Anthony Capone

This document includes KAGAN quiz-quiz-trade cards I made for my students to review ABAB and AABB rhyme in poems. Quiz-quiz-trade works by having students: 1. Circulate around the room. 2. Find and greet a partner. 3. Read their card to their partner. 4. The partner tries to guess the rhyme pattern by looking at the last word in every line. If necessary, the other student coaches the student trying to guess correctly. 5. Student pairs repeat the reading/guessing process by switching roles.

This is the first of three progress monitoring measures that I have posted on TeachersPayTeachers. This product is a progress monitoring measure that I made with the intent to monitor tier B and tier C ELL students' progress towards English language proficiency growth goals as measured on the WIDA ACCESS exam. I am currently using it with 6th through 9th graders; however, it was created with the intent of being given to mostly middle school students. In this download you will find: (1) Tier B T

This is a scan of my interactive notebook from when I taught ESL to second year newcomer immigrants in South Texas. The way I was trained, a teacher should use a foldable that he or she made during the lesson planning process to RE-WRITE and RE-MAKE a foldable from scratch alongside the students, starting off with BLANK paper and a document camera each time. I was also trained that the specific examples (see specific examples of cause and effect in the thumbnails) of the concept you are making a

This is the second of three progress monitoring measures that I have posted on TeachersPayTeachers. This product is a progress monitoring measure that I made with the intent to monitor tier B and tier C ELL students' progress towards English language proficiency growth goals as measured on the WIDA ACCESS exam. I am currently using it with 6th through 9th graders; however, it was created with the intent of being given to mostly middle school students. In this download you will find: (1) Tier B T

3 VIDEOS (2 911 CALLS AND 1 VIDEO OF ZIMMERMAN ARRIVING AT THE POLICE STATION) THAT WILL LEAVE YOUR STUDENTS HOOKED! This product is designed to be taught over a couple of days, depending on how much time you have with them it could take up to a week! Here is how I did it: Day 1- 1. Students will read a "Trayvon Martin" article describing the details of the case. Afterwards, students fill in cloze notes about the article. 2. Students read an article about the "stand you ground law" in Flo

***The preview file has two sets of pictures, but the product file has 16 in total! *** STEPS: 1. Cut up the pictures included in this powerpoint and scramble them. 2. Use some of the picture sets to teach students how to write a topic sentence (the link between all of the pictures in a set) and supporting detail sentences (one sentence about each individual picture). 3. Students sort the scrambled pictures, choose one set of pictures, and write a 5 sentence paragraph about that set. The to

This "dominoes" game is based off of the first 22 chapters of the Hunger Games. This product takes the students from the beginning of the book all the way up to the point where the book goes through a BIG change: when Katniss and Peeta are together and healthy. The final domino is when she gets back from the feast and injects the medicine into Peeta's leg in Chapter 22. Students must cut out the dominoes, fill in the blanks, and put them in the correct SEQUENTIAL order on the "game board." *

Students practice identifying nouns and then inserting adjectives into the sentence. Then, students practice identifying verbs in new sentences and inserting adverbs ending in -ly. ** Developed for and used in a middle school ESL / ELD class **

This file includes 4 different sets of "I Have, Who Has?" cards that students can use every day to review important characters / aspects of the Hunger Games. Students start with a random card and then must complete the "circle" of "I Have, Who Has?" The activity should always be timed. Students can compete against other groups in the classroom or class periods can compete against one another.

After reading Stone Fox, students receive a paper with an excerpt from the story, a box where they write a two sentence summary of that excerpt, and a blank space where they make a simple drawing. Afterwards, students get together and put the papers into sequence. There are TEN (10) in total. ** Originally developed for a middle school ESL/ELD classroom.**

*** Download the preview for instructions AND specific pages the students can re-read to experience the deaths again *** A simple template I made up for the students to fill out a "death certificate" for a each MAJOR (named) tribute in the Hunger Games as they die. Fields include: name, chapter of death, killed by, way killed, excerpt (from book) of killing, and drawing of killing. The space on top can be used to put a picture of the tribute (you can find these on Google images). The back of

After reading Stone Fox, students receive a paper with an excerpt from the story, a box where they write a two sentence summary of that excerpt, and a blank space where they make a simple drawing. Afterwards, students get together and put the papers into sequence. There are TEN (10) in total. ** Originally developed for a middle school ESL/ELD classroom.**

This ZIP folder contains 3 files: 1. Powerpoint describing AABB and ABAB rhyme scheme (with examples, like "Twinkle Twinkle, Little Star." 2. Students' rough draft for the love poem (with boxes at the end of each line in which they'll place each rhyming word). 3. 4 examples of what a finished poem would look like. I used these examples in a gallery walk and had the students read each poem and use the words in the boxes at the end of each line in order to determine the rhyme scheme. *** Downlo

A simple powerpoint I made up for my ESL students using the actual text of the novel to explain why the Hunger Games started.