This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
Fifth grade language arts lessons & activities by core knowledgesdturton
This is the final CoreKnowedge Language Arts curriculum post, giving you the freely available Grade 5 Language Arts materials, instructions and teaching modules. Student activity books, readers, teacher guides, digital components and alignment charts are included in the lesson units below. Subject areas include learning content for skills improvement in language arts, literature and history. (All file sizes larger than 5MB are indicated.) Language arts materials are also available for Kindergarten, First Grade, Second Grade, Third Grade and Fourth Grade.
Fifth grade language arts lessons & activities by core knowledgesdturton
This is the final CoreKnowedge Language Arts curriculum post, giving you the freely available Grade 5 Language Arts materials, instructions and teaching modules. Student activity books, readers, teacher guides, digital components and alignment charts are included in the lesson units below. Subject areas include learning content for skills improvement in language arts, literature and history. (All file sizes larger than 5MB are indicated.) Language arts materials are also available for Kindergarten, First Grade, Second Grade, Third Grade and Fourth Grade.
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
A lesson plan for grade three English learners and students of all strata that promotes fiction writing through Japanese haiku poetry. Emphasis is on following the true form and purpose of haiku poetry. As a scaffold, students review "en plein air" landscape painting from the American Hudson River Valley art movement and the French Barbizon art movement. As a further scaffold, students review biomes and eco-regions as inspired by the exploration and study of biology and zoology of Alexander von Humboldt. This lesson can be adapted for students at most grades (G3-12).
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
A lesson plan for grade three English learners and students of all strata that promotes fiction writing through Japanese haiku poetry. Emphasis is on following the true form and purpose of haiku poetry. As a scaffold, students review "en plein air" landscape painting from the American Hudson River Valley art movement and the French Barbizon art movement. As a further scaffold, students review biomes and eco-regions as inspired by the exploration and study of biology and zoology of Alexander von Humboldt. This lesson can be adapted for students at most grades (G3-12).
Planning a family ? If you are, how would you like to know how 2 conceive a boy or a girl. Yes you can at last choose what gender of the child you have.
Presentazione progetto 360 per il volontariato giovanile nelle cinture urbaneGiovanni Lesa
Presentazione del progetto di volontariato giovanile denominato "360°", che vede coinvolti giovani e associazioni di Campoformido, Pasian di Prato e Pozzuolo del Friuli
This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
7. Lesson Plan Continued Step By Step Procedure: Teacher begins unit with a class discussion of what they already know about Native Americans. Engage student learning with the story The Rough Face Girl, by Rafe Martin. Explain to the students that this story will have many connections to the story Cinderella; however, they will find differences. On the Smartboard have a completed Venn diagram prepared prior to the activity. Students will come to the Smartboard one at a time to write a fact about the story. They will be writing how the book is alike with Cinderellaand how the two stories are different. Students will again complete a compare and contrast table of how Native Americans lived compared to now. This will also be done on the Smartboard.
8. Lesson Plan Continued Assessment: Each student will participate in all activities. Each student will have the opportunity to write a fact on the Smartboard. Teacher will ask questions throughout all activities to be sure that students are engaged and have the opportunity to show what they know. Adaptations/Differentiations: The teacher will allow students to have a small group discussion on their own to explain their thoughts prior to completing the different charts. Students who have visual or auditory difficulties will be seated towards the front of the room. Students who may have difficulty writing can choose a writing pal, who will assist in writing the thoughts of the student on the Smartboard. Students who have issues with anxiety will also be able to choose a writing pal.
9. New York State Standards Social Studies Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstratetheir understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. English Language Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Standard 3: Language for Critical Analysis and EvaluationStudents will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from avariety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
10. NYS Standards Continued Technology Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
12. Let’s Compare and Contrast The Rough-Faced Girl Cinderella How are they alike?
13. Let’s Compare and Contrast Again!!How was life then different than now?Example: Homes, clothes, food, ect. Then Now
14. Lesson PlanDay 2 Goal After students have read about and discussed the importance of Native American drums, they will recreate their own drum from their classroom learning. Objectives Students, from their readings in their classroom, will be able to have a discussion about Native American drums. Students will understand the importance of Native American drums and music. Students will discuss with their groups what they own that they feel is in great importance to them, and why?
15. Lesson Plan Continued Step By Step Procedures Students will read in their textbooks and online the importance of Native American drums. Teacher and students will have a class discussion on the importance of these drums to the Native American culture. Students will then, within their groups, discuss something of importance to them and why it is important. Students will then complete a drum of their own based on what they have learned about drums.
16. Lesson Plan Continued Assessment: Students will be assessed by their completed project. Does the project show signs of a typical Native American drum, and from what was taught in class? Did students comprehend the readings and apply the information to their final project? Adaptations/Differentiations: Students who may have difficulties completing this activity will be paired with a partner. Together the partners will use their creative ideas to compete the project. They will design and discuss how they want to compete this project. Teacher will monitor all students at all times. Students who have visual and auditory difficulties will be placed in front of the classroom so that may participate in discussion.
17. New York State Standards Social Studies Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstratetheir understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. The Arts Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
18. NYS Standards Continued Technology Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
19. Native American Drums Native American drums played an important role in their culture. These drums were very important to Native Americans and were looked at as part of the family. Native Americans used these drums for healing, dancing, chanting, and singing. Drums were made out of different animals skins like deer, elk, buffalo, as well as, rope. Source: http://www.drstandley.com/nativeamerican_drumming_circles.shtml
20. Let’s Recreate Our Own Native American Drums!!!!! What we will need for our drums… 1 empty 39-oz. coffee can Construction paper Clear glue Crafting feathers Wooden tongue depressor Your drum should look a little bit like this However, with your own creative style! Click here, can you make this rhythm? Let’s make our own rhythms. We will have our own powwow!! http://www.ehow.co.uk/how_5380143_make-native-american-drums-kids.html
21. Lesson PlanDay 3 Goal/ Objectives Students will use technology to research, be creative, and to show what they know. Procedures Students will utilize the internet to research a Native American object that they can recreate by drawing. Students will only go to the websites that the teacher has provided. Students will become familiar with the program Paint. Students will ask questions as they complete this lesson.
22. Lesson Plan Continued Assessment Teacher will monitor student activity to make sure students are selecting Native American artifacts. Teacher will sit down with each child and ask the following quesitons. What are you drawing? Why do think that image was or is important to Native Americans? Do you enjoy using the computer? Is there anything I can help you with? Adaptations/Differentiations: Students who may have difficulties with the keyboard or navigating the web and programs during this activity will work with a partner. If students have visual difficulties, teacher will make their font larger on the computer screen.
23. New York State Standards Social Studies Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstratetheir understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. The Arts Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
24. NYS Standards Continued… Technology Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
25. Have You Ever Drawn a Picture Without Any Pencils, Crayons, Markers, or Paints? We are going to create a beautiful picture using a computer program Paint Draw anything that is related to Native Americans You will search the internet to find what you would like to draw When you turn your computer on go to the Next, click on the address box at the top of the page You may use these websites only! http://kids.nationalgeographic.com/kids/photos/native-americans/ http://www.native-languages.org/houses.htm http://www.apples4theteacher.com/coloring-pages/native-americans/
26.
27. Play around the program at first to learn how it works, and ASK QUESTIONS!WE WILL BE UPLOADING THESE CREATION ON OUR SCHOOL WEBSITE, SO BE SURE TO DO YOUR BEST. WE WANT ALL TO ENJOY OUR WORKS OF ART!!
28. Lesson PlanDay 4 Goals/Objectives Students will be able to write a script to a section of a movie based on their classroom learning. Procedures Students will watch a Native American scene from the Disney movie, Pocahontas with very little sound. Students will then write a script of what is happening in the scene based on their learning throughout this unit. Students will use appropriate vocabulary terms and references.
29. Lesson Plan Continued Assessment Teacher will assess student writing. Have they used vocabulary words and references used in class? Does their writing reflect a clear understanding? Teacher will also assess their writing, looking for grammar and punctuation. Adaptations/Differentiations: Students who have difficulties writing will explain to the teacher what they feel is happening in the section of the movie. The teacher will scribe for the student word for word. While watching the section students who have difficulty watching the video will be seated at the front of the class.
30. New York State Standards Social Studies Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstratetheir understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. English Language Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Standard 3: Language for Critical Analysis and EvaluationStudents will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from avariety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
31. NYS Standards Continued Technology Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
32. Writing a MovieShow Me What You Know! We are going to watch a section from the Disney movie Pocahontas After watching this short section you will notice that this section has very little talking. You will write what you think is happening in the section Every script may be different, however you will use vocabulary and facts that we have learned so far from the activities we have done and our readings in our textbooks.
33. Lesson PlanDay 5 Goal Students will be able to watch and comprehend a YouTube video to complete a set of questions. Objectives Students will watch a YouTube video based on Native American children. Students will understand the concept of the video and Native American culture to answer a set of questions. Students will appreciate the idea of different cultures. Assessment Students will be called one at a time to share their answer to one of the questions. Students will hand in their completed questions. Teacher will assess student learning according to their answers. Adaptations/Differentiations: Teacher will place all students with auditory and visual difficulties towards the front of the class. Students who have difficulty with writing or writing their thoughts will explain the answers to the questions to the teacher. The teacher will the scribe for the students word for word.
34. New York State Standards Social Studies Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Technology Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
35. Watch to Learn As you watch this video please answer the following questions Describe the clothing these Native American wear. Describe the music, how does it make you feel? How are the children just like you? Please click the link below to enjoy a YouTube video http://www.youtube.com/watch?v=Wiawk5GeITA