about the iPhone.
Lyddie: Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document reminds students of homework expectations which include continuing their notebook work and independent reading.
Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document emphasizes reading strategies and taking thorough notes to aid in the research process.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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A Long Walk to Water - Lssn 3
- 1. DO NOW Take out signed letter Read! Look at Nya’s story on page 8. What can you learn about her from this passage?
- 2. A Long Walk to Water Learning Objectives I can determine the central idea of Chapter 2 in A Long Walk to Water. I can analyze how the author, Linda Sue Park, develops and contrasts the points of view of Nya and Salvia. I can effectively engage in discussions with my classmates about our reading.
- 3. A Long Walk to Water Vocabulary Definitions for back of notebook: contrast = point of view =
- 4. A Long Walk to Water Learning Objectives What do you think? • What will YOU do as a reader to meet meet these objectives? • Think….pair….share!
- 5. Difficult Texts! What can we do? Things Close Readers Do • Get the gist of what a text is about • Know how YOU deal with emotional text • Talk about what they read!!
- 6. A Long Walk to Water Chapter 2 Chapter & Page # Nya’s Story 1st Ideas Nya’s Story New ideas Salva’s Story 1st Ideas Salva’s Story New Ideas
- 7. A Long Walk to Water Notebook Read for the gist • Read along AS we read aloud • Read for general understanding • Use your “Reader’s Notes” • Add to Columns 2 & 4 as you listen
- 8. A Long Walk to Water Vocabulary Vocabulary! Open to last page in notebook • littered = • rebels = • hesitated =
- 9. A Long Walk to Water Vocabulary More Vocabulary! • scurried = • protested = • objected =
- 10. A Long Walk to Water Back-to-Back & Face-to-Face What to do: • Back-to-back with partner • Listen to question & think about answer • Face partner • Decide who speaks first • Talk & listen • Repeat!
- 11. A Long Walk to Water Back-to-Back & Face-to-Face Question # 1: In Chapter 1, it says that Salva, “was letting his mind wander down the road ahead of his body.” He begins to daydream about when he and his friends, “made cows out of clay.” What does this daydream tell you about the importance of cattle in Salva’s life?
- 12. A Long Walk to Water Back-to-Back & Face-to-Face Question # 2: In Chapter 2, we learned that thorns littered the ground where Nya is. It says that Nya, “looked at the bottom of her foot. There it was, a big thorn that had broken off right in the middle of her heel.” What does the thorn in the heel tell you about Nya? Explain WHY.
- 13. A Long Walk to Water Chapter 2 Chapter & Page # Nya’s Story 1st Ideas Nya’s Story New ideas Salva’s Story 1st Ideas Salva’s Story New Ideas
- 14. A Long Walk to Water Homework Exit Ticket = Homework! • Use your Reader’s Notes chart • How does Ms. Park create differences between Nya and Salva?