English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Recognize and use humor.
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- Model riddles, tongue twister poems (Shel Silverstein). - Knock-Knock jokes, puns. - Read aloud any Amelia Bedelia books. Discuss why events are humorous. |
Work with small group to collect 4-6 jokes or cartoons that they think are humorous. Predict which their classmates will find funniest. Survey class and graph results. | Student writes their own riddle, tongue twister or
Knock-Knock joke.
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Create a class joke book or slideshow presentation. Act out a
favorite Shel Silverstein poem for an appropriate audience.
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- Laughing Together by Walker - More M.A.G.I.C. Kits by Hauer, Koprowicz, Larus - Amelia Bedelia by Parrish - Riddle-icious by Lewis
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| 2
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| Understand and use brainstorming techniques.
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- Model webbing techniques with familiar story/topic such as
T-charts, Web, 5 words - 3 words, K-W-L charts, word splashes from Activators, p.
40. - WRSD Literacy Guide, p. XV A-1 to A-23. |
Work in small group to brainstorm ideas related to a topic/story given by teacher. Share with class. | Student can list rules and ways to brainstorm. | Create a word web related to topic on computer or poster to
share with appropriate audience.
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- Activators by Saphier & Haley - Summarizers by Saphier & Haley - M.A.G.I.C. Kits by Heuer, Koprowicz, Larus - WRSD Literacy Guide
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| 3
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| Use context to understand figurative language.
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Read aloud My Ol' Man by Patricia Palacco. Stop and identify figurative language - ask students to explain/clarify. | - Read passages for reading class. - Use Post It Notes to mark passages to show figurative language. Share and explain meaning to group. |
Students are given passages with figurative language and asked to give literal meaning. | Identify examples of figurative language in poetry and share
with appropriate audience.
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- My Ol' Man by Palacco - Elementary Reading Strategies That Work by Davis & Lass
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| 4
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| Alphabetize by whole word. | Choose a topic from science and brainstorm vocabulary related to that topic. Record on index cards; arrange in pocket file with special attention to words that have similar beginnings. | Work with a partner to develop word families (ex., run, ran, running, rundown, runoff); arrange words in family in a-b-c order. | - Correct ordering of word family set. - Teacher observation of student's work and application of skill. |
ABC Learning Center featuring vocabulary related to a wide variety of student interests. Students take turns challenging each other to arrange the sets of cards alphabetically. | - Index cards - MA map, U.S. map - Phone book - Dictionary - Thesaurus
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| 5
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| Identify and give examples of synonym, homonym, antonym.
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- Phonology Guide, Pg. 269.
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- Play game in small group Antonym Bang, Phonology Guide, Pg.
271. - Work with partner to analyze pairs of sentences containing homonyms. Explain their meaning. - Phonology Guide, Pg. 266. |
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Create a picture book illustrating in word and graphic examples of one of the patterns, i.e., synonym, antonym, homonym. | - Phonology Guide: Project Read - Elementary Reading Strategies That Work by Davis & Lass - Daily Oral Language, gr. 3 - Daily Oral Language Plus, gr. 3 |
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| 6
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| Recognize possessives and relate them to the concept of ownership. | Model using stuffed animal, how to say and write possessive form for specific body parts. Give each student an index card. | Write on card their own name (possessive form) and some object currently on their desk or body. Cards are put in can. Students take turns pulling a card, reading aloud the phrase and then describing that object. Ex.: I spy Sandy's book. It has a red and blue cover. Game continues. | Student writes sentences describing eyes or hair color of
four classmates (correctly uses possessive form).
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Create a summary book or slideshow that illustrates
characters they have read about and objects each owns (could include physical attributes -
hair, eyes).
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- Elementary Reading Strategies That Work by Davis
& Lass - Write on Track by Kemper, Nathan & Sebranek - One-Minute Game Guide by Metzner - Daily Oral Language, gr. 3 - Daily Oral Language Plus, gr. 3
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| 7
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| Recognize and apply most letter-sound associations. | - Model decoding sound symbol relationship in isolation, in
words and then for words in sentences. Guide student decoding practice. Make flashcards
for sound/symbol relationships want to practice. - Direct singing game.
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- Work in small groups to play singing game. Learn song: Apples
and Bananas, p. 39. A&B.
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Teacher evaluates oral reading and spelling in context of writing exercises. | Read book that highlights phonemic awareness. Analyze
patterns - share analysis with appropriate audience. Ex.: Roar and Move by
Kuskin, Ape
in a Cape by Eichenberg, Moose on the Loose by Ochs.
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- Elementary Reading Strategies That Work by Davis
& Lass - Phonology Guide: Project Read - Oooples & Boo-noo-noos by Yapp & Yapp - Daily Oral Language, gr. 3 - Daily Oral Language Plus, gr. 3
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| 1
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| Formulate open-ended research questions to explore a topic of interest (Step 1). | - Model formulation of suitable question for research. - K-W-L chart is helpful structure. - See WRSD Literacy Guide, p. XV A-11, XV A-23.
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Create questions that occur to them related to topic, either
dictate or write in a small group or independently.
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Teacher creates wordsplash for story or unit under study.
Student generates questions related to topic (Activators ).
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Research topic related to Massachusetts (person, place, event). Refine research questions and explore. | - IIM Research Guide - Comprehension Guide: Report Form - Activators by Saphier & Haley - WRSD Literacy Guide - Write on Track, Great Sources Education Group |
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| 2
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| Use an introductory sentence that includes the topic (Step
2).
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- Model paragraph structure from IIM or Report Form
Key sentence followed by details. - Give examples of sets of sentences. Students identify topic or key. |
Practice writing topic sentences for paragraphs that contain only details. Apply process to individual writing assignments. | - Teacher assesses using written re-telling (expository
text). - WRSD Literacy Guide, p. XII-38.
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Write key sentence(s) for Massachusetts report. | - IIM Research Guide - Comprehension Guide: Report Form - WRSD Literacy Guide - Write on Track
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| 3
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| Compose easily-understood multi-paragraph writing samples of
five to fifteen related sentences of the following type - report (description) (Step 3).
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Explain report format using IIM process or Report Form Guide as reference. Model using charts or overhead so students can see structure. | Follow format as outlined by teacher and write first draft or report. Conference, re-write. | Write Massachusetts report and share information with appropriate audience. | - IIM Research Guide - Comprehension Guide: Report Form - WRSD Literacy Guide - Write on Track |
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| 4
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| Compose easily-understood multi-paragraph writing samples of five to fifteen related sentences of the following type - narrative (sequence/directions). | Explain use of prompts or cue words (i.e., first, next, then) as aids to sequencing ideas. Write a set of directions (paper folding exercise) using prompts. Students follow directions. | Write a series of directions with prompts to tell how to make
a peanut butter sandwich. Teacher follows directions literally and students review their
directions.
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Successful completion of directions.
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Write directions to make a design with pattern blocks or
pentamines tangrams. Can use in a problem solving learning center.
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- Bread - Peanut butter - Knife
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| 5
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| Compose easily-understood multi-paragraph writing samples of five to fifteen related sentences of the following type - narrative (personal experiences). | Teacher initiates activity that stimulates thinking. Models the writing of a narrative on overhead or chart. Facilitates class analysis/discussion. | Using prompts like Family or Friendship from Insights , write a narrative describing personal experiences. | Teacher-generated rubric to assess writing. | Create an autobiographical picture book to share with an
appropriate audience.
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- Insights by Artman - Write on Track, Kemper, Nathan, Sebranek
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| 6
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| Use the following English language conventions - adjectives, verbs, nouns. | Explain differences and show application in writing. Illustrate value of adjectives as words that add interest. Read aloud Biggest, Strongest, Fastest by Jenkins. Find adjectives, verbs, nouns. | Work with partner to complete an ad lib. Read aloud. Switch
roles, repeat.
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Correctly identify parts of speech.
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Write their own Mad-Lib to share with appropriate audiences. | - Mad-Libs - Biggest, Strongest, Fastest by Jenkins - Daily Oral Language, gr. 3 - Daily Oral Language Plus, gr. 3
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| 7
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| Use the following English language convention - varied
sentence lengths and beginnings.
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Make an overhead of writing samples. One with varied sentence lengths and beginning the other with predictable short structure. Compare and discuss with students. | Work with a partner, analyze a piece of their own writing. Counting length of sentences and underlining beginnings that are repetitive. Change or revise as needed. | Self- and peer-assessment.
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Analyze a page from movie/story being read. Show number of words per sentence and a variety of sentence starters. | - Write on Track by Kemper, Nathan, Sebranek - Helping Students Revise Their Writing by Tully - The Writing Book by Inky Penguin
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| 8
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| Use the following English language convention - subject-verb
agreement.
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Model appropriate subject verb agreements. Have students
revise examples given on board or overhead. Discuss. Compare.
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Complete fill-in sentence exercise emphasizing subject - verb
agreement.
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Correct usage in written language.
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Create a poster, game, song or mnemonic device that helps others remember tricky verb agreements. | - Write on Track by Kemper, Nathan, Sebranek - Helping Students Revise Their Writing by Tully - The Writing Book by Inky Penguin |
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| 9
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| Use the following English language conventions - transitions between paragraphs to show order. |
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Create a comic strip - four box format - that uses transition
words in each box. Share with group.
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Teacher assesses logical sequence of story and appropriate
use of transition words.
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Identify picture book or short story that uses transition
words. Explain their choice.
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- Hooked on Books, Pg. 219, Muncy - Write on Track by Kemper, Nathan, Sebranek - Helping Students Revise Their Writing by Tully |
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| 10
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| Edit and review in terms of incomplete sentences,
paragraphing, capitalization, and end marks.
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Use an overhead to conduct a mini-lesson on one of elements
(ex.: no end marks). Students collaborate on revisions.
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Peer-edit samples of each other's writing giving suggestions about structure, paragraphing, capitals, or end marks. | Students review their own work independently. | Create a character (Ex.: Revision Detective) and graphic to remind students to revise their writing. | - Write on Track by Kemper, Nathan, Sebranek - Helping Students Revise Their Writing by Tully |
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| 1
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| Demonstrate an understanding of tales from different
cultures.
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- Read aloud The Egyptian Cinderella by Shirley Climo.
Model use of Venn diagram to compare with familiar version. - WRSD Literacy Guide, XV, A-19. |
Work in small groups to read and analyze stories like Soot Face by Sans Souci, The Scar-Faced Girl by Martin, Yeh-Shen by Ed Young, Lon Po-Po by Ed Young, Princess Furball by Charlotte Huck. Compare to other similar stories they know. | Venn diagram of story read with similar folktale. | Listen to recording of folktale, visualize and draw. Share with appropriate audience. | - Just a Minute by Irene Watts - Take a Quick Bow, Pg. 114-121 - Lon Po-Po by Edward Young - Folktales by Laura Rose - Stories to Solve by Shannon - WRSD Literacy Guide |
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| 2
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| Summarize a story.
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- Read aloud Important Book by Margaret Wise Brown and
model use of trifold pattern (Summarizers, Pg. 21) to summarize information read. - Story Pyramid activity from WRSD Literacy Guide, XV, A-15. |
Fill out trifold or worksheet to share important information
from current unit of study or story/book read in class or independently.
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- Telegram activity from Summarizers. - Zounds!, p. 54,
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Create a poster or mnemonic device that assists other students in summarizing, i.e., 3-2-1. | - Summarizers Saphier & Haley - Story Form: Comprehensive Guide by Greene & Enfield - WRSD Literacy Guide - Zounds!
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| 3
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| Arrange information in sequential order. | - Read aloud Stone Soup. Guide students through
sequencing activity from Good Books, Pg. 117. Discuss process and cues. - Sequence template from WRSD Literacy Guide, XV, A-7. |
Read assigned story/book. Fill out Story Guide (Strube) to show sequence of events. Share. Compare with others. | Teacher writes parts of story on index cards or worksheet.
Students put in order.
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Create a story ladder with events on 3 of the 6 rungs. Readers have to fill in missing events (logical). | - Story Form: Comprehensive Guide, Greene &
Enfield - Getting Most from Literature Groups, Strube - Good Books, Ossen |
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| 4
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| Compare/contrast settings and characters from literature.
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Read aloud The Gingerbread Boy and The Pancake Boy.
Model use of T-chart to compare the characters and setting.
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Work with a partner. Use a T-chart to compare/contrast 2 characters (one their choice and one the teacher's). Share with class. | Make characteristics to show similarities and differences.
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- Do a parody of a well known nursery rhyme, fairytale or TV
commercial (MB, Pg. 12). - Zounds!, p. 48.
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- Getting Most from Literature Groups, Strube - Across the Curriculum, McElmeel - Zounds!
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| 5
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| Set a purpose for reading. | - Explain purposes for reading: predict, answer questions,
learn language, for information, for pleasure. Model and reinforce for reading exercises
throughout day. - WRSD Literacy Guide. |
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Student can identify purpose for reading when asked.
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Create a poster for Community Day highlighting at least one purpose for reading. | - Hooked on Books - Comprehension Guide: Story Form - Elementary Reading Strategies that Work - Literature Circles - WRSD Literacy Guide
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| 6
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| Identify pronoun referents.
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Reproduce passage from story being read on overhead or large poster. Students are invited to identify pronouns (with teacher guidance) then name who the pronoun is referring to. | Work with a learning buddy. Each writes a short passage with
pronoun and noun referents. Exchange and identify pronouns and their referents (repeat
often with varied partners).
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Students are accurate in their identification of pronoun
referents.
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Take a familiar nursery rhyme. Substitute pronouns for
common/proper nouns. Read aloud. See if classmates can identify nursery rhyme. Ex.: She
sat on it.
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| 1
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| Demonstrate an ability to access the Internet.
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Models accessing the Internet. List appropriate websites and bookmark them. Provide time and opportunity for students to access the Web. | Work with partner and then independently to access
appropriate websites as directed by teacher.
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Students map out a Trip Tick:
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Find a website related to a particular topic as identified by
teacher. Student bookmark the site for teacher review.
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- Virtual Field Trip by Cooper and Cooper - Internet for Kids by Kurshan and Armstrong - Internet Resource Directory by Miller |
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| 2
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| Recognize advertising strategies, e.g., exaggeration,
personification, endorsement.
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Record a variety of TV commercials. Discuss patterns with students and ask them to identify strategies. Invent a product for language activity. | Work in small group to script a commercial using one of the three identified strategies or any combination. | Small group could present their commercial, other students
identify advertising strategy.
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- Collect magazine and newspaper ads of particular type Ex.:
endorsement. - Create a collage.
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- Creating Critical Viewers by Singer and Singer,
Chapter 4 - Kid Vid by Kaye Black
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| 3
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| Give oral presentation - recognize audience and purpose.
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Model by acting out/dressing up as famous person. Shares information from biography. Discuss process with students and outline expectations for student presentation. | Read biography or historical fiction. Dress as character and
given 3-5 minute presentation of story highlights from this character's point of view.
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Student responds to class questions related to presentation.
Teacher observes and evaluates.
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- Interview an important individual from community. - Give presentation related to that interview and even dress up as the interviewer.
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- Taking the Time to Act by Ball & Airs - The Most Excellent Book of Dress-Up by Moe Casey
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