Breaking it Down with Ms D

This is a resource I created during online learning that I believe is still useful for students, teachers & families when online, in person, at school or home! Students can use this when reading a novel independently.  These are great questions students can use to guide their annotations/post-its/notes.Teachers can use this for standards based differentiated instruction and assessment.  For instance read a passage and answer 1 question from each level of difficulty (choice and voice)  You can

This is an original activity and protocol used to prepare students for compare/contrast essays when analyzing stories with multiple characters or multiple pieces of literature with multiple characters.SUGGESTION: As students are reading, they should be taking notes around characterization. Then as a mid point check, students should engage in this CORC Protocol.You will need big chart paper, ribbon or string, post its and writing utensils.Divide the students into small group to complete the CORC

While students practice text analysis, I often use this organizer while they closely read a text. The word box has all of the terms and literary devices they can use to write their text analysis. Included in this organizer are two spaces for text evidence, a space with guiding questions to support them in determining the central idea, and a closing space on how everything connects. This is a great starting point for students.

After reading "The Strange Case of Dr. Jekyll and Mr. Hyde" and visiting the Dr. Jekyll and Mr. Hyde restaurant in NYC, students read a short story of their choice and created a short story themed restaurant. Included in this file is the PBL Grasp Organizer, two rubrics, a model of the proposal and some do nows I used while students completed the written portion of their proposals. As for the artistic elements, I googled images of floor plans, logos and menus and shared them with my students.

These are the sources that relate to my Intro to Renaissance Lesson! Enjoy them for free :)

Students are to choose between Johnson and Johnson or Valspar by analyzing their company profile and stock chart. This lesson introduces students to analyzing stock profiles, the various charts and price of shares. Then students use post-its and large pieces of paper to come to consensus on which stock to buy. What will they chose? JNJ or VAL?

First, students will analyze an image and make and impression of Henry the VIII based on the caption and image provided. Students will then be introduced to the term "annulment" and asked what they we do if they couldn't get a divorce/annul a marriage. Then Students will then read short biographies about the six wives of Henry the VIII and identify how each marriage ended. - How has this newly learned information strengthened or changed your initial impression of Henry VIII? Next, students will

Here is a behavior chart for students who are having difficulty with following certain expectations. On this chart the students earn points based on how well they follow two expectations.

Use this organizer to analyze a primary source in US or Global History.

Students are to choose a position in answering the following question: Should high schools ban the use of the graphic novel Maus as a way of understanding the Holocaust experience. The graphic novel is categorized as a comic book, memoir and piece or art, but is this a good way to teach a traumatic event such as the Holocaust? To assess students’ understanding, students will: ➢ Write an argumentative essay using textual evidence and images to support their opinion of banning or using Maus in

Students are introduced to the Renaissance by.... 1) Determining how Europeans felt about the church after the Bubonic Plague and Crusades. 2) Identifying the meaning of key vocabulary words, such as "Renaissance", "humanism" and "secular." 3) Analyze primary and secondary sources as a way of introducing the students to and tapping into their prior knowledge of important artists and thinkers, inventions, geography, and political figures/ideas of the Renaissance. 4) Formulate questions that we ho

Students were told to write I believe Essays. This template helped them to determine themes/I believe statements for their own narratives.

Create an Invention Lesson Plan Agenda: Standards: 10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution. Purpose Setting Statement: Students will be able to create and teach a lesson about a chosen invention or innovation by researching a topic and using an ECS lesson template to create a lesson. Learning Target: Students will be able to gain background knowledge of their chosen invention/innova

Etymology Station using trans- and tele- AGENDA History Standard: 8.6c: Improved technology, such as the steam engine and telegraph made transportation and communication faster and easier. Later developments in transportations and communication technology had an effect on communities, the state, and the world. ELA Standard: R.H.7.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Purpose Sett

• Purpose Setting Statement – Scholars will be able to synthesize information from their peers to explain the many effects of the first transcontinental railroad by completing a jigsaw activity. • Objective/Learning Target – Scholars will be able to explain why the transcontinental railroad was a progressive change for most of America. JigSaw Excerpts

Impact of Transcontinental Railroad • Purpose Setting Statement – Scholars will be able to synthesize information from their peers to explain the many effects of the first transcontinental railroad by completing a jigsaw activity. • Objective/Learning Target – Scholars will be able to explain why the transcontinental railroad was a progressive change for most of America.

Analyze Quotes said by Famous Inventors Directions: Read the quotes below which were said by some of the industrial revolution figures we will be learning about. Use the graphic organizer on the next page to analyze and break down each quote. Then return to this page and on a scale of 5-1 (5 being the most powerful and 1 being the least powerful) rate how powerful and inspirational each quote is in regards to yourself and the Industrial Revolution. 1. “All human beings can alter their lives

Understanding the Transcontinental Railroad using Physical and Political Maps Purpose Setting Statement: Students will be able to understand the needs and effects of the Transcontinental Railroad by analyzing maps, media and primary documents. Learning Objective: Students will be able to analyze maps and media to understand migration of people and why the transcontinental railroad was necessary.

Students are introduced to the Industrial Revolution by... 1) Using context clues to determine the meanings of invent and innovate. 2) Answering the unit's essential question so that we can see how their answers change as we progress through the unit. 3) Watch a short video clip that briefly introduces the Industrial Revolution. 4) Scholars record how their viewpoint of the essential question has changed based on the video clip. 5) Answer turn and talk questions that relate to each topic/section

After analyzing various primary and secondary sources concerning John Brown, scholars will use the attached graphic organizers to write a short essay in which they defend their opinion of John Brown. Is he a hero or villain?