English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Differentiate between fact and opinion. | Choose a current news topic and uses the newspaper to assemble a list of statements, some fact/some opinion. Begin discussion with students on this current topic. | With partners, students cut and paste the statements into fact and opinion columns. Draw lines to connect facts to the opinions they support. | Teacher review with entire class.
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Write an editorial on a current hot news topic that uses
facts to support an opinion. Send to local newspapers for publication.
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- Elementary Reading Strategies that Work by Beth
Davis - Writing to Inform by Kathleen Rogers
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| 2
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| Use interview to gather information for research or
composition.
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Prepare a list of questions related to the student's
heritage, provide guidelines for giving an oral presentation (eye contact, volume,
clarity, etc.).
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Students interview a parent, grandparent, or other relative
answering questions provided by teacher to gain information about their family's
background. Student presents information in oral presentation with props, costume, etc.
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Teacher-created rubric grading preparation content, and
delivery.
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- Put together a display of family pictures, heirlooms, and
memories to share at parents' night or cultural celebration. - Zounds!, p. 14. - Zounds!, p. 16.
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- The Craft of Interviewing by John Brady - Tell Me About Yourself by D. L. Mabery - Zounds!
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| 3
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| Select and organize relevant information.
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- Provide students with graphic organizers, such as an
attribute web, to gather information on the main character while reading a story. - WRSD Literacy Guide, p. XV A-17. |
Read Aaron's Gift by Myron Leroy, taking notes on the main character's appearance, personality, feelings, ambitions, etc. Develop these notes into a multiparagraph essay or character sketch. | Peer editing followed by teacher-generated rubric.
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Prepare oral presentation where students role-play that
character and deliver to classmates. It should include dress, dialect, and actions
associated with the character.
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- Prentice Hall Literature - Story Form, Project Read - Brainstorms & Blueprints by Stripling & Pitts - Take 10... Steps to Successful Research by Rothlein & Meinback - WRSD Literacy Guide
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| 4
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| Prepare and deliver report or presentation using skills in
comparison/contrast.
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- As a beginning-of-year project, students are paired by
picking names out of a hat. Teacher provides students with a set of possible interview
questions and a Venn diagram to record results. - WRSD Literacy Guide, p. XV A-19. |
Students interview each other to find similarities and
differences. Using a Venn diagram. Students make a list of things that they have in common
and differences related to personality, interests, etc. Students then work together to
write a four paragraph essay, including introduction, similarities paragraph, differences
paragraph, and conclusion.
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Teacher-created rubric.
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Orally introduce their partner to the class orally,
presenting the information they learned. This could include props, pictures, etc.
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- Write Source, Pg. 14 - Links by Kathleen Poraco - Speak for Yourself by James H. Byrns - Can You Find It? by McCutcheon - WRSD Literacy Guide
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| 5
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| Use spell-checker dictionary meanings to identify context/part of speech (function). | Provide students with examples of times when using a spell
checker to identify parts of speech is necessary. Ex. The students ran fast. In
this example, fast is used as an adverb, but in a spell checker it may be
identified as a noun or as an adjective.
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Students are given sentences with mistakes such as these and
work with a partner using the spell checker to find the proper choice of words.
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Peer assessment, class discussion.
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Students us a thesaurus to come up with more descriptive
words than the ones provided, thus making their writing more illustrative.
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- Claris Works - Works
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| 6
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| Use prepositions, interjections correctly. | Put daily Caught Ya entries on board and correct them
with students. Point out proper use of interjections and purpose of prepositional phrases.
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Design a preposition building, using prepositional phrases to indicate location of various objects in and around the building. Buildings are displayed on a bulletin board as Preposition City. | Proper usage becomes a focus correction area for writing
assignments. It should be indicated on future rubrics used to provide guidelines in
prewriting.
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Students create a scavenger hunt, hiding three items somewhere in the school. They then need to write clear, concise directions to get to the items. Another classmate follows the directions to find the hidden items. | - Caught Ya by Kiester - Framing Your Thoughts - No Glamour Grammar by Suzanne Mazer Watt - Daily Oral Language, gr. 6 - Daily Oral Language Plus, gr. 6
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| 1
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| Produce multi-paragraph compositions of the following type -
response to literature (opinion with documented proof from single work).
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Give the following writing prompt: Do you think
[character] would have been likely to [hypothetical situation]? or predict subsequent
events to story.
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Find evidence within story and then write an opinion based on character's actions in the story. | Teacher-generated rubric. | - Create a sequel to literature in the form of drama or song
or poem or story. Share with an appropriate audience. - Zounds!, p. 69. |
- Getting the Most from Literature Groups by Strube - Anthology of Literature, Prentice Hall - Literature Circle: Cooperative Learning for Grades 3 - 8, Neaman & Strong - Zounds!
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| 2
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| Produce multi-paragraph compositions of the following type - report (using content area notes). | - Set up exchange with younger grade. Younger students record
a set of facts related to one topic (social studies or science). Set up research graphic
organizer and then outline parameters of l earning activity . - WRSD Literacy Guide, section XV-A. |
Augments/organizes facts from younger student integrated with
their own research using resource books, non-fiction, Internet. Write a multiparagraph
report to be shared with younger students.
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Teacher-generated rubric.
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Independently research and report on topic of interest
related to current unit of study in any content area. Share with both English/language
arts and content area teachers.
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- Brainstorms & Blueprints by Stripling &
Pitts - Report Form Comprehension Guide by Barron & Ivers - Graphic Organizers - WRSD Literacy Guide
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| 3
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| Produce multi-paragraph compositions of the following types - narrative (personal experience using first-person point of view). | Introduce and conduct guided reading/discussion of Eleven by
Sandra Cisneros (personal narrative form).
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Write a personal narrative description of significant event that directly impacted their life according to rubric. | Peer assessment according to established rubric.
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- Create a presentation that expands on personal narrative
utilizing a display, tribute, scrapbook, computer presentation, video. - Zounds!, pp. 10-11. |
- Anthology of Literature, Prentice Hall - Helping Students Review Their Writing by Tulley - Zounds!
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| 4
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| Produce multi-paragraph compositions of the following types -
creative (traditional forms of poems and stories).
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- Choose a theme and describe/share examples of poems,using
as many varieties as possible. - Introduce a theme related to social studies or science. Direct to write a creative story including facts learned in content area. Ex: Astronomy. |
- Create a poster related to theme with at least 4 different
types of poetry. Could be decorated to fit theme. - Develop character's events consistent with facts related to themes. Ex: incorporate facts related to solar system/space travel. |
- Teacher assessment of writing mechanics and presentation. - Peer editing per established rubric.
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- Create a computer slideshow in addition to poster. Share
with appropriate audience. - Create a picture book incorporating story with picture to share with younger students. - Zounds!, p. 70. |
- Poetry: Themes and Activities by Parsons - Internet - Content area text - Write Source - Story Form Comprehension Guide - Zounds!
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| 5
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| Produce multi-paragraph compositions of the following type - letter (business and friendly; memos; thank-you notes). | Read and discuss story Circuit from point of view of migrant
worker who corresponds with significant teacher. Review format of friendly letter, in
which teacher refers to a letter written by a former student..
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- Write a letter to teacher that has been significant in
their lives. - Zounds!, p. 55. - Zounds!, pp. 58-59.
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Teacher-generated rubric.
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Research individual or agency to contact for additional
information related to unit of study in any content area. Create/and send letter, e-mail
to individual. Share responses.
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- Write Source - Anthology of Literature, Prentice Hall
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| 6
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| Produce multi-paragraph compositions of the following type -
persuasive (opinion).
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Explain Landmark contest, review guidelines and
outlines. Facilitate discussion and brainstorming.
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Follow outline and write an essay expressing a personal opinion. Add facts to support opinion. Edit, review, submit. | - Teacher assessment. - Landmark judging committee.
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Prepare persuasive speech on topic of interest. Present to
appropriate audience. Debate opposing points of view.
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- Write Source - Internet, reference material
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| 7
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| Produce multi-paragraph compositions of the following type -
journals (writing and content area).
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Provide resource (journal) and writing prompts. Explain
process of buddy journals.
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1. Write journal entry. 2. Exchange with peer. 3. Respond in
writing to peer's entry. Process repeats as determined by teacher.
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Periodic checks/monitoring format with participation.
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Based on a current social studies unit, create a journal from
the point of view of a character in that historic period.
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- Write Source, Pg. 131-132 - Journaling by Karen Bromley - Journal Keeping in Young People by Steiner & Philips
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| 8
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Reproduce anonymous student writing samples on overhead or
chart to facilitate discussion related to errors in punctuation, preposition phrases, and
compound sentences.
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Apply skill and understanding to oral and written work. | Peer edit.
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- Write Source - Journaling by Karen Bromley - Journal Keeping in Young People by Steiner & Philips
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| 9
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Prior to a writing assignment, model construction of an
appropriate introductory paragraph as well as transitions between paragraphs. Teacher will
share a rubric that provides students with guidelines.
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Keep a writing folder that they pass in with each writing
assignment and include charts with appropriate transition words as well as models of
introductory paragraphs.
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For each writing assignment, students are graded according to their class and individual focus correction areas. | - Developing Writing & Thinking Skills Across the
Curriculum by John J. Collins - Pen In Hand by Cullinan - Getting the Words Right by Cheney - Folders
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| 10
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| Edit and revise in terms of: focus correction areas,
concentrating on Grade 6 English language conventions in accordance with rubrics.
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For each writing assignment, teachers should provide students
with a rubric that provides them guidelines and focus correction areas.
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Students keep a writing folder that they pass in with each
writing assignment. A chart inside the folder indicates class FCA's as well as individual
ones recommended by the teacher.
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For each writing assignment, students are graded according to
their class and individuals focus correction areas.
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Class FCA's are bridged by adding new ones to the list as new
skills are introduced. Individual FCA's are added and deleted as the student's writing
progresses.
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- Developing Writing & Thinking Skills Across the
Curriculum by John J. Collins - Pen In Hand by Cullinan - Getting the Words Right by Cheney - Folders
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| 1
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| Scan for key words, ideas.
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- Provide students with an empty outline format to complete
as you read the non-fiction essay How to Read Faster by Bill Cosby. - WRSD Literacy Guide, section XV A.
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Read the essay How to Read Faster by Bill Cosby with a
partner and look for key words and ideas that can help students and adults to read faster.
Complete outline.
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Class discussion. | Using an outline, write an essay. This could be on a topic of
high interest like sports or music. This is a reverse of the skill they have just
completed.
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- Report Form Comprehension Guide, Project Read - Prentice Hall Literature, Copper Edition - WRSD Literacy Guide
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| 2
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| Use graphic organizers. | - For vocabulary development, teachers will give students a
"Divided Page" on which they put new vocabulary introduced in their reading. - WRSD Literacy Guide.
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Students list new vocabulary words on one side of the divided page with definitions on the opposite side. Students can then fold the divided page to study words and definitions. | Practical-usage quiz where students write sentences using the
vocabulary that show they have an understanding of the meaning.
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As the student's list of vocabulary words increases, a
vocabulary game can be played in groups where students are given the definition and, as a
group, need to come up with the correct word.
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- Links by Kathleen Poraco - WRSD Literacy Guide
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| 3
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| Define and give examples of literary structures - plot,
setting, conflict.
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Provide students with notes, including definitions and
symbols of setting (time & place), main character, characters, conflict, crisis,
rising action, climax, and falling action. - WRSD Literacy Guide, section XV A-21.
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Make a story skeleton using post-it notes with symbols to use
while reading. Read Dragon, Dragon placing post-it notes on the story as these
literary structures are discussed.
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Students read another story (Zlateh's Goat ) placing
the Post-it notes with the symbols on the literary structures in he story. Their Post-its
in the book are then graded as a test.
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To show that all short stories share these same elements,
have students watch cartoons, see plays, or watch movies, and then identify the literary
structures found in them.
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- Story Form Comprehension by Guide Greene &
Enfield - Prentice Hall Literature, Copper Edition - WRSD Literacy Guide
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| 4
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| Demonstrate an understanding of character's motives or point
of view.
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Provide students information on 1st, 3rd, and omniscient
points of view and how a character's background effects their point of view.
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Read Dragon, Dragon. Break students into four small
groups and have them rewrite the story from the point of view of the dragon, the eldest
son, the middle son, and the youngest son.
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Teacher-created rubric.
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Develop the story into a book with illustrations. Put all of
the versions into one book (collection) and bind together.
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- Prentice Hall Literature, Copper Edition - Trade books
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| 5
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| Summarize passages from fiction and nonfiction. | - Provide students with a variety of biographies to choose
from. Each student chooses a different one and is given a graphic organizer to take notes
on personal life, accomplishments, etc. - WRSD Literacy Guide |
Students read the book, taking notes on the phases of the
character's life. These notes are developed into an outline with teacher guidance. Each
section is then developed into a paragraph.
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Teacher-created rubric.
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Organize their outlines into note cards. Prepare and deliver
an oral presentation with the student becoming the character.
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- Report Form Comprehensive Guide by Greene &
Enfield - Story Form Comprehension Guide by Greene & Enfield - Various biographies - Summarizers by Saphier & Haley - WRSD Literacy Guide
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| 6
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| Make a prediction based on explicit and implicit information. | After reading any short story as a class, the teacher
provides the students a series of questions that require both low and higher order
thinking skills.
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Students answer factual and recall questions in short answer
statements. Prediction and thought questions are answered by restating the question as a
topic sentence, giving supporting details and restating the topic sentence as a
conclusion.
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If the assignment is given as homework, it can be assessed by
class discussion. These types of questions can also be asked on a quiz or test with a
rubric used for assessment.
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After reading a story, students can write their own questions
(recall, prediction, and thought for other students to answer).
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- Links by Kathleen Porcaro - Prentice Hall Literature, Copper Edition
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| 7
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- Give students a blank Bingo board with five
categories (biography, trade book, science related, reference, media) across the top. The
teacher should gather a list of the related titles from their school library. - WRSD Literacy Guide. |
Students go to the library to gather titles to put on their Bingo
board. They may make multiple boards to increase their chances of winning.
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The teacher calls off various titles and students cover them
with chips to play Bingo. This activity familiarizes students with their library's
titles and reinforces their genres.
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Students can gather all titles found by their classmates to
put together a reference list for further researchers.
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- A Tapestry of Reading: Introducing Literary Genres by
McDermid - WRSD Literacy Guide
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| 8
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| Demonstrate an understanding for figurative language.
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While reading the novel Tuck Everlasting, the teacher
points out various examples of figurative language. The teacher and students brainstorm a
list of figurative language phrases they know and write them on the blackboard.
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- Students make a figurative language book. Each page
includes a figurative phrase, its figurative translation, and a picture of its literal
meaning. - Zounds, p. 49. |
Teacher-generated rubric. | Play a cooperative game where students work in teams. The teacher shows a picture of a literal translation. Group time is given for discussion. Teams earn points as correct answers are given. | - Tuck Everlasting - Word Weaving by Johnson - Write Source by Kemper, Nathan & Sebranek
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| 1
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| Utilize CD-Roms, laser disks, and videos to research specific
topics.
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Provide students with guidelines for writing a short research
paper. Break students into five groups. Give each student a job (research leader, typist,
editor, note taker). All groups get the same topic.
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Each group uses a different research method - CD-Rom, laser
disk, videos, Internet, and reference books. Students do their assigned job to gather as
much relevant information as possible. They then put the information into a well-written,
organized paper.
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Students use a teacher-created rubric to grade the other
students in their group.
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Write a brief instruction booklet on the easiest ways and
benefits of using the method they utilized. Put in media center for other students to use.
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- Take 10... Steps to Successful Research by Meinbach - Virtual Field Trips by Cooper & Coope
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| 2
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| Compare/contrast different media techniques.
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After completing the lesson above, brainstorm and discuss the
advantages and disadvantages of using the various media.
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In the same groups, students create an advertisement for their research method complete with slogan, jingle, TV commercial, and advertising poster. | Present advertisements to a group of students who are about
to do research. Poll students on which method they would choose, based on the
advertisement.
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- Write a business letter to the company that wrote/produced
the method that the student used, praising the company for its product and offering
further suggestions. - Zounds! p.80.
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- Ad Smarts Media/Critical Viewing Unit - Beyond Blame Media/Critical Viewing Unit - Middle School Media Magic by Beades - Zounds!
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| 3
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| Identify and explain the effective use of sound effects.
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Throughout a unit on the oral tradition, students listen to
tapes of stories. Teacher points out examples of appropriate sound effects.
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Students chose a folk tale and make a cassette tape of the
story. This tape must include voice changes, sound effects, and music. Partners are
encouraged.
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- Tapes are played in class for peer assessment. - Writing: What is it like to view TV or movie without sound?
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Make a filmstrip to accompany their story tape. Bring the
tape and filmstrip to younger grades and present the story.
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- Prentice Hall Literature, Copper Edition - Various folk tale picture books
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