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Google Doc Lesson Plan Template
Leverage technology with a Google Doc lesson plan template that allows for easy editing and sharing. This digital resource enables you to access your plans from anywhere and collaborate with colleagues. Incorporate it to modernize your planning process and enhance adaptability.
Argumentative Letter on a Candidate or Mandatory Voting
Social Studies, ELA, Government, History, History: USA, Writing, Grade 7, 8, 9, Teacher Tools, Lesson Plans
The low-prep, 27-page resource, Argumentative Letter on a Candidate or Mandatory Voting has your middle and high school students take a position on either which presidential candidate to support or whether voting should be mandatory in the United States, write a 4-paragraph argumentative letter to the editor, and then send them off to online sites that accept letters to the editors, such as local, state, or national news sites. I have included links to four online articles that address the pros and cons of making voting mandatory in the United States that the students can use for their research. If your students choose to do the candidate letter, this lesson works best if students have done my lesson, Where the Candidates Stand on the Issues or something similar to that. This lesson doesn’t specifically teach how to write an argumentative essay. It builds on what students already know, assuming they have already written argumentative essays. Embedded in this lesson are a brainstorming activity for evidence and analysis, a template for writing the essay, a graphic organizer all of which provide scaffolded support to your diverse range of writers, and a rubric. Argumentative Letter on a Candidate or Mandatory Voting includes the following: a hyperlinked Table of Contents About this Resource-- an easy-to-use guide to everything you need to know about this resource a forced link copy to the Google Doc Common Core Literacy Standards for Writing in History Objectives and Learning Targets An Essential Question for Each Prompt: For the Candidate Letter to the Editor: What key qualities and policies make one presidential candidate more suitable than another? For the Mandatory Voting Letter to the Editor: Should voting be mandatory in a democratic society? 3 Guiding Questions for Each Prompt: For the Candidate Letter to the Editor: What are the major policy differences between the two candidates? How do the candidates' backgrounds and experiences shape their suitability for the presidency? Which candidate's proposed solutions do you believe are more effective in addressing current societal challenges? For the Mandatory Voting Letter to the Editor: What are the arguments for and against mandatory voting? How does mandatory voting affect voter turnout and representation? What are the potential benefits and drawbacks of implementing mandatory voting laws? Student Handouts: Evidence/Analysis Matrix for Candidates Argumentative Essay Evidence Analysis Matrix for Mandatory Voting Argumentative Essay Candidate Argumentative Essay Prompt Mandatory Voting Argumentative Essay Prompt Template for Candidate Argumentative Essay Prompt Template for Mandatory Voting Argumentative Essay Prompt Verbs and Transition Words and Phrases for Argumentative Writing Graphic Organizer for Argumentative Essay Argumentative Essay Rubric: Portrait and Landscape Format Interested in more 2024 Presidential Election Resources? Check out these: The U.S. Presidential Election: Anticipation Guide, Questions, Discussion 12 Essential Election Terms for Middle & High School- Vocabulary Strategies 12 Essential Election Terms Color by Number Vocabulary Review for Middle School What are your Political Viewpoints? A Survey for Middle and High School Students Major & Minor Political Parties in US History & Modern Times- Text and Questions A Brief History of Who Can Vote in the United States, Text, Terms, Questions United States Presidential Election Process- Primaries to the Electoral College Propaganda & Political Campaign Ads- Close Viewing Analysis & Written Reflection Where do the Candidates Stand on the Issues? Research and Analyze their Websites Argumentative Letter on a Candidate or Mandatory Voting Presidential Election Project-Collaborative, Creative, & Analytical
Author Intentional Teaching and Learning
Tags Presidential Elections, Argumentative Letter, Presidential Candidates, Cross-curricular, Critical Thinking, Claims And Counterclaims, Evidence And Analysis, Mandatory Voting, Rubric, Middle And High School;
The Mayflower Compact: Reading and Analyzing a Primary Source Document
ELA, Social Studies, Reading, Reading Comprehension, Language Development, Pre-Reading, Strategies, History, History: USA, Government, Grade 6, 7, 8, 9, Teacher Tools, Lesson Plans
The Mayflower Compact- Analyzing a Primary Source Document , is a 27 page standards aligned resource that provides your 6th-9th grade students with strategies for reading, understanding, and analyzing a challenging primary source document . Our students need help developing the skills to read complex materials, especially primary source historical documents. Students need practice on how to read a primary source document, and reading it once isn’t enough. Your students will participate in a close read of the primary source document four times: 1. for context and origins (source the document); 2. for meaning; 3. for the purpose (argument or thesis) of the document; and 4. read like a historian. Students will collaborate in deep discussions developing their critical thinking skills as they delve into their reading and analysis of the Mayflower Compact. Through this experience, they will find that their discussions become richer as they work through the questions provided for each of the 4 Reads. The follow up to the lesson, the multiple choice and short answer questions will offer students an opportunity to showcase what they learned. This lesson can take 2 50-minute periods to complete. However, if we want our students to feel confident enough to tackle primary source documents written in the past in unfamiliar English, we need to give them the tools to do so. Even so, I have provided an annotated version of the Mayflower Compact to help your English Language Learners, students on IEPs and 504 Plans, and struggling readers. The Mayflower Compact- Analyzing a Primary Source Document includes the following: History and Reading for History Standards, Objectives, and Learning Targets Essential Question: How do founding documents like the Mayflower Compact shape the principles and practices of governance in societies? 3 Guiding Questions: "What were the key motivations behind the drafting and signing of the Mayflower Compact?"; "How does the language and structure of the Mayflower Compact reflect the religious and political beliefs of the Pilgrims?"; and "What principles of governance are outlined in the Mayflower Compact, and how do they compare with other early democratic documents or principles?" Lesson 1: What are Primary and Secondary Sources Lesson Plan 2: Four Reads: Reading and Analyzing a Primary Source Document The Mayflower Compact in its original wording and in Plain English 4 Reads Questions and Answer Key Multiple choice and Short Answer Assessment and Answer Key
Author Intentional Teaching and Learning
Tags Mayflower Compact, 13 British Colonies, English Colonies, Primary Source Document, Reading Comprehension, Thinking Like A Historian, Reading For Purpose And Argument, U.S. History, Critical Thinking, Assessment
U.S. Presidential Election Process from Primaries to Electoral College
Social Studies, Government, History, History: USA, Grade 7, 8, 9, 10, Teacher Tools, Lesson Plans
The United States Presidential Election Process from the Primaries to the Electoral College is a comprehensive 34-page low-prep teaching resource designed to help shed light on the complex procedure involved in electing a United.States president for our students. The text simplifies each stage of the election process. It explains the constitutional qualifications necessary for the presidency and walks students through the election journey, starting from primaries and caucuses, national conventions, campaigns, popular votes, to the pivotal role of the electoral college. It has been updated to reflect the events of the 2020 Presidential election, including the certification of the Electoral College and the attack on the Capitol on January 6th . Recent events have shown how imperative understanding these democratic procedures really is to our democracy. The content that this resource holds not only unpacks how we arrive at Election Day outcomes but also explores the disruptive events surrounding January 6th during Electoral College certification. This resource provides key points for sparking class discussions concerning democracy and legislation. The United States Presidential Election Process from the Primaries to the Electoral College includes the following: A hyperlinked Table of Contents About this Resource which is a handy table listing everything a teacher needs to set up their classroom for this lesson including the google doc link A comprehensive lesson plan with standards, objectives, and learning targets An Essential Question: How does the United States presidential election process, from primaries to the Electoral College, reflect the principles of democracy and governance? 3 Guiding Questions: What role do primary elections play in the selection of presidential candidates, and how do they influence the overall election process? How does the Electoral College system function, and what are its advantages and disadvantages in ensuring fair representation in the presidential election? What factors influence voter turnout and participation in the presidential election process, and how do they impact the outcome of the election? The following handouts: What Requirements Should a President Have: Must Haves/Can Haves Text: The Nuts and Bolts of the Presidential Election Notetaker: The Nuts and Bolts of the Presidential Election with Answer Key R.A.C.E.S. writing poster Multiple Choice and Short Answer Questions with Key
Author Intentional Teaching and Learning
Tags Presidential Election, Democracy, Electoral Process, United States, Electoral College, Primaries, Requirements To Be President, Caucuses, Popular Vote, January 6th
Identify Expository Writing Goals- Choose Goals, Steps, & Then Reflect
ELA, Writing, Grade 6, 7, 8, Teacher Tools, Lesson Plans
The editable 19-page, differentiated, editable lesson , Identifying Expository Writing Goals- Choose Your Goals and Steps, Then Reflect , helps students become better writers because it makes goal-setting accessible for your students. Because they are given choice in their goal selection, they will be more invested in their writing. The low-prep, standards-based, comprehensive lesson plan guides teachers and students through the process of selecting goals and action steps, followed by a pre-writing and post-writing reflection. The lesson plan is very interactive with opportunities for students to discuss. Your ELL, RSP, GATE, and General Ed students will gain confidence and be positively challenged in their writing because they have their goals as guideposts. Here's how it works: Students choose one goal from each of 6 categories - Introduction, Thesis Statement, Body Paragraphs, Evidence and Analysis, Conclusion, Organization, and Structure. Each category has two Foundational Goals (goals needed to achieve proficiency) and two Extended Goals (goals for more advanced writers). Students get to decide whether the goal they choose is Foundational or Extended based on where their skill level is. After they choose their goal for each category, they then choose one step to take to make progress on their goal. In total, they have identified six goals and steps, but that is probably too many for them to focus on in one essay. So they decide on the two or three most important goals and steps they want to focus on for their essay. The lesson includes the following: a hyperlinked Table of Contents About this Resource - a guide that orients you to everything you need to prepare for your class, including links to the 4 student handouts standards- aligned, detailed lesson plan An essential question: How can setting and reflecting on specific writing goals improve my expository essay writing skills? 6 guiding questions: Why is it important to set specific goals for my writing? How can I identify my strengths and areas for improvement in expository essay writing? What strategies can I use to achieve my writing goals? How does reflecting on my progress help me become a better writer? How can feedback from peers and teachers help me refine my writing goals and strategies? How can setting writing goals make my expository essay more engaging and effective? Objectives and learning targets The following student worksheets: Expository Essay- Choose Your Goals Expository Essay- What Steps Will You Take to Achieve Your Goal? Expository Essay- Goals and Steps- Putting Them Together Expository Essay-Goals and Writing Reflection
Author Intentional Teaching and Learning
Tags Goal-setting, Writing Goals, Expository Writing Goals, Expository Writing, Middle School, 6th-8th Grades, Action Steps, Reflection, Esssay Writing
13 Colonies- Analyzing Colonial Population 1660-1780 Table & Graph
Social Studies, Government, History, History: USA, Grade 6, 7, 8, Teacher Tools, Lesson Plans
Middle School students often struggle with understanding how to read a table and a line graph, especially in history and social studies worksheets . In this easy-prep 8-page lesson, 1 50 minute period resource, The 13 British Colonies- Analyzing Colonial Population 1660-1780: a Table and Graph , students will learn or review what a table and line graph are and then how to turn the information from a table to a line graph to show how colonial populations changed over time. They will then analyze and interpret the line graph and table to answer thought-provoking and critical thinking questions. Finally, they will reflect on their experience by identifying what was challenging and what they learned. The pdf includes a force copy to the Google Document which is editable. The link to the Google Document is located at the top of the page called About this Resource. The resource includes the following: A handy reference page: About this Resource A Comprehensive standards-aligned lesson plan with objectives and learning targets An essential question and 2 guiding questions A worksheet with a table of colonial population information from 1660-1780, a blank line graph, questions and answer key The Essential Question is: Why is it important to study how populations have grown throughout history, and what can we learn from it? The Guiding Questions are: What were the key factors driving the growth of colonial populations from 1660 to 1780? How did economic opportunities and conditions impact population growth in different colonial regions? What role did slavery have in the growth of colonial populations? The Objectives are: Students will take statistical information from a table and place it into a line graph. Students will analyze and interpret the table and line graph to answer questions. Students will be able to explain how a line graph shows how colonial populations changed over time. The Learning Targets are: I can create a line graph from a table. I can analyze and interpret the line graph and table to answer questions. I can explain how colonial populations changed over time.
Author Intentional Teaching and Learning
Tags 13 British Colonies, Population Table, Population Graph, Analysis, Critical Thinking, Colonial History, Analytical Questions, Standards, Objectives And Learning Targets, Essential And Guiding QuestionsG
Major and Minor Political Parties in U.S. History and Modern Times
Social Studies, Government, History, History: USA, Grade 7, 8, 9, Teacher Tools, Lesson Plans
Your students might have questions about our 2-party system, the differences between the Democratic and Republican parties, and what it means to be an Independent or a member of a third party. Major and Minor Political Parties in U.S. History and Modern Times-- Text and Questions is a 27-page interactive lesson plan which will answer your 7th through 9th grade students questions. (This lesson could also be used for 10th to 12th graders.) After doing a class K-W-L chart on our political party system, teachers can choose to give their students a two-column formatted text for annotation or "talking to the text" (to practice reading strategies, such as clarifying, questioning, connecting, and inferring), or as a single column copy of the text. This is then followed by critical thinking discussion questions. Finally, students revisit the K-W-L by identifying what they learned from this. Generally, I have introduced this lesson after students have explored what it means to have political viewpoints and what their political beliefs are. The Resource includes the following: a hyperlinked Table of Contents About this Resource which orients teachers to everything the resource contains link to Forced Copy of Google Doc Standards, Objectives, and Learning Targets (including goals related to the reading strategies--clarifying, questions, connecting, and inferring Essential Question : How do the dynamics between major and minor political parties shape the American political landscape? 3 Guiding Questions : What are the fundamental ideological differences between the Democratic and Republican parties, and how do these differences influence political decision-making and policy formation in the United States? What factors might lead an individual to choose independence or align with a third party instead of the Democratic or Republican parties? How do these choices impact the political system? What are the implications of a divided government in the United States? How does the balance of power between branches of government affect governance, policymaking, and the functioning of the political system. KWL Chart Tips for Talking to the Text Bookmark 2 versions of the text : single column and double column for annotating Discussion Questions and Key
Author Intentional Teaching and Learning
Tags Civics, Elections - Voting, U.S. History, Political Parties, Democrats And Republicans, Politics, Political Differences, Political Party History, Independents, Third Parties
Where do the Candidates Stand on the Issues? Website Research
Social Studies, Government, History, History: USA, Grade 6, 7, 8, 9, 10, Teacher Tools, Lesson Plans
Where do the Candidates Stand on the Issues? Website Research and Analysis is a 23-page interactive and engaging lesson plan for middle school and high school students as they study the upcoming presidential election. The purpose of the lesson is for students to analyze the differences between the two major party candidates running for president by having them explore each of the candidates’ websites as well as a third website that shows their different perspectives on key issues. In addition, students will also explore 1 third-party candidate’s website. Working in small groups or with a partner, students will explore each of the candidates' websites and will analyze and assess them based on the following: how visually appealing they are; how easy the content is for them to read or view; which coalitions or groups support the candidates; how they present their positions and goals; etc. The assessment is a 5-6 paragraph essay in which they analyze and present their opinions on which website does a better job of presenting their information and why. The detailed lesson plan includes a rubric and a graphic organizer to scaffold the writing process for struggling writers, ELL and RSP students. If you want your students to write an argumentative essay on which candidate to vote for, check out my resource, Argumentative Letter on a Candidate or Mandatory Voting and for a creative collaborative group project, check out my resource, Presidential Election Project-Collaborative, Creative, & Analytical The lesson plan includes the following: a hyperlinked Table of Contents About this Resource: a table that places key information in one place at the beginning of the resource the pdf includes a forced copy link to the Google Doc so you can edit the lesson an Essential Question: 3 Guiding Questions: Standards, Objectives, and Learning Targets The following handouts: Where Do the Candidates Stand on the Issues? 1. About the Candidates: 2. Coalitions: 3. Where the Candidates Stand on the Issues: 4. Information from a Nonpartisan Website: 5. Third Party Candidate Final Thoughts: Explaining Website Preferences Rubric: Explaining Website Preferences Explaining Website Preferences Graphic Organizer Are you interested in more 2024 Election Resources? Check out these: The U.S. Presidential Election: Anticipation Guide, Questions, Discussion 12 Essential Election Terms for Middle & High School- Vocabulary Strategies 12 Essential Election Terms Color by Number Vocabulary Review for Middle School What are your Political Viewpoints? A Survey for Middle and High School Students Major & Minor Political Parties in US History & Modern Times- Text and Questions A Brief History of Who Can Vote in the United States, Text, Terms, Questions United States Presidential Election Process- Primaries to the Electoral College Propaganda & Political Campaign Ads- Close Viewing Analysis & Written Reflection Where do the Candidates Stand on the Issues? Research and Analyze their Websites Argumentative Letter on a Candidate or Mandatory Voting Presidential Election Project-Collaborative, Creative, & Analytical
Author Intentional Teaching and Learning
Tags Election, Website Analysis, Candidates' Positions, Critical Thinking, Research, Civic Engagement, Media Literacy, Analytical Essay, Rubric, Scaffolded Writing
U.S. Presidential Election- Anticipation Guide, Questions, Discussion
Social Studies, Government, History, History: USA, Grade 6, 7, 8, 9, 10, 11, 12, Teacher Tools, Lesson Plans
We want our students to grow up to be civically engaged and participate in our democracy. We want them to become informed voters! This 12-page lesson, U.S. Presidential Election- Anticipation Guide, Questions, Discussion, is a perfect introductory lesson for your 6th to 12th grade students to any unit on the United States Presidential Election and on the United States Constitution . A handy About this Resource includes all the information you need about this lesson: the link to the google doc , an overview, the Essential and Guiding Questions, Objectives, Learning Targets, Standards, list of resources, etc. In addition, the Table of Contents is hyperlinked. Students complete the Anticipation Guide after reading 8 "I know about..." statements about the election. They select Agree or Disagree for each statement based upon their current knowledge. Then they work with a partner or in a small group to find the answers to the statements. For example, "I know how often the United States holds a presidential election." Whether they selected Agree or Disagree, they have to write the answer. For homework, they have to ask a family member of voting age to complete the same assignment. Then the students reflect on this experience. The Essential Question asks students to consider What factors influence our understanding of the upcoming election, and how can we critically evaluate our knowledge to become more informed participants in the democratic process? The 2 Guiding Questions guide students to probe deeper: What criteria can we use to assess the accuracy, relevance, and completeness of our current understanding of the upcoming elections? How can we identify gaps in our knowledge about the election process, candidates' platforms, and key issues, and what strategies can we employ to address these gaps effectively? The Objectives include students identifying how much they know about the upcoming general election and then asking an adult in their family to identify how much they know. The detailed lesson plan includes History Standards as well as standards related to discussions . In addition, the Essential Statements about the Election require students to reflect on what they know and what they don't know about the presidential election. Once completed, students collaborate on checking their answers and finding the correct responses to the questions. Then students will ask an adult in their family or community the same questions. Even if the person they are questioning isn't a voter for whatever reason, your students and their family or community member will learn from this activity. Finally, they will briefly reflect on what they learned from this activity. Whether you choose to use more of my lessons on the election (see below) or add this one lesson to your arsenal of lessons, your students will find this lesson both engaging and intellectually stimulating. Interested in more 2024 Presidential Election Resources? Check out these: The U.S. Presidential Election: Anticipation Guide, Questions, Discussion 12 Essential Election Terms for Middle & High School- Vocabulary Strategies 12 Essential Election Terms Color by Number Vocabulary Review for Middle School What are your Political Viewpoints? A Survey for Middle and High School Students Major & Minor Political Parties in US History & Modern Times- Text and Questions A Brief History of Who Can Vote in the United States, Text, Terms, Questions United States Presidential Election Process- Primaries to the Electoral College Propaganda & Political Campaign Ads- Close Viewing Analysis & Written Reflection Where do the Candidates Stand on the Issues? Research and Analyze their Websites Argumentative Letter on a Candidate or Mandatory Voting Presidential Election Project-Collaborative, Creative, & Analytical
Author Intentional Teaching and Learning
Tags U.S. Presidential Election, 2024 Election, Anticipation Guide, Discussion, Presidential Election Facts, Politics, Civics, Government, Voting, Civic Engagement
What are your Political Viewpoints? A Survey for Middle & High School
Social Studies, History, History: USA, Government, Grade 7, 8, 9, Teacher Tools, Lesson Plans
What are your Political Viewpoints? A Survey for Middle and High School is an 18-page engaging activity that will help students understand what it means to have a political viewpoint and help them identify where they and a family member fall on the spectrum of political viewpoints for current issues in our nation. It is also an opportunity for students to have a discussion with an adult in their family about politics today. Finally, students will write a reflection about this activity. First students identify how familiar they are with 10 key term s: politics, point of view, viewpoint, perspective, spectrum, opinion, fact, liberal, conservative moderate. After that, they will do a reflective writing on facts and opinions with compelling questions guiding them to think deeply about opinions. Then with the teacher's guidance, they will read through a series of statements about key issues today and identify on a scale of 1 to 5 whether they agree or disagree with each statement. Later, at home, they will interview a family member to see where they stand on these issues. They will then write a reflection on what they learned about themselves and their family member. The next day, in small groups,, students will identify key characteristics of liberals and conservatives. At this age, students are beginning to formulate viewpoints about current issues in our nation. What are your Political Viewpoints? A Survey for Middle and High School offers teachers a way to introduce and discuss with students key issues that many of them care about in a safe and nonjudgmental environment while keeping students engaged. The lesson includes the following: a link to a force copy of the Google Doc so you can edit the survey questions if you need to. (Some of the statements might be troublesome depending on where you teach. You can easily modify this survey or delete some questions so as not to cause problems with your district’s policies regarding controversial topics and still end up with the same results as long as you change the scoring results.) About this Resource--a table for teachers that lists everything in the resource A hyperlinked Table of Contents Standards, Objectives, and Learning Targets An Essential Question-- How do our individual political beliefs shape our understanding of societal issues and influence our perspectives on governance and policy-making? 3 Guiding Questions-- 1. How do our responses to specific policy proposals reflect our values and priorities? 2. How are our personal backgrounds and experiences connected to the political ideas we hold? 3. How might our personal experiences and backgrounds influence our attitudes towards government intervention and social justice initiatives? Various Handouts Political Viewpoints Terms Activity Reflective Writing on Opinions What Are Your Political Viewpoints? Survey What Do Liberals and Conservatives Believe? This lesson works well with other Election-related resources in my store. In non-election years, you can use it in a Constitution Unit.
Author Intentional Teaching and Learning
Tags Political Viewpoints, Government, Social Studies, Election, Current Issues, Critical Thinking, Discussion, Vocabulary Development, Self-reflection, Liberal Conservative Moderate
Founding the 13 Colonies- Vocabulary & Reading & Analyzing a Table
Social Studies, Government, History, History: USA, Grade 6, 7, 8, Teacher Tools, Lesson Plans
Two lessons focused on American Colonial History are included in the resource, provide Social Studies Skill Building Opportunities for your middle school students. The Founding of the 13 British Colonies- Vocabulary Development and Reading and Analyzing a Table. The first, Vocabulary Building: familiarizes students with key terms so they can develop greater understanding of the founding of the 13 colonies.The second, The Founding of the Colonies Chart: Reading and Analyzing a Table: provides students with the opportunity to learn and practice various reading strategies, such as drawing conclusions, making inferences and comparisons, and identifying similarities and differences. The questions students will answer guide them through the reading of the table. The first lesson, Vocabulary Development, provides students with two vocabulary development strategies. First, students identify which of the following 8 words they know (and how well, if at all, they know them) using the Road Signs to Understanding Words handout which front loads the 8 key terms: Theocracy, Proprietary, Democratic, Joint-stock Company, Elected Assembly, Profit, Debtors, and Buffer. From their, they explore each of the 8 words using the K.I.M. Vocabulary Strategy : Knowledge (information about the word, its part of speech, and its variations in parts of speech); Information ((Definition(s) of the word), and Memory Clue Draw a picture or symbol to represent the meaning). They then write an original sentence showing they understand the word. In the second lesson, The Founding of the Colonies Chart: Reading and Analyzing a Table , students will read and analyze a table with information about the founding of each of the 13 colonies: Colonial Region, Colony/Date Founded, Leader(s), Reasons Founded, Type of Government . Students often need help in navigating information-heavy charts, especially if there are words and concepts they are struggling with. This lesson guides students through how to read and analyzing these key details. The chart is accompanied by 11 analytical questions with the final two questions asking students to reflect on what was most and least challenging about this assignment and why. Finally, there is a vocabulary assessment with 5 short answer critical thinking questions, in which students are asked show their understanding of the key terms by comparing, contrasting, and explaining the words. The detailed, standards-aligned lessons provide interactive and collaborative ways to approach these activities and includes An About this Resource Chart that easily references all the materials in the resource, including the standards, objectives, learning targets, an Essential Question, 2 Guiding Questions, among other things. The two lessons should take between 2-3 days depending on how you approach the K.I.M. Vocabulary.
Author Intentional Teaching and Learning
Tags Social Studies Skillbuilding, Critical Thinking Questions, Vocabulary Strategies, British Colonies, English Colonies, Founding The Colonies, Colonial Regions, Vocabulary Assessment, Vocabulary Development, American Colonial History
Nouns Sample Lesson (Docs)
ELA, Language Development, ESL, Grammar, Common Core, Grade 1, 2, Lesson Plans, Teacher Tools, Tests, Quizzes and Tests, Assessments, Worksheets & Printables
Nouns - 1 Sample Lesson ELA MCQS Overview: In this series of lessons, students will embark on an engaging exploration of the grammar skills that bring our language to life. These lessons are designed to help students identify, understand, and effectively use language arts skills in their writing and speech. Used with the free supplementary materials available for all topics, each lesson builds on the last, offering a mix of direct instruction, interactive group activities, and independent practice. Through fun and creative tasks, students will learn how to recognize grammar in sentences, understand their role in sentences and use them to enhance their own writing and speech. Nouns Overview: Includes: Common Nouns Proper Nouns Irregular Plurals Possessive Nouns Collective Nouns Docs Version This is the Docs editable and fillable version. This download is available in GOOGLE Docs, GOOGLE Forms, GOOGLE Slides. PDF, PPT, WORD, check the links below for more details. FULL CATALOG OF DOWNLOAD LINKS HERE Grade 1/2 Links: Capitalization and Punctuation Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Adjectives Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Nouns Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Pronouns Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Verbs Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Prefixes & Suffixes Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Sentence Structure Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack Subject-Verb Agreement Google Docs Google Forms Google Slides PDF PPT Word Free Supplementary Materials Pack ELA Review Questions Overview Questions have three answer choices. There are a handful of pictures on each test for aesthetic purposes, as well as a review sheet covering most of the topics covered in the product. Introduction or Example Sheet Each topic will include an introduction or example sheet to go through first with your students. Full Answer Keys Full answer keys and sample responses are provided so no matter how busy you are, you know you're covered! In the Free Supplementary Materials Pack Interactive Ice Breakers: Fun, hands-on activities that get students thinking about adjectives right from the start. Guided Practice: Teacher-led exercises that reinforce the day’s lesson, ensuring students can confidently identify and use adjectives. Group and Partner Tasks: Collaborative activities that allow students to work together to solve problems, categorize adjectives, and create descriptive sentences. Independent Worksheets: Structured worksheets that provide individual practice and help solidify understanding of key concepts. Exit Tasks: Quick, reflective activities at the end of each lesson that assess understanding and encourage students to apply what they’ve learned. For More Like This For similar downloads and other frees, do check out Cored Group on TeachSimple.
Author Cored Education
Tags Elementary, Reading, Comprehension, Vocabulary, Answers, Ccss, Common Core, Spelling, Writing, Passages
Propaganda & Political Campaign Ads- Close Viewing Analysis & Writing
Social Studies, Government, History, History: USA, Grade 7, 8, 9, 10, 11, 12, Teacher Tools, Lesson Plans
Updated for the 2024 Election! Propaganda and Political Campaign Ads- Close Viewing Analysis and Written Reflection is a 35-page, low-prep and fascinating lesson that both you and your students will enjoy. In this lesson, students are introduced to the concept of propaganda and how politicians use propaganda, particularly through campaign ads, to influence voters. Students will be able to explain what propaganda is, why it’s important to know what propaganda is, how politicians use propaganda in their campaign ads, and how effective they think the message is in those ads. This lesson includes an “into” activity, a “through” close viewing and analysis of campaign ads, and a “beyond” writing assessment . To get the students into the lesson, students will explore the word propaganda. Then they will analyze several 2020 presidential campaign ads. Finally, they will write about their conclusions. The lesson includes the following: a hyperlinked Table of Contents About this Resource which includes a forced link copy to the Google doc which you can edit to serve your needs Detailed Lesson Plan with standards, objectives and learning targets Essential Question: How do propaganda techniques influence public opinion in political campaign ads? 3 Guiding Questions: What are some common propaganda techniques used in political campaign ads, and how do they impact viewers' perceptions of the candidates? How do the messaging and visual elements of Kamala Harris''s ads differ from those of Donald Trump's ads, and what might these differences reveal about their respective campaign strategies? In what ways do Kamala Harris''s and Donald Trump's ads appeal to different demographics or voter groups, and how does this contribute to the overall effectiveness of their campaigns? Propaganda Word Study Four Types of Propaganda Used in Campaign Ads Close Viewing Analyzing Campaign Ads of 3 of Kamala Harris's 2024 campaign ads and 3 of Donald Trump's 2024 campaign ads Propaganda and Political Campaign Ads Writing Assessment Writing Assessment Rubric (landscape and portrait mode) R.A.C.E.S poster for analytical writing Are you interested in more 2024 Election Resources? Check out these: The U.S. Presidential Election: Anticipation Guide, Questions, Discussion 12 Essential Election Terms for Middle & High School- Vocabulary Strategies 12 Essential Election Terms Color by Number Vocabulary Review for Middle School What are your Political Viewpoints? A Survey for Middle and High School Students Major & Minor Political Parties in US History & Modern Times- Text and Questions A Brief History of Who Can Vote in the United States, Text, Terms, Questions United States Presidential Election Process- Primaries to the Electoral College Propaganda & Political Campaign Ads- Close Viewing Analysis & Written Reflection Where do the Candidates Stand on the Issues? Research and Analyze their Websites Argumentative Letter on a Candidate or Mandatory Voting Presidential Election Project-Collaborative, Creative, & Analytical
Author Intentional Teaching and Learning
Tags Presidential Election, Propaganda Word Study, Propaganda Techniques, Political Campaign Ads, Analysis, Persuasive Techniques, Card Stacking Name Calling, Pinpointing The Enemy, Reflective Writing Assessment, Democracy
12 Election Terms for Middle & High School- Vocabulary Strategies
Social Studies, Government, Grade 7, 8, 9, Teacher Tools, Lesson Plans
The 17-page resource, 12 Essential Election Terms for Middle and High School-Vocabulary Strategies provides students with opportunities to explore essential vocabulary so that they can begin to build their knowledge as they delve more deeply into the election. The resource includes an inventive road signs metaphor to help students identify their level of familiarity with various election terms. It establishes a knowledge base from which they can dive into nuanced meanings of these words. The unique K.I.M Vocabulary strategy is used to explore different aspects of each word, including word families, roots, etc., further strengthening students’ understanding. The resource includes the following: About this Resource: a handy guide to orient teachers to the Essential Question, Guiding questions, standards, objectives, and learning targets, list of resources, preparation and time frame, and includes a link to a force copy for the Google Doc which makes the resource editable. Understanding Essential Election Vocabulary (Road Signs to Understanding Vocabulary) K.I.M. Vocabulary for Essential Election Terms and Key K.I.M. Vocabulary for Essential Election Terms Key Essential Election Vocabulary Quiz and Key The 12 words are: ballot, candidate, democracy, election, government, political parties, politics, propaganda, proposition, representative democracy, and vote. Once students have a clear understanding of the terms, teachers can assess their understanding through the quiz . The quiz includes 2 parts: a matching the definition with the word and answering questions about the words that will allow them to show their understanding. The Essential Question: "How do key election terms shape our understanding of democratic processes, and what strategies can we employ to navigate and utilize them effectively?" and the 3 Guiding Questions: "How do citizens engage with the democratic process through terms like "ballot," "candidate," and "vote," and what role do these terms play in ensuring representative governance?" "What strategies can individuals employ to critically evaluate the influence of "propaganda" and "political parties" in elections, and how do these terms impact the formation of informed civic choices?" "In what ways do concepts like "representative democracy" and "citizen" shape our understanding of government structures and the responsibilities of individuals within a democratic society?" encourages students to critically think about both the meaning and the impact of these words, not just on themselves, but also on our election cycle and our electoral system. Every four years, citizens of our nation get to choose our next president. Middle School and High School students are at the age where they begin to think of themselves as members of this country. Many of them witness their relatives voting, but many do not, either because their relatives are not citizens or because their relatives are disengaged from the electoral process. It is our duty as Social Studies teachers to engage our students in the electoral process so that they understand how our electoral system works and so that they see the value in participating in our democracy through voting.
Author Intentional Teaching and Learning
Tags Election Terms, Democracy, Civic Duty, Government, Election, Discussion, Reflection, Civics, U.S. History, Vocabulary Strategies
Identifying Writing Conventions Goals- Choose Goals, Steps, & Reflect
ELA, Grammar, Grade 6, 7, 8, Teacher Tools, Lesson Plans
We want our students to be engaged and invested in their writing, and one way to do that is to have them choose goals for their writing. Our job is to help them set appropriate goals. The 19-page, editable resource, Identifying Writing Conventions Goals- Choose Your Goals and Steps and Then Reflect gives teachers an easy-prep lesson plan that guides you and your students through the process of identifying writing goals and action steps, followed by a prewriting and post-writing reflection. The lesson plan offers opportunities for class discussion to explore the Essential Question: Why are writing conventions essential for clear communication? Differentiation is built into this lesson. Students choose either one Foundational Goal (goals needed to achieve proficiency) or one Extended Goal (goals for more advanced writers) from each of 4 criteria - grammar, spelling, punctuation, and sentence structure . After choosing their goals and action steps, they then narrow them down to two or three manageable goals which will guarantee them greater success in their writing. As a result, your ELL, RSP, GATE, and gen-ed students will feel both challenged and confident in their writing. The lesson includes the following: A hyperlinked Table of Contents About this Resource -- a one-stop guide to everything you need to know for this lesson A standards-aligned, comprehensive lesson plan The essential question : Why are writing conventions essential for clear communication? Four guiding questions : How can setting and tracking specific writing conventions goals improve my writing skills? What are my current strengths and weaknesses in writing conventions? What specific steps can I take to improve my writing conventions? What strategies can I use to achieve my writing goals? Objectives, and learning targets The following student worksheets: Writing Conventions- Choose Your Goals Writing Conventions- What Steps Will You Take to Achieve Your Goal? Writing Conventions- Goals and Steps- Putting Them Togehter Writing Conventions- Goals and Writing Reflection This lesson is part of a unit on Identifying Writing Goals- Choose Your Goals and Steps, and Then Reflect. Identifying Argumentative Essay Goals: Choose Your Goals and Steps and Then Reflect Identifying Expository Essay Goals- Choose Your Goals and Steps and Then Reflect Identifying Literary Analysis Essay Goals- Choose Your Goals and Steps and Then Reflect Identifying Narrative Writing Goals- Choose Your Goals and Steps and Then Reflect Identifying Writing Conventions Goals- Choose Your Goals and Steps and Then Reflect
Author Intentional Teaching and Learning
Tags Goal-setting, Writing Goals, Differentiation, Middle School, Writers, Writing Conventions, Grammar, 6th-8th Grades
Identify Literary Analysis Essay Goals-Choose Goals, Steps, & Reflect
ELA, Writing, Grade 6, 7, 8, Teacher Tools, Lesson Plans
As teachers, we want our students to feel confident when writing essays. The 21-page, low-prep resource, Identifying Literary Analysis Essay Goals-Choose Your Goals and Steps, Then Reflect is an editable google docs lesson which will give your middle school students the tools and strategies to develop their skills as literary analysis essay writers through effective goal setting and reflection. Over two class periods, students will learn to identify their strengths and areas for improvement, set clear and actionable goals, and create a plan to achieve these goals. By focusing on criteria such as thesis, evidence, analysis, organization, and conclusion, students will gain tools to monitor their progress and foster a growth mindset. This process not only promotes self-awareness and resilience in writing but also equips students with the skills needed to produce engaging and well-crafted literary analysis essays, supporting their overall development as writers. Designed for differentiation, students choose one goal in each criteria--either a Foundational Goal (a goal to reach proficiency) or an Extended Goal (a goal designed for those who want to or have surpassed proficiency). This way all your students, GATE, ELL, RSP, Gen-ed students, can feel like they have a chance to be successful. Once they have chosen 1 goal for each criteria, they then move on to what steps they will take to achieve their goals. Each goal has two steps, and they choose one of the two to focus on. Finally, they put all their goals and steps together on one chart , and from there, they choose two or three of their chosen goals to work on while writing their literary essay. Before writing their essay, students reflect on their chosen goals by answer some guiding questions. When they have completed their essay, the return to their reflection, and answer new questions about their experience of setting goals and action steps. The lesson plan includes the following: A hyperlinked Table of Contents About this Resource- a handy guide that has everything you need, including links to the student handouts, in one place Essential Question: How can setting and reflecting on specific writing goals improve my literary analysis essay writing skills? 6 Guiding Questions Standards Objectives Learning Targets A detailed lesson plan 4 student handouts: Literary Analysis- Choose Your Goals Literary Analysis- What Steps Will You Take to Achieve Your Goals? Literary Analysis- Goals and Steps- Putting Them Together Literary Analysis Essay- Goals and Writing Reflection
Author Intentional Teaching and Learning
Tags Goal Setting, Literary Analysis, Response To Literature, Reflection, Action Steps, Writing Goals, Middle School, Grades 6-8, Essay Writing, LIterary Essay
Reading Logs, Goal-Setting, and Reflection for Middle School Readers
ELA, Reading, Reading Comprehension, Grade 6, 7, 8, Teacher Tools, Lesson Plans
This 47-page editable resource, Reading Logs, Goal-Setting, and Reflection for Middle School Readers is a how-to lesson to help teachers center the importance of reading (and independent reading) in their 6th, 7th, and 8th grade Language Arts classrooms by having students be accountable for their reading. Students establish goals for their reading : the number of pages, minutes, and books they would like to read over the course of a grading period (quarter, trimester, or semester). They initially reflect on their feelings about reading , then establish goals for the first marking period. (The resource offers a step-by-step instruction for teachers to help students set reasonable and realistic goals for how much they want to read.) Each grading period, they review their goals to see if they achieved, surpassed, or fell short of achieving them . They reflect on their successes and challenges, and then. establish new goals. This resource offers teachers the following: a hyperlinked Table of Contents About this Resource- a handy guide with everything you need for this resource in one place a detailed lesson plan that includes how students can determine their reading goals Essential and Guiding Questions Standards, Objectives, and Learning Targets a sample Reading Requirements handout for a typical classroom which is easily editable to fit your needs a self-reflection as readers, before they establish goals the first time Reading Goals for each marking period (Quarters and Trimesters are included) which contain self-reflections for students to complete in which they celebrate their successes, identify their challenges, offer solutions for these challenges, and set new goals for the next grading period. Reading Log Template for Quarters or Trimesters for students to complete Reflections for each marking period End-of-Year Reflection with guiding questions for them to think about their goals, their successes, their challenges, what they learned about themselves as readers, favorite books or authors, etc. 6 Sample Student End-of-Year Reflections Most students don't read enough and many of our students read below grade level. As English teachers, we struggle with providing our students enough in-class time for reading, whether it's through SSR (Sustained Silent Reading) or DEAR (Drop Everything and Read) or some other carved out time for reading. Many teachers will tell you that they have tried reading logs, and students often cheat on them or don't turn them in. My experience has been different. By building in student accountability by having them establish reading goals, in addition to giving them 10-15 minutes of silent reading in class twice a week (or however much time you have dedicated to it), and by checking in with them regularly on their reading practice, students turn in their reading logs. Of course there has to be follow-through on the teacher's part by contacting parents, discussing with students how to choose the just-right book, making sure books are available, talking about reading, doing book talks, or having them do book talks, etc. You might be interested in the following resources that pair nicely with Reading Logs, Goal Setting, and Reflection for Middle School Readers. Part 1: What We Do When We Read: Teach or Review Reading Strategies for Middle School, When we read, our brain is engaging in subconscious activities related to what we are reading. In this lesson, students complete a reading survey, write a personal reading history, and through the poem, "The Voice You Hear When You Read Silently," by Thomas Lux, identify reading strategies we use subconsciously. Part 2: Reading Logs and Goal Setting for Middle School Readers , in this how-to lesson, teachers introduce what they expect from their students in terms of their accountability for their reading. Students have handouts to help them establish goals for their reading for each grading period: how many books they want to finish and how many pages they want to read, and a self-reflection on their accomplishments. Part 4: Summary Writing for Short Stories in your Middle School Classroom : A step-by-step lesson to teach students write a summary of a short story by completing a graphic organizer. Includes links to several stories. Also includes an optional group summary project In addition, using Chris Van Allsburg picture books. Part 5: Metacognitive Logs: Reading Response (Strategies to Teach) : Provides teachers with detailed lessons to teach students how to respond to literature by analyzing and interpreting their thoughts while reading. This process trains students to focus on their reading. There are many student examples and opportunities for interactive activities. I also offer a number of book reports that help students stay accountable to their reading. Character Analysis Essay, Gift for a Character Book Report, and Oral Presentation Book into Movie Project: Comparing and Contrasting Poetry Book Report Mini-Reviews Book Report Mystery, Thriller, Horror, and Suspense Book Report Book Jacket Book Report Historical Fiction Book Report Historical Fiction Literature Circle Project
Author Intentional Teaching and Learning
Tags Independent Reading, Middle School Reading, Reading Logs, Goal-setting, Self-reflection, Accountability, Reading Goals, Student Accountability, Middle School Readers
A Brief History of Who Can Vote in the U.S..-Text, Terms, & Questions
Social Studies, Government, History, History: USA, Grade 7, 8, 9, 10, Teacher Tools, Lesson Plans
It is imperative that our students learn our voting rights history and to help them understand how fundamental voting rights are to a healthy democracy. The 45-page, editable, low-prep resource, A Brief History of Who Can Vote in the United States- Text, Terms, and Questions, provides your middle and high school students with an engaging reading and critical thinking questions that will prompt interesting discussions. The reading provides a short history of voting in the United States starting with The United States Constitution and requirements for voting, continuing with the 15th, 19th 23rd, 24th, and 26th Amendments, the 1965 Voting Rights Act; the 2013 Supreme Court' ruling Shelby v. Holder that struck down key parts of the Voting Rights Act, Voting during the Pandemic in 2020, the 2020 General Election, and new attempts to both expand and restrict voting rights in the 2022 and upcoming 2024 elections. The pdf includes a link to a force copy google doc which you can easily edit to suit your needs. Included in the resource are the following: About this Resource-- a table that includes key information such as the link to the google document so you can make a copy, standards, objectives, learning targets, etc An Essential Question: How has the evolution of voting rights in the United States shaped the nation's democratic principles and institutions? 3 Guiding Questions: 1. What factors have influenced the expansion and restriction of voting rights throughout U.S. history, particularly in relation to race, gender, and socioeconomic status? 2. How have amendments to the U.S. Constitution, such as the 15th, 19th, and 26th Amendments, impacted the extension of voting rights and the empowerment of disenfranchised groups? 3. In what ways does voter suppression persist in modern American society, and what strategies have been employed to combat these efforts, particularly in the wake of the 2020 election? a detailed lesson plan a KWL Chart for students to discuss what they know about voting, elections, the history of voting, etc., what they want to know, and what they learned. An informative and engaging reading presented in two different formats (one with 2-columns for easy annotation, and one with the more traditional one-column). A Tips for Talking to the Text (annotation) Bookmark A short vocabulary activity, critical thinking questions and an answer key. The critical thinking questions invite engaging discussions among students and also requires them to reflect on what they think about the answers to the questions. Interested in more 2024 Presidential Election Resources? Check out these: The U.S. Presidential Election: Anticipation Guide, Questions, Discussion 12 Essential Election Terms for Middle & High School- Vocabulary Strategies 12 Essential Election Terms Color by Number Vocabulary Review for Middle School What are your Political Viewpoints? A Survey for Middle and High School Students Major & Minor Political Parties in US History & Modern Times- Text and Questions A Brief History of Who Can Vote in the United States, Text, Terms, Questions United States Presidential Election Process- Primaries to the Electoral College Propaganda & Political Campaign Ads- Close Viewing Analysis & Written Reflection Where do the Candidates Stand on the Issues? Research and Analyze their Websites Argumentative Letter on a Candidate or Mandatory Voting Presidential Election Project-Collaborative, Creative, & Analytical
Author Intentional Teaching and Learning
Tags Voting Rights, United States History, Social Studies, Government, Elections, Amendments, Voting Suppression, Suffrage, Democracy, Voting
5 Themes of Geography- 7th-8th grades Text, Questions & Discussion
Social Studies, Geography, Grade 7, 8, Teacher Tools, Lesson Plans
Introduce your students to The Five Themes of Geography- Text, Questions, Discussion, and Assessment for 7th and 8th grades , a 69-page resource gets your students reading, writing, discussing, and critically thinking as they learn about the importance of the 5 themes of Geography-- location, place, movement, interaction, and region. The resource includes the following- a link to a force copy google doc so you can edit it to meet your needs a handy guide that orients you, the teacher, to everything in the document a hyper-linked Table of Contents a standards-aligned detailed lesson plan with objectives and learning targets essential and guiding questions an engaging reading with 3 different formats for the text: a two-column layout of text and questions, a one-column layout with embedded questions, and a one-column layout with a question sheet which students can read and discuss with a partner, or a small group. a 15-word crossword puzzle to reinforce vocabulary. an Interactive Notebook assignment in which students explain each of the themes in their own words and explore their personal connections to each of the themes a comprehensive collaborative review and study guide. a summative assessment which consists of multiple choice, true and false questions as well as real-world incidents in which students have to identify which theme the scenario is and explain why it is that theme All assignments include answer keys. Your students will be well-informed after completing this lesson, and teachers will be able to connect the five themes to their 7th and 8th grade social studies curriculums: In 8th grade: the Five Themes can be woven into your curriculum to examine the geographical factors that influenced early American history by analyzing: the impact of geography on Native American cultures and the European exploration and colonization of North America the geographical factors that influenced Westward Expansion, such as the impact of geography on settlement patterns, economic activities, and conflicts with Native Americans how geography played a significant role in shaping the economy and society of the American South; the geographical factors that influenced the industrialization and urbanization of the North, as well as the social and economic changes that accompanied these developments In 7th grade, the Five Themes can be woven into your curriculum to examine the geographical factors that influenced the development of civilizations in the Middle East, the Indian Subcontinent, Africa, Mexico, Central and the Americas, and Europe by: locating and describing how major river systems, such as the Nile, Tigris, and Euphrates, influenced early civilizations, examining how physical geography supported permanent settlements exploring how landforms, climate, and resources shaped settlement patterns and cultural developments in the Indian Subcontinent analyzing how geography influenced the spread of Islam in the Middle East, including the significance of trade routes and the strategic locations of cities; investigating the role of geography in the growth of cities and trade routes in Africa analyzing how geography influenced the civilizations of the Americas and how these environments shaped political, economic, and social structures; analyzing the importance of human-environment interaction in the rise of cities and economies, including how people modified their environments to support growth and development analyzing how the movement of ideas and cultural exchange influenced the spread of Renaissance accomplishments across Europe.
Author Intentional Teaching and Learning
Tags 5 Themes Of Geography, Geography, Collaboration, Text And Questions, Critical Thinking, Formative And Summative Assessments, Answer Keys
Trick or Treat- Create, Revise, and Present Halloween Poems
ELA, Literature, Poetry, Grade 6, 7, 8, Teacher Tools, Lesson Plans
Trick or Treat- Create, Revise, and Present Halloween Poems Using a Word Bank is a fun 4-day lesson to celebrate Halloween or Autumn. The 21-page, easy-prep lesson plan will engage your students as they write, revise, and then present their poems . The lesson is designed to meet the needs of all your students through differentiation and scaffolding . The detailed lesson plan is divided over 4 days, and each day presents a different aspect of poetry reading, writing, revising, and presenting. each day. Day 1: Reading the Poems and Making Meaning- As a class, students will read several Halloween and/or Autumn poems (links to poems are provided) and make meaning of the poems by learning about author's craft and mood. The lesson plan gives step-by-step directions for teachers to model reading a poem, identifying literary devices (rhyme scheme, alliteration, etc) and figurative language (similes, metaphors, etc.) and to explore how the poet conveys mood in the poem. Day 2- Creating a Word Bank and Writing Your Poem- The class rereads the poems, this time with the intention of choosing words that stand out to them that they might want to use in their own poem. The focus is descriptive language and the class creates a class word bank. (A sample word bank. is included.) Then students write their own poems. Day 3- Response and Revision: Teaching Students How to Respond to Each Other’s Poems and Revise Them- In small groups, students share their poems, and learn how to peer respond to each others' poems. Then students revise their poems based on their own and their group members' ideas. Day 4- Sharing their Poems- Poetry Reading or Poetry Slam- Students present their poems either with a small Poetry Reading in their small groups that later expands to the larger class after students vote on which poems to share from their small groups or a whole class Poetry Slam. The teacher directions for Day 4 are very explicit in how to either conduct a Poetry Reading or a Poetry Slam. Students then will write a reflection on the whole experience of writing, revising, and presenting their poems. Trick or Treat- Create, Revise, and Present Halloween Poems Using a Word Bank includes the following: a hyperlinked Table of Contents a force copy in Google Docs About this Resource, which includes an overview of the lesson, Essential and Guiding Questions, Standards, Objectives, Learning Targets, links to all the handouts, among other things Detailed lesson plans for each day The following handouts: Sample Word Bank from the Mentor Texts Peer Review: Responding to Classmates' Poems Looking Back: Reflecting on My Poem and Writing Process Sample Student Poems
Author Intentional Teaching and Learning
Tags Halloween , Halloween Poetry, Autumn Poetry, Differentiation, Scaffolding, Writing Poetry, Reading Poetry, Peer Response And Revision, Word Bank, Poetry Slam
12 Essential Election Terms for Middle & High-Vocabulary Strategies
Social Studies, History, History: USA, Government, Grade 6, 7, 8, 9, 10, Teacher Tools, Lesson Plans
The purpose of this 18-page, standards-aligned, easy prep lesson , 12 Essential Election Terms for Middle and High School-Vocabulary Strategies, is for students to explore essential vocabulary so that they can begin to build their knowledge as they delve more deeply into the election. Every four years, citizens of our nation get to choose our next president. Middle School and High School students are at the age where they begin to think of themselves as members of this country. Many of them witness their relatives voting, but many do not, either because their relatives are not citizens or because their relatives are disengaged from the electoral process. It is our duty as Social Studies teachers to engage our students in the electoral process so that they understand how our electoral system works and so that they see the value in participating in our democracy through voting. Students will start the lesson by identifying which terms they are familiar with and how familiar they are with them in Road Signs to Understanding .. From there, they will complete a K.I.M. Vocabulary activity: ( Knowledge, Information, Memory ) and write an original sentenc e for each word. Finally, there is a vocabulary quiz which includes both a multiple choice part and a short answer part where they show how well they understand the meanings of the words. The 12 words are: ballot, candidate, citizen, democracy, election, government, political parties, propaganda, proposition, representative democracy, and vote 12 Essential Election Terms for Middle and High School-Vocabulary Strategies includes the following: a force copy google link so that you can easily edit this lesson if you need to About this Resource--a guide appearing at the beginning of the resource to orient teachers to everything in the document A hyper-linked Table of Contents An Essential Question: How do key election terms shape our understanding of democratic processes, and what strategies can we employ to navigate and utilize them effectively? Standards for Reading in History, Objectives and Learning Targets 3 Guiding Questions: How do citizens engage with the democratic process through terms like "ballot," "candidate," and "vote," and what role do these terms play in ensuring representative governance. What strategies can individuals employ to critically evaluate the influence of "propaganda" and "political parties" in elections, and how do these terms impact the formation of informed civic choices? In what ways do concepts like "representative democracy" and "citizen" shape our understanding of government structures and the responsibilities of individuals within a democratic society? The following handouts and worksheets with keys Understanding Essential Election Vocabulary (Road Signs to Understanding Vocabulary) K.I.M. Vocabulary for Essential Election Terms and Key K.I.M. Vocabulary for Essential Election Terms Key Essential Election Vocabulary Quiz and Key This lesson pairs nicely with my review lesson: This lesson pairs nicely with my lesson: 12 Essential Election Terms: Color by Number Vocabulary Review for Middle School
Author Intentional Teaching and Learning
Tags Election, Vocabulary Strategies, Election Terms, Government, Civics, Vocabulary Skill-building, Assessment, Democracy, U.S. History, Discussion And Reflection
Identify Argumentative Essay Goals- Choose Goals, Steps. & Reflect
ELA, Writing, Grade 6, 7, 8, Teacher Tools, Lesson Plans
Argumentative Essay Writing can be challenging for our middle school students , but there is a solution to make it more accessible. The 17-page, easy-prep, editable lesson plan, Identifying Argumentative Essay Goals- Choose Your Goals and Steps and Then Reflect , personalizes the writing experience for students by giving them the opportunity to choose the goals they want to work on, follow clear action steps, and then reflect on their challenges and successes both before and after writing their essay. The lesson includes opportunities for class and partner discussion. Differentiation is embedded in this lesson. Our ELL, RSP, GATE, and Gen-ed students can choose the goals they want to achieve within six key categories - Claim, Evidence, Reasoning, Counterclaims, Organization, and Conclusion. Each category offers two types of goals and two Foundational Goals (goals to help students achieve proficiency) and Extended Goals (goals for students who are proficient or advanced writers) and two types of action steps . Students choose one goal from each category and then select one action step for that goal. Finally, they put it all together on one chart from which they select two to three goals to work on for their essay. Before writing, students complete a pre-writing reflection , and after their essay is done, they compete a post-writing reflection. The lesson plan includes the following: a hyperlinked Table of Contents About the Resource- a handy guide to everything you need for the lesson at the beginning of the resource An Essential Question: How can setting and reflecting on specific writing goals improve my argumentative essay writing skills? Six Guiding Questions: Why is it important to set specific goals for my writing? How can I identify my strengths and areas for improvement in argumentative essay writing? What strategies can I use to achieve my writing goals? How does reflecting on my progress help me become a better writer? How can feedback from peers and teachers help me refine my writing goals and strategies? How can setting writing goals make my argumentative essay more engaging and effective? A Standards-based, detailed lesson plan Objectives and Learning Targets The following students handouts: Argumentative Essay- Choose Your Goals Argumentative Essay- What Steps Will You Take to Achieve Your Goals? Argumentative Essay- Goals and Steps- Putting Them Together Argumentative Essay Goals and Writing Reflection
Author Intentional Teaching and Learning
Tags Argumentative Writing Goals, Goal Setting, Action Steps, Reflection, Grade 6-8, MIddle School, Analysis, Critical Thinking, Differentiation
Negativity Bias-A Positive Psychology Concept SEL Hyperdoc
Special Resources, Life Studies, Life Skills, Grade 5, 6, 7, 8, 9, 10, 11, 12, Teacher Tools, Lesson Plans
Negativity Bias-A Positive Psychology Concept SEL Hyperdoc Negativity Bias-A Positive Psychology Concept SEL Hyperdoc is an interactive teaching resource purposefully engineered to foster comprehension of the mind's propensity for negative thinking, a concept in positive psychology known as "negativity bias". The Four Stages: Read & Learn Explore Think & Respond Apply Your Knowledge. The students can dive into readings and videos explaining the science behind our neural tendency towards negativity. There are also numerous opportunities to use the interactive fields within this document for notating their newly grasped knowledge. This insightful hyperdoc is 100% compatible with Google Classroom, assisting seamless integration into your current teaching materials. Crafted originally for remote instruction, it still showcases flexibility by also serving superbly as a resource in conventional face-to-face instruction or even as a relevant homework assignment. Digital Learning Tool Features: A ready-to-use PDF file containing an embedded Google Doc link conveniently placed under the title image. A comprehensive design compatible across grade levels from Grade 5 up until Grade 12 making it not only apt for typical classroom settings but also perfect for homeschooling requirements. Covering key subjects such as Special Resources and Life Studies with particular emphasis on life skills progression, it exceptionally aids social emotional learning (SEL) sessions. Be sure not miss out on incorporating this multidimensional lesson plan into your set of effective educational resources. </p
Author Jennifer Moyer Taylor
Tags Negativity Bias, Positive Psychology, SEL, Hyperdoc, Interactive Learning
Academic Progress & Citizenship for Middle School: Goals & Reflections
Special Resources, Life Skills, Grade 6, 7, 8, Teacher Tools, Lesson Plans, Worksheets & Printables, Worksheets
This 26-page resource, Academic Progress and Citizenship for Middle School Students: Goals and Reflections is an excellent Back-to-School activity to guide students to set goals for their academic progress and citizenship. Perfect for 6th, 7th, and 8th grade students, this resource can be modified for high school as well. The detailed lesson plan walks students through the process of creating an action plan to identify their academic and citizenship goals. As part of this process, they will determine the strategies they need to achieve their goals, identify challenges or obstacles, they might face, and offer concrete solutions on how to overcome them. With each new grading period, students will use guiding questions to reflect on their progress and establish new goals. At the end of the year, they will reflect on their experience of goal setting for the year. The detailed lesson plan includes directions on how to teach the concept of of SMART goals: specific, measurable, attainable, relevant, and time-bound It also contains the following: Objectives and Learning Targets My Vision for My Academic Progress My Vision for My Citizenship Academic and Citizenship Action Plans for 4 Quarters Reflection Questions for 4 Quarters You might be interested in the resource, Back to School Bellringers: Self-Assessment Statements and Reflections for Middle School ELA. While teachers are taking attendance, students complete a different short survey each day for 8 days followed by a self-reflection question: “Choose one statement from above for which you didn’t check Always and write a reflection about it. What can you do differently?” The surveys include the following themes: Time Management, Concentration and Memory, Note-taking, Taking a Test, Attitude and Motivation, Active Reading, and Writing. Time Frame: 2-3 periods for the 1st marking period and 1 period for additional marking periods If you have any questions, please email me at gruenwaldy1@gmail.com Check out my store: https://teachsimple.com/contributor/intentional-teaching-and-learning
Author Intentional Teaching and Learning
Tags Academic Progress, Citizenship, Goal Setting, Smart Goals, Vision, Action Plans, Reflection, Overcoming Challenges, Recognizing Successes, Measurable