Language Arts

Students will use SeeSaw to practice sight word fluency by writing sight words and uploading them to their online portfolio.

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Students will write a paragraph about their opinion on a topic and evaluate their writing using a rubric and the Seesaw app.  

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Students practice their reading fluency using leveled passages and the recording feature on the Seesaw app.

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Figurative Language/Literacy Devices

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Students will enhance their vocabulary in three ways: spelling, definition, usage

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Students used Padlet walls to post thoughts/connections/questions about their reading of the historical fiction novel My Brother Sam Is Dead. Students were placed into small groups by teacher. Teacher created a Padlet wall for each small group. Group members were asked to post at least two comments per chapter of reading. 

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In this unit students will pick a cat/dog that needs to be adopted and write a persuasive piece to persuade someone to adopt the cat/dog.  Several students in my class are passionate about cats. Their passion is spreading to other students in my class.  Their passion is driving this persuasive unit.

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Over five class periods, students explore the topic “Should Everyone Get a Trophy?” as they prepare to write a five paragraph essay argumentative essay. This unit is an extension of the Word Generation materials created by SERP (Series 3 Unit 3.21).

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This is a unit plan in which students will work in small groups and use technology to research different topics related to a class novel, Pictures of Hollis Woods by Patricia Reilly Giff.  They will then use this information to create a Google Slides presentation to share with the class.  This “We-Search” activity will be structured as a jigsaw.

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In the Law Day Unit the students ultimate goal is the presentation of the court case People V Stover.  The presentation occurs in a courtroom under the guidelines of the United States Court System.  Preparation of the case includes an understanding of our United States Constitution - our rights and our liberties.

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