Miss E

Each student will color the given template. Each section should look very different from one another. When finished, have them carefully cut out the template. Teacher will hang up the squares next to one another to create a classroom quilt! The design lines up perfectly to create a beautiful classroom quilt! Goes well with the HM Story "The Keeping Quilt"

Students will decide which animal they think is best, a dog or a cat, and will provide reasons for this decision. Includes a graphic organizer and sheet to complete the writing on. Since it is a word document, the question posed at the top can be modified to tailor to your classroom! This opinion organizer is very clear and easy to use.

A project to accompany HM Theme 5 story "Trapped by the Ice!" Students are asked to create a ziplock that include miniature sized "tools" that they would want to have with them to survive. Students must choose whether they are in the woods, on an island, or on a snowy mountain and then choose appropriate survival tools from there. Students justify reasons for having each tool and then have to describe in detail how they plan on surviving in their situation. Students are asked to create a pr

After brainstorming the attributes of a wonderful mother, students will create a recipe card on how to make "a wonderful mom." In my class, I printed this on cardstock and attached it to a pot-holder that the students put their handprint on! A great Mother's Day gift! Attached are two recipe cards per sheet.

Students will demonstrate their knowledge of the three states of matter: solid, liquid, and gas using written, matching, sill in the blank, and multiple choice questions.

Most wild animal groups focus on saving the "cute" as opposed to the "ugly" animals. Why is this the case? Do you believe that animal support groups should work to save all animals, regardless of their appearance and function? Students will tackle these issues in their opinion writing. A graphic organizer and writing page is included.

A comprehension test aligned to the common core standards for the Houghton Mifflin Theme 4 story "Two Days in May."

Students will use their knowledge of square, rectangle, parallelogram, rhombus, and trapezoid to identify and evaluate the attributes of each figure. The worksheet provides the quadrilateral, asks students to identify and then describe its features.

Students will examine the HM story "Two Days in May" from the perspective of a pilgrim. They will identify emotions that were experienced and will write a paragraph in the first person perspective. This goes along with the GATE Depth and Complexity Icon, Multiple Perspectives.

Students will look at the HM Theme 4 Story, "Two Days in May" from the perspective of the Animal Control Officer. Students will examine emotions he may have been feeling and will create a writing piece from the first person perspective (I, Me, My) based on these emotions. This writing is in conjunction with the GATE Depth and Complexity icon, Multiple Perspectives.

Using the depth and complexity GATE model, this frame goes with the HM Curriculum for the story on Amelia Earhart