Do you like eggs? Learn how to identify and write the 4 Types of Sentences while exploring the topic of chickens & eggs from a local farm in Eastern Oregon. Visuals include a powerpoint presentation (excellent online resource to use with Google Classroom) Flowchart and Thinking Map. Two types of assessments are included ( one using a sentence frame ) and challenge those who need a little more by having them write a short story.Grades 6-8
Comparing and contrasting our experiences with friends and family help us better understand our own identity. Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.
Middle school is a conflict-ridden stage, particularly for our emerging bilingual students, who are normally known as ELLs. Not only do they have to overcome numerous problems of linguistic and cultural adaptation, but they also have to face challenges such as family or economic instability and moves, often cross-border. Indeed, it is not uncommon to meet Hispanic students: Mexicans, Puerto Ricans, Salvadorans, etc. who travel to their countries of origin, or to the countries of origin of their parents for seasons, sometimes even to stay and live there, despite having been born in the United States and having lived here all their schooling until that moment. It is also quite common to see students who migrate with their families to the United States when they are already 11 or 12 years old and who, as we mentioned, not only have to learn the language, but adapt to a new life, culture and traditions.In this lesson plan we propose to use these personal experiences to introduce basic conversational vocabulary. It is designed for both dual immersion programs and English development classes.
This lesson is designed for students to learn basic social justice vocabulary, such as systemic racism and analyze if equity matters. Through vocabulary development of terms around race relations and equity, along with the analysis of two articles, students will gain an understanding of equity in social organizations. Finally, using the articles, the content-specific vocabulary and their own schema, students will discuss if equity matters in a Socratic seminar.
This lesson will teach students how to use common ending punctuation marks for simple sentences through discussion, activities, and creative writing within the context of the agricultural community.
Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs and joints. Students relate the skeleton as a structural system, focusing on the hand as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials. This lesson plan was developed for emergent bilingual students who are intermediate or advanced in their English language development skills. This lesson is adapted from the following resources, "Engineering Bones" and "Prosthetic Party," on the TeachEngineering Digital Library: https://www.teachengineering.org/lessons/view/cub_biomed_lesson01, https://www.teachengineering.org/activities/view/cub_biomed_lesson01_activity1
Students will receive exposure to new vocabulary, then read and annotate an article, discuss, and engage in a writing exercise, focused on the Iroquois Confederacy.
In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are. Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country.
This lesson serves as a starting point for teachers who are interested in implementing Student Engaged Assessment and seek to use rubrics as assessments for, and of, learning. By participating in a conversation about riding a bike and sequencing photos of cyclists according to skill, students create a “continuum of learning” that’s translatable to standard-based assessment and rubrics that they may encounter in the future. In order for formative assessment to be effective, students must feel respected, valued, efficacious, and engaged in their classroom. This lesson provides students the opportunity to participate in the development of the assessment language that they and their instructors will use to evaluate their performance. Students collaboratively create a continuum of skill-level descriptors that provide the framework for a mastery rubric. This lesson promotes an environment in which students participate fully in the assessment process, while developing the interpersonal and intrapersonal skills that they’ll need for success in school and life.
This is a two part mini lesson. It uses individual and group photographs to help students develop a sense of individuality and community within the classroom. This lesson provides a physical and visual representation of students within their class community. Students will see themselves as individuals who are part of a whole. For students who do not feel as though their individuality is valued, they have a tactile representation of their inclusion as individuals who are part of the group.
This lesson plan contains a quick overview of parts of speech with activities and games that focus on nouns, verbs, adjectives, and adverbs. There is opportunity for group work and individual practice along with identifying and classifying parts of speech.
Construction of Simple Sentences using agricultural vocabulary and images to create simple sentences.
This lesson is intended for Emergent Bilinguals. The focus is an introduction to "subject and predicate" with an emphasis on agriculture vocabulary.