Lesson Plans

Garbage Pizza

Nadia — Tue, 29 Apr 2008 22:13:00 GMT

Garbage Pizza Learn about what takes up space in our landfills |6513D844-|-K|6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Math|BE58E821-|-Science|BE58E821-|-Social Studies Students will define the term landfill. Students will sort sample contents of a typical landfill. Students will understand that everything they throw away does not just go away. landfill pie chart paper plates glue scissors assorted representative garbage I began this lesson by reading a picture book that related to the earth and our environment. Some suggestions are: The Wump World by Bill Peet, The Great Kapok Tree by Lynne Cherry, or The Magic School Bus Gets Recycled by Joanna Cole. We also talked about what happens to trash when we throw it away. 1.) If you are working with older students you can have them prepare the pie chart. Otherwise, you will need to do it. In any case, the pie chart categorizes what percentage of different kinds of trash are in our landfills: paper = 35.7% yard waste = 12.2% food = 11.4% plastics = 11.1% metals = 7.9% rubber, leather, textiles = 7% wood = 5.7% glass = 5.5% other = 3.4% Copy completed pie chart onto red paper (older students can do this by hand, I photocopied ahead of time for my K-2nd graders). This will be the sauce of your "pizza". Your pie chart should be slightly smaller than a regular-sized paper plate. 2.) Cut out the "sauce" and glue onto the paper plate. Be sure to use the side of the plate that you would normally eat off of. 3.) Glue samples of each kind of trash onto the pie chart in the appropriate section. These are the "toppings" of your "pizza". Ideas of trash to use: paper: old newspaper and magazines, construction paper scraps yard waste: leaves, grass clippings, fake flowers (I used leftover pieces of plastic evergreen that we had used for a Christmas craft) food: pasta, cereal, beans plastics: beads, cut up grocery bags metals: paper clips, odds and ends from the hardware store, pennies rubber, leather, textiles: rubber bands, cloth scraps wood: crafts sticks, toothpicks, twigs glass: beads, mini Christmas tree lights other: this space is such a small percent that I left it blank Special thanks to the Cook County (Illinois) Farm Bureau for this very cool activity. A completed garbage pizza with all trash glued on the correct pie piece will assess a student's comprehension. Earth Day Nadia /blogs/nadiaes/default.aspx

Soil Sammy

Nadia — Wed, 23 Apr 2008 21:44:00 GMT

Soil Sammy Students make their own Chia pet-like grass figure. |6513D844-|-K|6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5|6513D844-|-6 |BE58E821-|-Science Students will be able to identify what plants need to survive. 1. grass seed 2. baby food jar 3. googly eyes 4. potting soil 5. water 6. knee-high stocking (Make sure you use ones without a reinforced toe.) 7. material/fabric, pipe cleaners, colored puff balls, other misc. craft items may be useful: plastic spoon wide-mouthed funnel (empty toilet paper tubes work well) 1. Place some grass seeds in the toe of the stocking. (The toe of the stocking will become the Sammy's head and the grass will be its hair.) 2. Pack a handful (one half to two thirds of a cup) of soil in the toe of the stocking, on top of the seeds. (This is where the funnel comes in handy.) Make sure that the ball of soil is slightly bigger than the mouth of the baby food jar. 3. Tie a knot in the hose under the ball of soil. 4. Soak the entire head for 10-15 minutes. This helps the seeds germinate faster. 5. Place the top of the hose (which is the bottom of the Soil Sammy) in the baby food jar. Fill the jar with water. Rest the head of the Soil Sammy on the mouth of the jar. 6. Decorate! My students used puff balls for the nose and short lengths of pipe cleaner for the mouths in addition to the googly eyes. You can also make a shirt out of scrap material, add buttons, ears, etc. 7. Keep in a sunny place. Water as needed. Before long the Sammy's hair will need a trim. Special thanks to the Cook County (Illinois) Farm Bureau for this awesome craft idea! Discussion throughout the activity and upon completion of the craft will determine if the students understand the needs of a plant. Science, Earth Day, plants Nadiaes /blogs/nadiaes/default.aspx

Remedial reading or ESL Lesson

Schoolguy — Sun, 30 Mar 2008 15:46:00 GMT

Remedial reading or ESL Lesson This lesson for remedial readers utilizes older students helping younger students improve their reading skills. |6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5|6513D844-|-6 |BE58E821-|-Arts|BE58E821-|-Language Arts|BE58E821-|-Reading 1. Younger students and older students learn basic rhyming words 2. All students involved become more fluent in their reading 3. Older students gain confidence in their reading by helping younger students 1. Chart paper for word lists 2. Construction paper for books 3. Computers, if available 1. Students in remedial or ESL classes work together to generate lists of rhyming words. Examples: coat, moat, throat, gloat, goat, oat, etc. chill, hill, pill, thrill, drill, grill, spill, etc. 2. After students work together to create rhyming word lists, use computers, if available, to come up with more words. Just Google "rhyming words" and the results are awesome. 3. Divide students into pairs and have them choose two lists of rhyming words to use when writing a book for younger children. 4. Students use the rhyming words to write a short book that they will share with younger students from another class. 5. The cover of the book should have a picture that includes most of the words. Examples: A goat on a boat wearing a coat with a scarf around its throat; A grill on the side of a hill creating a spill as someone uses a drill 6. The teacher checks to see that all words are appropriate and spelled correctly. Students either write their books using manuscript letters or print them on the computer. The illustrations are more fun if they are hand drawn. 7. Each pair of older students reads their book to younger students from another class. 1. Completed books 2. Oral reading ESL, remedial reading, writing, language arts, rhyming words, lesson plan Schoolguy

Classification Elementary Lesson Plan

Janie — Sat, 29 Mar 2008 15:39:00 GMT

Classification Elementary Lesson Plan Students examine various types of beans and place them into different categories. |6513D844-|-K|6513D844-|-1|6513D844-|-2 |BE58E821-|-Math|BE58E821-|-Science 1. To understand that there are different ways to classify and group items 2. To work with others and see things from their perspectives 1. Several bags of dried beans (several varieties) 2. Permanent markers 3. Paper plates 4. Plastic cups filled with beans. Mark some of the beans with different colors using the permanent markers. 5. Glue and construction paper 1. Discuss with students different ways of classifying objects (color, shape, size, use, etc.) 2. Place a bowl of fruit on a table. Brainstorm with the students about ways the fruit is alike and ways it is different. 3. Each student picks out one characteristic that some of the fruit has in common and draws a picture of the selected fruit. Students share their pictures and ask the class to guess why they grouped the fruit as they did. 4. Divide the students into groups of four. Give each group a cup of beans. 5. Each group analyzes the beans and decides how to classify them. They do not have to use all of the beans and can come up with more than one grouping. 6. Each group chooses their favorite way to classify the beans and glues those beans onto a sheet of construction paper. The teacher goes around and helps the students write a sentence on their paper telling how they classified their beans. Students classify buttons or other objects as a follow up activity. They can bring buttons from home. Math geometric shapes and colors can also be used as an extension in math class. Students can classify the shapes and make a mosaic. classification, grouping, elementary lesson plan Janie

Sit on It - Sight Word Vocabulary

Administrator — Tue, 25 Mar 2008 04:05:00 GMT

Sit on It - Sight Word Vocabulary In order to increase the student's sight word vocabulary, s/he co-reads sight words with the teacher. The student then plays a version of musical chairs to practice recognizing the sight words. This is a remedial reading lesson for beginning reader |6513D844-|-1 |BE58E821-|-Reading Following active practice with identifying sight words from both written and oral text, the student will be able to independently identify the words the, is, and, and you when presented out of context. sentences written by the tutor using the words THE, IS, AND and YOU, large-print words, 4 chairs, *tutor’s singing voice or tape player Procedure: 1. Introduce the large-print words to the student, reading each word to her 2. Have the student echo- or co-read these words with the tutor a few times 3. [Based on the student's performance with step two, ask her to read the words on her own] 4. Introduce the student to sentences where one of the sight words is used 5. Read the sentence to the student, pointing to the text. 6. Have the student echo-read the sentence with the tutor at least once more 7. Point to the sight word in the sentence, identify it, have the student repeat the word and spell it aloud. Then have the student look for the correct sight word on the chair and sit in the appropriate chair. 8. *If ample time is allotted for this lesson, tutor may choose to have the student keep her eyes on the sight word while the tutor sings. When the singing stops, the student must sit in the correct chair. 9. Continue with this game until all four sentences are used. 10. Following this active practice, remove the sight words from the chairs and have the student read the, is, and, and you. 11. Once the student identifies the words aloud, have her copy them onto her own paper. 12. *For further assessment, tutor may ask the student to read the sentences where these sight words were used. Assessment: Following the completion of the game, have the student complete a matching activity where the word is printed out of context as well as within a sentence. The above lesson will be considered successful if the activity is completed correctly. remediation, reading, sigh words Jessica Masters

Insects and Spiders Science Lesson Plan

Betty — Sun, 09 Mar 2008 15:38:00 GMT

Insects and Spiders Science Lesson Plan Students will research insects and spiders and learn their roles in helping the environment and also harm they might cause. This elementary science lesson plan is applicable to 1st, 2nd, 3rd, 4th and 5th grade science classes. <div style="display:inline;float:right"> <a href="http://www.kqzyfj.com/lk70h08x47MPPRSRQPMONQTRQNW?url=http%3A%2F%2Ftracking.searchmarketing.com%2Fclick.asp%3Faid%3D24334836&cjsku=744813" target="_top"><img src="http://shopping.discovery.com/DiscoveryStore/images/products/largenew/744813_lg.jpg" border="0" alt="Extreme 3-D Scary Bugs Book"/></a></div> |6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5 |BE58E821-|-Arts|BE58E821-|-Language Arts|BE58E821-|-Science 1. Identify the characteristics of insects and spiders 2. Learn about insects and spiders that are commonly found in their area 3. Learn about the benefits of insects and spiders 4. Learn about harm or danger caused by some insects and spiders 5. Identify insect and spider body parts 1. Computers for research conducted by teacher and students 2. Magnifying glasses 3. Watercolors; brushes 4. <a href="http://www.kqzyfj.com/lk70h08x47MPPRSRQPMONQTRQNW?url=http%3A%2F%2Ftracking.searchmarketing.com%2Fclick.asp%3Faid%3D24334836&cjsku=744813" target="_top">Extreme 3-D Scary Bugs Book</a> from Discovery.com 5. White drawing paper and butcher paper 1. Brainstorm about information students already know about insects and spiders. Draw a giant spider web on butcher paper and use it as a web to record the information. 2. Divide the students into groups of three and assign an insect or spider to each group. Include insects and spiders most commonly found in the area. 3. Each group completes a T Chart for their insect or spider listing the pros (benefits) and cons (poisonous, bites, stings, possible harm to the environment). 4. Each group shares information about their insect or spider in a short oral presentation. 5. Using the Extreme 3-D Scary Bugs Book, students examine the body parts of various insects. 6. Using magnifying glasses, students examine dead insects collected by the teacher or adults. 7. Discuss with students what the world would look like from the perspective of an insect or spider. 1. Students individually choose an insect or spider and write a paragraph, poem, or short story about what life would be like as that insect or spider. Include factual information in the paragraph, poem, or short story. 2. Using watercolors, students paint a picture of the insect or spider they chose and its environment. Writing Lesson Plan, Writing, Art Lesson Plan, Art, Science Lesson Plan, Elementary Lesson Plan Betty /blogs/bettyb/default.aspx

TALKING ABOUT HEALTH PROBLEMS

rabia El Antaki — Tue, 26 Feb 2008 18:38:00 GMT

TALKING ABOUT HEALTH PROBLEMS STUDENTS SHOULD BE ABLE TO USE THE VOCABULARY AND EXPRESSIONS USED IN TALKING ABOUT HEALTH AND MEDECINE |6513D844-|-6|6513D844-|-7|6513D844-|-8|6513D844-|-9|6513D844-|-10 |BE58E821-|-Language Arts OBJECTIVES : - Use of the vocabulary of illnesses, medicine - Interact in a situation between a doctor and a patient - Write a class story using the past about a person who had health problems. (it can be a fun story) CARDS PROCEDURE Step 1: I will show off in class with a bandage around my wrist and expect students to ask me: what’s the matter? (Vous avez un problème à la main, Madame?) or any question that can introduce them smoothly to the lesson. Step 2 : Students will have to study all the vocabulary they have in their textbook about health problems: se blesser à la tete, se casser la jambe, se bruler, ec. The vocabulary will have to be contextualized. (the vocabulary in the textbook Discovering French is unfortunately not in context. It is meant to be learnt in isolation) Step 3: Students read a dialogue in which one boy tells his friend about the health problems he is suffering from. Students should answer later comprehension questions about the dialogue. Step 4 : Students, in pairs, look at some pictures they have in the textbook and choose one person who has some kind of an illness and write a parallel dialogue. Step 5: Now it is the students’ turn to show understanding of the vocabulary they have learned. They will be shown a card with the name of an illness written on it, and by acting out, their peers will have to guess what the illness is. Step 6 : As a follow up, students will have to tell a story of a person who had been suffering from many illnesses. Each student has to give a sentence. the use of cohesive devices is a must. This task is very appropriate to beginners and intermediates of any language. It is very efficient as it engages students in retaining vocabulary through acting it. rabia El Antaki /blogs/makeadifference/default.aspx

ME BOOKS

rabia El Antaki — Thu, 21 Feb 2008 19:18:00 GMT

ME BOOKS This is a lesson that integrates many skills and engages students in an activity that is lighthearted and linked to their life . |6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4 |BE58E821-|-Language Arts|BE58E821-|-Physical Education -communication: talking about oneself and one's family -grammar:subject pronouns, object pronouns and possessive adjectives -writing: maybe this is the first time students will write their own books: an autobiography -a digital camera -cardboard PROCEDURE Step 1: Students would have to introduce themselves to me in French. I should elicit ways of introducing oneself and members of the family. Je m’appelle ( name )____________________________________________ J’ai (age) _______________________________________________ Je vais à (school) _________________________________________ J’aime (hobbies)__________________________________________ Je n’aime pas(dislikes)_______________________________________ Step 2 : Students now should move and talk about their family. Mon père s’appelle (father’s name)________________________________________ Il est (father’s occupation)____________________________________ Il aime (father’s likes)_____________________________________________________ Il n’aime pas (father’s dislikes)________________________________________________ Ma mère s’appelle (mother’s name)___________________________________________ Elle est(mother’s occupation)______________________________________________________ Elle aime(mother’s likes)_____________________________________________________ Elle n’aime pas(mother’s dislikes)________________________________________________ Step 3 : Now students should talk about brothers and sisters if they have any, if not they should say they are single infants. J’ai (number)__________frères et________________soeur Mon frère s’appelle(brother or brothers’ names)___________________________________________ Son sport favori est (their favorite sport)______________________________________________ Ma sœur s’appelle(sister’s name)__________________________________________________ Elle passe son temps libre à(her/their hobbies)____________________________________________ Step 4 : After students have collected all the information and corrected it, they should take pictures of all the members of the family that will be included in the task. Step 5: After having all the pictures, students should write with their own handwriting the information under or over each picture. They should include only one picture on a page. Step 6: Now everything is ready to be collected under the form of a book: the me- book. Assessment: This task is very appropriate to beginners of any language. It is very efficient as it engages students in learning, enjoying and linking every life experiences. rabia El Antaki /blogs/makeadifference/default.aspx

Teaching communication: persuasion

rabia El Antaki — Wed, 20 Feb 2008 20:07:00 GMT

Teaching communication: persuasion How can students learn the art of persuasion |6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8|6513D844-|-9|6513D844-|-10|6513D844-|-11|6513D844-|-12 |BE58E821-|-Language Arts This is a communicative activity through which students would be able to handle situations in which they have to persuade someone of doing something. They should be able to use, besides words and convincing expressions, body langage such as eye contact, movements and posture. A map of any country that students know LESSON PLAN/ A COMMUNICATIVE ACTIVITY THE ART OF PERSUADING 02-20-2008 OBJECTIVE: Students should be able to convince or persuade using expressions of persuasion. MATERIAL: the map of USA (but a map of any country can be used) PROCEDURE: Step 1: students are told this: I am a tourist in USA and I want to visit one state. If the class is small, each student should choose a state; if the class is large, each group should choose a state. Step 2: Elicit expressions of persuasion and write them on board. Step 3: Students should be given time to prepare their arguments. (For example : you should go to California because you can go the ocean, Chinatown, Los Angeles…..I don't think there is a place like that) Step 4: Students start persuading me to visit their state while their peers should be very attentive and try to find areas that are less attractive in the chosen state. So, you should expect students to participate actively because they want to win the argument. Step 5: the student or group who provide the most and the best arguments win, and so you can go the state they persuaded you to go to. Step 6: Make students aware of the body language which plays an important part in the case of persuation. things like eye contact, movements, body posture should be taken into consideration. Step 7:Follow up: Along all the way the lesson was taking place, all the vocabulary of importance should be written on board. At the end of the lesson, students should choose a word from that list and adopt it. They should be very creative about the word they adopted and consider it as their baby. The next cession they should bring their productions: paintings, jokes, proverbs… This lesson plan worked very well with my own classes in my country Morocco. I also used it with American students studying French as a foreign langage when I was in USA during a training period.It worked even better. Teaching communication: the art of persuasion rabia El Antaki /blogs/makeadifference/default.aspx

Character Traits of the Candidates

Administrator — Wed, 13 Feb 2008 04:43:00 GMT

Character Traits of the Candidates Students analyze the personalties of the Presidential candidates and identify positive and negative character traits in this political lesson plan. |6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8|6513D844-|-9|6513D844-|-10|6513D844-|-11|6513D844-|-12 |BE58E821-|-Language Arts|BE58E821-|-Social Studies 1. Students recognize positive and negative character traits. 2. Students learn to evaluate personality traits necessary to become an effective leader 1. Drawing paper 2. Newspaper articles 3. Computers 1. Draw two ovals for heads on the board or overhead. Ask students to describe the perfect teacher and the not so perfect teacher using adjectives. Label the heads. 2. After listing as many descriptive adjectives as possible for #1, discuss how certain personality traits are beneficial for different professions. 3. Using the internet and newspapers, have students analyze political candidates and identify their personality traits. Students can work individually or in groups to compile information. 4. Students then use a dictionary and thesaurus to find stronger descriptive words to describe each candidate. Remind students that all adjectives must be appropriate and that it is possible to use respectful adjectives when describing negative traits. This is also a good time to discuss that a trait that might be negative for one profession might be positive for another. 5. Each student chooses a candidate and writes a Bio Poem about that individual. Bio Poem Name of candidate Four positive traits Two negative traits Feels strongly about Would like to change Frequently criticized about Received praise for 6. Students draw a picture of their chosen candidate and uniquely label the picture with personality traits. For example, each strand of hair could be an adjective describing the candidate. Students write a paragraph describing their favorite celebrity using strong adjectives. personality traits, adjectives, political candidates Edgar

Equivalent Fraction Action Lesson Plan

Administrator — Thu, 07 Feb 2008 18:11:00 GMT

Equivalent Fraction Action Lesson Students identify and write equivalent fractions and understand their usage in this elementary math lesson plan. |6513D844-|-4|6513D844-|-5|6513D844-|-6 |BE58E821-|-Math 1. The learner will write fractions equivalent to other fractions 2. The learner will identify equivalent fractions 3. The learner will understand the need for equivalent fractions measuring cups, chocolate chips, M&M's, six round paper circles the size of a large pizza, markers, 3 x 5 cards (20 per student) Focus: Using measuring cups, ask the students why it might be necessary to use 2/4 instead of 1/2; 2/6 instead of 1/3 Show that 1/4 cup of chocolate chips and 1/4 cup of M&M's is the same as 1/2 cup by adding the two together. 1. Using round paper cutouts the size of a large pizza, divide one pizza into halves, one pizza into fourths, one pizza into sixths, one pizza into eighths, and the last pizza into twelfths. 2. Show the students that the pizzas are all the same size, but the slices are different sizes. 3. Show equivalent fractions for 1/2, 1/4, 1/3, etc., by putting the pizza slices on top of each other. 4. Discuss why it might be important to cut a pizza into different size slices 5. Show students that the cross products of equivalent fractions are always equal. 6. Show students that they can write equivalent fractions by multiplying the numerator and the denominator of a fraction by the same number. 7. Write seven new fractions on the board and have students write three equivalent fractions for each. Share and check answers by using cross product method. 1. Students are each given 20 index cards. The cards are folded in half to resemble dominoes. Students write their own fractions equivalent to fractions 1/4, 1/3, 1/5, 1/6, 1/8, and 1/9 on each half of the index cards. Each student is then paired with another student to play dominoes by matching equivalent fractions. equivalent fractions; cross products Allison

Cause and Effect Lesson

Administrator — Tue, 29 Jan 2008 15:59:00 GMT

Cause and Effect Lesson Students understand and locate cause and effect relationships when reading |6513D844-|-1|6513D844-|-2|6513D844-|-3|6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Reading Students understand cause and effect relationships and recognize them when reading Children's books or stories for examples (The Three Pigs, etc.) Two highlighters per student (yellow and green) Large poster paper for group work Printed copies of a story or chapter on grade level Focus: Read a short children's book to the class. After reading the story, ask the class why specific events took place. What led to each event? Make a T Chart on the board and list causes and effects of events as they happened in the story Lesson: 1. Make a list of possible causes and have students brainstorm for possible effects. Examples: Pete spilled hot cocoa on his shirt Sally missed the school bus John forgot to lock the front door Mary accidentally sent an email to her boss Jack didn't make the basketball team 2. Make a list of possible effects and have students brainstorm for possible causes Examples: Bob fell as he entered the classroom Sheryl didn't have her homework for science Felipe didn't eat his hamburger Ellie couldn't stop laughing The entire class had upset stomachs 3. After brainstorming and discussing the examples, students work in pairs to identify cause and effect relationships from a printed story or passage. Using poster paper, each pair makes a large T Chart of causes and effects found in the story. After all students are finished, the charts are displayed for all to see and discuss. 1. Using a printed passage and highlighters, students work individually to locate cause and effect relationships. Students highlight each cause in yellow and its effect in green. 2. Challenge: Older students create and draw cause and effect cartoons. cause and effect, reading testing TeacherGuy

Wild and Wacky Verbs Lesson Plan

Administrator — Thu, 08 Nov 2007 17:19:00 GMT

Wild and Wacky Verbs Lesson Plan Students locate verbs used in newspaper articles about sports. |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8|6513D844-|-9|6513D844-|-10|6513D844-|-11|6513D844-|-12 |BE58E821-|-Language Arts Students learn to recognize and use exciting, descriptive verbs. 1. Articles cut from the sports section of the newspaper. (Teacher selects and reads articles to make sure they are appropriate and have exciting verbs.) 2. Copies of articles for each pair of students. 3. Highlighters 1. The teacher should start the verbs lesson plan by reading a few articles from the sports section of the newspaper and ask students to identify the verbs. Write the verbs on the board. 2. Students work in pairs with a packet of articles and a highlighter. 3. Students highlight all verbs used in the articles. 4. Each group chooses five verbs from the articles. 5. Using the five verbs, each group chooses one article to add on an additional, made up paragraph. All five verbs must be used in the paragraph. 6. Students share paragraphs with the class. 1. Choose similar articles from the food section of the newspaper and make copies. Students work independently and highlight all of the verbs. 2. Each student writes a paragraph describing a favorite food. Use at least five exciting verbs in the paragraph. Highlight the verbs. verbs, sentences, newspapers, paragraphs, writing

GADS Paragraph Writing Lesson Plan

Betty — Fri, 19 Oct 2007 13:32:00 GMT

GADS Paragraph Writing Lesson Plan Students work together to learn how to write a good paragraph using the GADS writing process. |6513D844-|-4|6513D844-|-5|6513D844-|-6|6513D844-|-7|6513D844-|-8 |BE58E821-|-Language Arts Students learn the elements of a good paragraph. Paragraphs taken from books or written by the teacher. Write the paragraph as a series of individual sentences using a large font. Envelopes containing individual sentences Tape Paper GADS stands for G - Grab the reader (topic sentence), A - Add five details D - Use different sentence beginnings, and S- Sum up in a unique way. 1. Divide students into groups of four. 2. Give each group an envelope containing sentences 3. Students work to place the paragraph in the correct order and tape the sentences in place on a sheet of paper. 4. Call on one group to read the paragraph to the others. Have all students who created the same paragraph raise their hands. 5. Have other groups share their paragraphs if they are different. 6. Allow students to discuss the order and decide which order is best. It is possible to have more than one answer. Let students decide if the meaning of the paragraph changes with the order. 7. Each group is given a topic and writes their own paragraph using the GADS approach. 8. Students share and critique paragraphs. 1. Write three topics on the board and allow students to choose one. 2. Students individually write a paragraph using the GADS formula. 3. Using a rubric, grade the paragraph based on each part of the writing process formula.

Art and the Writing Process

MysteryTeacher — Wed, 19 Sep 2007 04:24:00 GMT

Art and the Writing Process Using drawing to reinforce the writing process |6513D844-|-4 |BE58E821-|-Language Arts The students will understand the writing process through a drawing activity. 1. Scratch paper 2. Pencils 3. Erasers 4. Drawing paper for their published assignment 1. Give each student a piece of scratch paper and have them draw anything they want that is school appropriate. This is the Brainstorming. Or pre-writing. 2. Give them another sheet of scratch paper and have them choose one item from the pre-write and draw it again making sure it covers the entire sheet. This is the DRAFT. 3. Then tell them to do something to it to make it better. This is REVISING. I called it PLUMP IT UP. (I use this to show them that their first draft is not perfect and needs to be made better. 4. Then I tell them to add something or erase something from the drawing because everything must be necessary. This is the editing part. Then I give them the ART paper and have them draw the piece again the absolute best they can. It needs to fill the paper. They can color it now if they want to. This is the publishing. Then we display the art and we talk about all the components. Every good writer, artist, creator goes through all of these steps to make the best published piece possible. MysteryTeacher /blogs/lsturr/default.aspx