Develop Data

Most infographics are designed to stand alone. However, students can deepen their understanding of the graphic by developing some data that would support the points made in the graphic.

Create a Poll

Ask students to develop a sample poll composed of questions that the creators of the infographic may have used to obtain the data needed to make it. Then, let the students poll one another or the other people in the school to see if the results match those depicted in the infographic.

Write a Story

Infographics often describe characteristics of a given population. To help students better understand this population, ask them to write a story describing one of the people who may have participated in the study that led to the infographic.

Answer Questions

Ask students to answer relevant questions, such as the following:

1. Locate evidence of bias in the infographic.

2. Determine the population of interest.

3. Calculate the median and mean.

4. Create tables of data.

5. Answer multiple choice or true/false statements created by the teacher.

6. Draw conclusions and make predictions on the data.

Create a Word Problem

Ask students to create word problems that other students can answer based on the infographic.

List Observations

Ask students to list observations about the data in the infographic.

For most kids, summer means endless days of freedom to explore, hang out with their kids and get a break from the rigors of school, but if you are teaching summer school, you know that for a few lucky ones, this is not the case. If you are the one who has the job of teaching these young people, these tips and strategies will help.

 Try Something New

 Kids who have been in school for nine months are acutely aware of the fact that their peers are not. Make summer school more exciting for them by trying something new. Schedule a field trip to a location that they wouldn’t be able to see during the school year. Add some new technology to the classroom. Are you thinking about teaching with tablets? Introduce them in summer school. Keep your lesson plans unique and fresh to avoid boredom, both for yourself and your pupils.

 Take the Lesson Outside

 Your classroom, especially if it doesn’t have air conditioning, may feel hot and stifling to your students. Let them enjoy the summer by taking the class outside. You can do many lectures outdoors or give the kids a chance to work on their projects or lessons with the fresh air.

 Instill Learning Habits

 In most cases, students who are in summer school need extra help. If you can, find a way to teach good learning and study habits. This will help them succeed better in the summer school class, and in some cases the results will spill into the following school year. Hopefully, some of your students will not need summer school the next time it comes around.

 Get Involved in the Community

 Community service opportunities are abundant in the summer. Try to find a way to make your subject matter match one of these opportunities. In a social studies class, let the students do a project that raises awareness about a social issue. In a math class, help them use their math skills to raise money for something.

 Shorten the Curriculum

 No matter how hard you try, you won’t be able to fit an entire semester into one summer school session. Instead of trying and frustrating everyone, focus your curriculum on the most important items you need to cover. You, and your students, will learn more and be less flustered throughout the summer session if you do. Notre Dame even recommends shortening assignments so they can be completed in a more timely manner by students.

 Keep a Positive Tone

 Set the tone as a positive one at the beginning of the session. Let your kids feel excited about what they will learn. Make sure they understand that there is a lot to cover and you are going to work hard, but have some fun along the way. This tone will help change any negative attitudes you are battling.

 Maintain a Flexible Attitude

 Life happens, and it seems to happen on fast forward during summer school. You need to be flexible. While you have a short period of time, and thus need a strict attendance policy, you may have to make exceptions for illnesses, major life events and other unavoidable circumstances.

 Remember, these tips and strategies are designed to make life easier for you and learning more engaging for your students. Embrace them, and you’ll find that teaching summer school is something you’ll come to enjoy.

 By Pamela Moreland

In observance of National Teacher Appreciation Week, U.S. Secretary of Education Arne Duncan said he wanted to find a way to help teachers be the leaders in the nation’s transition to higher learning standards. He asked “policymakers, district leaders and principals” to:

• Find opportunities for teachers to lead this work. There is far too much talent and expertise in our teaching force that is hidden in isolated classrooms and not reaching as far as it can to bring the system forward. Teachers and leaders must work together to create opportunities for teacher leadership, including shared responsibility, and that means developing school-level structures for teachers to activate their talents. This may mean reducing teaching loads to create “hybrid” roles for teachers in which they both teach and lead.

• Find, make visible and celebrate examples of making this transition well. Teachers often tell me they’re looking for examples of how to do this right. Let’s spotlight teachers and schools that are leading the way.

• Use your bully pulpit — and share that spotlight with a teacher. Whether you are a principal, superintendent, elected leader, parent or play some other role, you have a voice. Learn about this transition, and use your voice to help make this transition a good experience for teachers, students, and families. Especially important is educating families about what to expect and why it matters. Invite a teacher to help you tell the story and answer questions.

• Be an active, bold part of improving pre-service training and professional development, and make sure that all stages of a teacher’s education reflect the new instructional world they will inhabit. Teachers deserve a continuum of professional growth; that means designing career lattices so that teaching offers a career’s worth of dynamic opportunities for impacting students.

• Read and take ideas from the RESPECT Blueprint, a plan released in April containing a vision for an elevated teaching profession. The blueprint reflects a vision shaped by more than a year’s worth of intimate discussions the department convened with some 6,000 teachers about transforming their profession. Teaching is the nation’s most important work, and it’s time for concrete steps that treat it that way — RESPECT offers a blueprint to do that.

“Don’t get me wrong — teachers deserve a week of celebration with plenty of baked goods. But I hear, often, that this is a time that teachers want some extra support,” Duncan concluded. “They deserve real, meaningful help — not just this week, but all year long.”

By Pamela Moreland

Before the week–National Teacher Appreciation Week, that is– gets away from us, let’s thank a teacher.

Yes, even if you are a teacher, thank a teacher who inspired you to take this challenging career.

Thank the teacher who guided you through student teacher.

Thank the teacher who has the room next to yours.

Thank the teacher who took your playground duty shift on a rainy day.

All of this gratitude is part of National Teacher Appreciation Week. This week is a chance to step back and put the spotlight on the men and women who give so much to the youngest and most eager to learn members of our society.

Here are some resources–old school and 21^st century–to help show appreciation to the teachers in your life.

Parents: Take the NEA pledge to support the nation’s schools.

Teachers: Upload your photos  inspirational teaching and classroom to the Carnegie Corporation site and you might win $3,500 for your favorite school.

Students: Use your social media skills to let the teachers in your life know that you appreciate what they do for you.

•  How to show your support on Facebook
• Use this #ThankATeacher  on Twitter, Instagram or Tumblr and follow the Teacher Appreciation community

National PTA Recommendations

·         Write letters and cards of appreciation to your students’ teachers throughout the week and ask you students’ teachers how you can support them throughout the year.

·         Show your support for the tremendous work teachers do by volunteering in your students’ classrooms.

by Jacquie McGregor

In 2007, Jonathan Bergman and Aaron Sams, teachers at Woodland Park High School in Woodland Park, Colorado, came up with the idea of using PowerPoint to record their classroom lectures and post them online for students to review. Their initial aim was to offer instruction for students who missed class. The eventual outcome, however, was quite different.

The online lectures Bergman and Sams posted became of interest even to students who had been in class. Students appreciated the ability to go back through the lecture, taking time to absorb the materials. As more students chose to view the online portions of the class, Bergman and Sams came up with an innovative idea: what if the theoretical portion of learning happened at home, while the classroom was a place for practical application? Thus was born the flipped classroom.

What is a flipped classroom?

Picture this: you are planning a project on Reconstruction of the South after the Civil War. Instead of planning an in-class lecture followed by an hour of homework, you decide to flip your project. You record a five to 10 minute lecture on the subject for students to view at home and post it online. Students watch the lecture at home or at school, depending on where they have Internet access. The next day they come to class and work on what would have been their homework. Instead of answering textbook questions at home, skipping over the ones they don’t know, students work in small groups. They engage in discussions, answer questions, and focus on applying the theoretical knowledge to a project you have planned.

This is the foundation of the flipped classroom; what “flips” is the sequence of events. Lecture is done at home, while homework is done in class. Teachers become mentors and facilitators, guiding students in class through practical applications of the material.

Flipped classroom pros

The flipped classroom represents a major paradigm shift in education. Instead of presenting the teacher as lecturer, the model presents the teacher as an expert resource. Students use their in-class time to get help from the expert, gaining focused instruction on the concepts.

There are some obvious benefits to this model. The one-size-fits-all approach to education doesn’t work for many of our students. In a flipped classroom, students can view the lecture as many times as necessary, pausing to review and understand more difficult information. Teachers can even build time into the lecture for students to review text materials or do further checks for understanding. Once the in-class time begins, students are given the opportunity for collaborative understanding and better one-on-one time with the teacher.

Certainly, the technological aspect of the model is a plus for today’s students, who are constantly plugged in. Teaching is a balancing act. Sometimes, the student can be brought into the teacher’s arena; at others, it is necessary for the teacher to meet students where they live. The flipped classroom seems to strike this balance.

Additionally, the flipped classroom model can eliminate behavioral issues that plague a typical classroom. As any teacher knows, the majority of your classroom discipline problems happen during lecture periods, when, for some students, the buy-in is minimized. The flipped classroom makes students responsible for their own learning — get the knowledge at home, because the work is happening in school.

Flipped classroom cons

There are also downsides to the flipped classroom model. The most common concern is that not all students have Internet access. Many schools work around this by providing after-school open lab time for students to view their lectures. Teachers can also burn lectures to DVD or load them on jump drives for students to take home.

Another potential problem is the amount of prep time teachers need to implement the model. Surprisingly, many teachers find that, after the initial adjustment period, the prep required to flip a classroom is equal to or less than that of a traditional  classroom setting. The focus is on preparing the in-class activities, just like it has always been. However, instead of having to prepare homework in addition to a lecture, teachers are simply recording three to five videos a week, and then focusing the bulk of their time on classroom applications.

An additional concern comes from teachers who are reluctant to give up the podium. The traditional role of teacher puts one person in the driver’s seat, and giving up control may be a problem for some. However, the benefits to students should outweigh the need for compete classroom control.

How to try out the flipped classroom

The beauty of following a flipped classroom model is that schools wanting to try it do not have to make an overnight change. Teachers can begin by flipping one or two lessons, experimenting with their students to see if the results are worth the effort. Consider Clintondale High School in Clinton Township, Michigan: in 2010, the school experimented with flipping classrooms for 140 freshmen students. In that year alone, the school reduced their failure rate by 30 percent and saw a 66 percent reduction in behavioral problems. Today, the school is instituting the model with the entire population.

The flipped classroom approach many not be for everyone, but it does seem to provide some impetus for exploring new ideas for student success. In the age of charter schools, publicly funded private education and online high schools, teachers must look to ways to individualize the student experience in order to provide the best possible educational environment. The flipped classroom may be one way to achieve this.

Jacquie McGregor has taught a wide variety of subjects in 15 years as an educator, including music, art, language arts and life skills. She currently works in online education as a course mentor, teacher and curriculum writer, at both the K-12 and university levels. She is completing her doctorate in education, with a dissertation focusing on arts programming in educational free markets.

Concept: 6 Traits- Organization

Grade Level: First or Second Grade

Common Core Standard: CCSS.ELA-Literacy.W.1.1

General Goal: Students will generate an idea to accomplish over the summer. Students will create a proposal inviting a friend to join them as they complete their summer goal.

Specific Objectives:

Students will explore and express their ideas and opinions.

Students will recognize that writing is an important tool for communicating.

Students will organize their thoughts and then express them through writing.

Students will be able to determine realistic and nonrealistic goals.

Prerequisite learning: This lesson assumes that students have been writing independently and have used a keyboard for writing (computer not required). Students may need to understand the difference between realistic and nonrealistic summer goals they would be able to accomplish.

Materials needed: Click, Clack, Moo Cows That Type by Doreen Cronin. Students will need paper, pencil, crayons, scissors, and glue.  Beforehand make buckets or if you have time students may make their own buckets (students will need scissors and glue to make buckets).  Brainstorming activity sheet and premade writing paper with the letter template would benefit student writing.  Students may need access to computers for typing.

Distribution and collection strategy: Teacher will set up laptops prior to activity and put laptops away after activity. Student supplies are located in their “work bags,” which are located in their desk.

Instruction and Activities: This would be an excellent end of the year activity.

First Activity:

Anticipatory Set – 5 minutes: Begin with a discussion about summer interest. Teacher presents a few favorite summer events through pictures or discussion, and explains why. Students discuss with a partner some of their favorite summer activities and why. Ask for volunteers to share an event their partner talked about. Verbally address excellent examples students share with the class and thank students for volunteering. For example, “Thank you for sharing. I enjoyed hearing that Jayda’s favorite summer experience was traveling to Arkansas to spend time with her family. I learned something new about Jayda.”

Step-by-Step Procedure – 15 – 20 minutes: Explain to students that they are going to create a list of favorite activities to complete this coming summer. Before making the list, talk about the significance of writing a list. Questions the teacher can use when talking about the effects of writing a list: Where have you seen a list and what was it for? When might you make a list or when have you made a list?

Teacher should share their summer bucket list and/or student samples.  This will give students an example of a realistic list. Some students may want to make a nonrealistic list of events. They will need to make a realistic list first and then they may make a nonrealistic list in their free time.

Explain to students that their goal is to try to complete this list before the summer ends. Give students time to write down their ideas on a piece of paper.  If students are struggling, teacher may want to brainstorm possible activities for student’s summer bucket list and record it on the board.

Each student will receive a premade paper bucket with a paper shovel attached. They will write their name on the shovel and neatly record their top six summer bucket activities. Number of goals may be adjusted depending on the needs of the student. Students may also type their ideas during the designated computer time and glue it to their bucket. If students finish early they may create a nonrealistic summer list.

When students are finished they may present their ideas to the class or small group. They will need to explain why they choose these ideas. Hanging up the finished buckets would be a great way for students to read about their peers and possibly start conversations amongst students.

Student Assessment/Reflections – Evaluation during the first and second activity: Having students share what their peer said about their goals lets you check for student understanding and if they are able to articulate what they heard.

Observe as students write their summer goals. Who is struggling with ideas? Where is guidance needed?  Ask the student what they like to do over the summer to activate ideas.  Ask to share interesting ideas that students have written. This may help struggling writers. Watch out for nonrealistic summer goals, as some students this age may struggle with whether they can actually accomplish that goal over the summer.

During small group participation, walk around and listen to students interacting. As a teacher, it is good to listen to students at this moment and only partake in the conversation if needed. Check to see if groups are explaining why they choose that activity. This will help with the following activity.

Second Activity:

Anticipatory Set – 2 minutes: Have students use their summer bucket list to complete the next activity. Explain to students that they will write a letter inviting someone to join them as they accomplish at least one summer goal. First have students brainstorm individuals that would be willing to partake in different goals.  As students think about who they will write to, you may continue with the lesson.

Step-by-Step Procedures – 20-30 minutes: Show the class your bucket list as you explain to the class possible goals you will complete and who you would invite to help you accomplish that goal.   Record on the board these possible goals, who you will ask, and why will ask that person. Speak your thoughts out loud for students to hear what you are thinking. Then continue explaining why you are asking this person and how you will ask them to join. Students will eventually need to express their opinion in their letter, explaining to their recipient why the goal they selected is a good goal for the summer.  

Before handing out the brainstorming sheet for students to record their ideas, explain to the class that once they finish their sheet you will partner them up to discuss the possibilities they recorded.  Students will take turns explaining to their partner their summer goals, and who they will be writing their letter to.  Encourage the partner to give feedback determining which goal they think is a good idea, or suggest a different way and explain their reasoning so that it is clear.  Remind students that we are here to encourage and help each other grow into strong writers. As an example, ask students for their feedback about your topic and explanations.  Be thankful and except student’s suggestions. Explain to the class that each writer has the final choice of how they want to write their letter.  This activity is meant to help us become better writers.

Third Activity:

Anticipatory Set – 5 minutes: Have students use their brainstorming sheet to complete the next activity. Ask students if they have every written a letter or received a letter. Encourage students to share information they know about letter writing. Explain to students that they will write a letter inviting someone to join them as they accomplish at least one summer goal.

Step-by-Step Procedures- 30 minutes: Invite students to the reading rug to listen to Click, Clack, Moo Cows That Type by Doreen Cronin.  Address the letters in the story and why they were written. What is the purpose of the letter? Who is the letter for and who wrote the letter? Look at the parts of the letter; such as the introduction, the body, and the ending of the letter. Ask students what part of the letter catches their attention and why. If students struggle identifying the part of the letter that catches their attention, you might want to set an example first explaining what part of the letter that caught your attention.  After the story, explain to students that they need to keep in mind the parts of a letter and how they will catch the reader’s attention.

As students repeat one thing they learned about writing a letter, they may go back to their seat. Model for students how to write a letter. Use the friendly letter template to project overhead. Think out loud about who you will write your letter to and what you will invite them to do with you over the summer.  Write some possible starter sentences that may grab the attention of the person receiving the letter. Let your student’s help you decide which sentence would be the best. 

Explain to students that it is now their turn to write a letter inviting someone to join you in the accomplishment of at least one summer goal.  As students take out their pencil, hand out a premade letter template.  While students are writing, walk around and visit with students.  Address positive attributes of the individuals writing and encourage them where they could improve. It is a beneficial for students to read their letters out loud to themselves or to others as they continue to perfect their writing.

As students finish, explain to the class that they may rewrite their letters on a new sheet of paper or type it on the computer before they mail it. It is important that the receiver is able to read their writing. Depending on time or during another lesson, have students address their envelopes to be mailed. If students do not have enough time, you may need another day to finish the writing activity.

Student assessments/ Reflections – Assess students during story time as they answer questions and comment about the story. Continue to assess students as they help you structure your letter. While students are writing their letters, make sure you are interacting with students and noting how they grab the attention of the reader.  Students should be writing their letters correctly using the guidelines that were discussed during class time. 

Time

7 days: this will be completed in 7 days: the first 3 days will be used for planning and gathering information the next 2 days will be meeting with groups of students to discuss and preparing information for submittal. On the six day everything should be corrected, written and presented to the class as a draft preparing to be submitted on the 7the day. The completed email lesson plan will be submitted on the 7th day.

Goals

Aim High and Successful Outcomes – Students working as a group to create an email lesson plan.

Objectives

The student will be able to create an effective email lesson plans. The student will also be able to create a sample email and identify ways that emails are beneficial to classrooms. 

Materials

Students, E-mail, Internet Connection, Ideas

Introduction

Procedures / Methods: The student will comply their information as a group the email lesson plan piece will be put together to form an effective email lesson plan (Teachnology, 1999-2012).

Development

1. Affective – The student will discuss a specific reason why email is important in the 21st Century. The student will be able to discuss the lesson plan and provide examples. The information that the student discusses will be planned, displayed and presented as a presentation (Teachnology, 1999-2012).
2. Physical – Expectation of the group will be to develop an email lesson plan that identifies the important of being able to communicate using email. Each student should add one example of how they use email today (Teachnology, 1999-2012).

Practice

Students will work together to create an email lesson plan. Each student will select a part of the lesson plan and develop procedures that will provide effective instructions on how to create an effective email lesson plan (Teachnology, 1999-2012).

Accommodation (Differentiated Instructions)

The student will comply their information as a group the email lesson plan piece
will be put together to form an effective email lesson plan (Teachnology, 1999-2012).

Checking for Understanding

Each student will review the finished email lesson plan separately and document suggestions to be presented to the group. Then the group will review the finished email lesson plan together and discuss the suggestions and make any corrections and changed and meet one last time to make the final selections to complete an effective email lesson plan (Teachnology, 1999-2012).

Closure

Students worked as a group to gather information to create an effective email lesson plan.

Evaluation

Each student will review the finished email lesson plan separately and document suggestions to be presented to the group. Then the group will review the finished email lesson plan together and discuss the suggestions and make any corrections and changed and meet one last time to make the final selections to complete an effective email lesson plan (Teachnology, 1999-2012).

Teacher Reflection

The teacher will review the student lesson plan and provide suggestion and feedback.  

Reference

Teachnology, Inc. (1999-2012). Teachnology. Lesson plan Retrieved from Web site: http://teach-nology.com/web_tools/lesson_plan/

Students will identify geometric patterns, practice measuring and drawing to scale, find perimeters and areas, improve business application technology skills, incorporate algebra and geometry skills and learn to appreciate a variety of home types.

Materials Needed

Measuring tape and Microsoft Excel

Directions

1. Have students measure each room in their home using the measuring tape
2. To create a perfectly square grid in Excel, do the following:
   1. Click on the box to the left of Column A to select all cells. 
   2. Click on any of the vertical lines that separate two columns and start dragging left or right.
   3. A tooltip will display on screen, noting width in both inches and pixels – refer only to the number of pixels.

4. Set the pixels to the same width – we found 30 to be useful. When you stop dragging, all columns will be set to the width you chose.

5. Click on one of the horizontal lines and do the same thing, setting the number of pixels equal to the same number of pixels you used for setting the column width. All rows will be expanded or contracted

3. Each cell of the Excel spreadsheet should be used to represent 2 feet. Students can adjust the individual cells as needed to fit their measurements (for instance, if they need a single foot, they can adjust that cell’s pixel width to 15×15

4. Have students shade individual rooms using the paint bucket dropdown – you may set a color scheme for the classroom (all bedrooms should be blue, all kitchens yellow) or let the students choose their own color schemes.

5. Students will need to include the measurements of each room, and determine the total square footage of their homes.

6. For historical perspective, you may want to include several floorplans of various homes – an American Craftsman bungalow, a mid-century ranch-style home, and an American Four Square home. You may also want to include the floorplans of several historic homes.  Here’s an example:

7. From here you can have discussions about architectural styles, comparing and contrasting famous homes to the homes of your students, while explaining the history behind different styles of homes. Talk about the advantages of each kind of home (please avoid discussing the disadvantages, which may be sensitive to some students). 

Additional Activities

If students enjoy this activity, consider additional activities:

• Going to a historical museum that includes re-creations of famous homes or rooms within famous buildings.
• Have students draw imaginary floorplans for the homes of characters in their favorite TV show or movie.
• Create cardstock models of students’ or famous homes for more hands-on work.

Concept / Topic To Teach: Detail in writing

1. 3B G3: Begin to establish a personal voice and style. Students who meet the standard can compose well-organized and coherent writing for specific purposes and audiences.
2. 3C G4: Use appropriate language, details, and format for a specified audience (e.g., gender, age, prior knowledge, interest). Students who meet the standard can communicate ideas in writing to accomplish a variety of purposes.

General Goal(s): Students will be able give an appropriate amount of detail during independent writing practice.

Specific Objectives: Students will be able to identify examples of using appropriate details in mentor texts. Students will generate questions about their peer’s topics. Students will be able to add appropriate detail into their writing.  

Required Materials: The Hunger Games by Suzanne Collins, student independent reading novels, pencils and paper

Anticipatory Set (Lead-In): Start class by reading an excerpt from The Hunger Games. On page 148, Katniss describes the scene where the games are about to begin. She is standing there waiting for the gong to ring out to begin fighting the other tributes to the death. The scene describes one minute lapsing. After reading, ask students, “What types of details did Katniss give us about her first impressions of the arena?” (Answers may be: setting, background knowledge, thoughts, feelings, 5 senses)

Step-By-Step Procedures:

1. After looking at the excerpt from The Hunger Games, have a class discussion on the importance of adding details into writing. Ask students what details do for the story (Answers may be: keep reader interest, create an image, add voice, make unique, set a tone or mood, etc).
2. Discuss with students how good writers always use a lot of detail. Have them use their independent reading novels as mentor texts, by looking through them and picking out two or so paragraphs that show great detail.
3. Have students turn and share with a neighbor the excerpt from their own independent book. Take a few volunteers to share as whole class.
4. Introduce pre-writing activity for the work time. The writing topic is:  “Choose a 1-5 second moment to write about using good detail. The moment could be something extraordinary or an everyday occurrence.”
5. Have students write their topic on the top of a piece of paper and number 1-10 down the side.
6. Explain that having another person ask questions about your topic will help ensure you give enough detail about the topic and will help generate ideas for your writing.
7. Have each student pass their papers to 10 different people (working clockwise around the room); with each person coming up with a new question they would want to know about the topic listed at the top of the paper.
8. Pass the papers back to the original owner.

Plan For Independent Practice: Students will read questions and begin to write their first drafts of their “Moment In Time” stories. They should focus in on one moment in time. The moment described should be shorter than ten seconds. Go around checking in with students topics to ensure they have followed the guidelines.

- Closure (Reflect Anticipatory Set): Looking back at the description Katniss gave in the excerpt from The Hunger Games, have students come up with other questions they would like to know about the scene. The questions could be turned into detail about the scene. 

- Assessment Based On Objectives: In order to assess the students’ ability to identify details in writing, the teacher should walk around and listen in on their sharing with their peers. In order to assess student questioning skills, they will write their names by their questions on their peers’ papers. In order to assess their use of detail, the teacher should collect the writing assignment after it has been drafted, with the possibility to reteach at that point.

- Adaptations (For Students with Learning Disabilities): Students will be able to use their own independent reading novels to find mentor texts. Students will reading deficits will be able to use lower level reading texts during the activity. During the independent practice, students can be given a specific amount of details to add.  

- Extensions (For Gifted Students): Students will be able to use their own independent reading novels to find mentor texts. Students with advanced reading abilities will be able to use higher level reading texts during the activity.

- Possible Connections to Other Subjects: When writing for other content areas, students will be able to be sure to give enough detail to answer questions. They can start writing by asking what types of questions the reader would want to know.

Teacher Example of Questioning Activity:

The Moment I….crossed the finish line of my first half marathon:

1. How did that make you feel?
2. What were you thinking when you crossed?
3. Did you know what place you got?
4. How long was the race?
5. How long was the training for the race?
6. How long did it take you?
7. Did you reach your goal?
8. Were people cheering for you?
9. Why did you want to run a marathon?
10. What was the weather like that day?
11. What were you wearing?
12. Were you with a friend?

Lesson Objective: The students will sequence six events that occur in a fiction story with 100% accuracy.  Technology objective: The students will use drag and drop to sequence images and words in the correct order.

Behavioral Objective: The students will sit quietly in their desks or on the carpet sitting cross legged with their eyes on the Smartboard while discussing sequencing events, while listening to and watching the story, and while given directions. The students will work on their activities quietly at the computer, and work on their practice sheets quietly and independently.

Materials: Smartboard, chart paper, “Romall at the Beach” story online, Sequencing activity on Word, Sequencing worksheets

Standard(s): 3-6.3 Organize information by classifying or sequencing.

Anticipatory Set: Ask the students things what they like to do at the beach and what they like to bring with them to the beach. Then, ask students how they would pack for the beach and what things they would bring with them. Write a list of these things on the Smartboard or chart paper.

Prerequisite Skills:  The students will know how to put things in order and understand what a sequence is.

Procedures:

Initial instruction:  The teacher will:

• After creating a list of things that students like to bring to the beach with them, have the students help make a step by step sequence of how they would pack for the beach. Create a list on chart paper of how you would pack for the beach, putting the steps in order. For example,

1. I take out my suitcase.
2. I pack my bathing suit.
3. I fold up my clothes and put them in my suitcase.
4. I zip up my suitcase.
5. I pack up my beach toys in a beach bag.
6. I put my bags in the trunk of the car.  

• Ask the students questions such as, “Why couldn’t I put my bags in the trunk first?” “Why do you have to fold up your clothes before you put them in your suitcase?”
• Then, ask if some things could be changed around, such as packing your toothbrush before your bathing suit. Some things can be done in different orders, and other things cannot. Then, discuss what sorts of things have to be done in a sequence and what sorts of things don’t have to be done in a sequence.
• Tell the students we are now going to listen to a story, and then discuss the sequence of events that happen in the story.

Guided Practice:

1. Play the online story, “Romall at the Beach.”
2. 2.      Pause the story several times to discuss what is happening, to predict what will happen next, and ask questions to monitor comprehension. If students are not answering questions correctly, go back at the end and replay the story.

1. 3.      Following the story, discuss what happened as a class. Sequence events that happened in the story as a class. Choose one student to start, then another to say what happened next, etc. If students are having difficulty remembering, look back at the story.

Independent Practice: Show the students the activity from Microsoft Word that they will complete on their computers. The activity shows snapshots of events in the story with text from the story. The students will put these events in order by the way they happened in the story by using drag and drop. Model how to drag and drop the pictures and text boxes. If each student has an individual computer, everyone will be able to look on their own computers at the activity and complete at the same time. If there are a limited number of computers, students that are not working on the computer will complete a practice sequencing worksheet. On the worksheet, students will read a short fiction story and cut and paste pictures to go in the correct order according to the story.

Differentiated Instruction: For students that have difficulty reading, they may use WordQ to read the words that they do not know. If some students are unable to use the computer, they will cut and paste the events and put them in order on a printed out sheet. Some students may only sort the pictures if they have a lot of difficulty reading. If students finish early, they will listen to books on tape or read, and practice sequencing events from the story verbally with a partner.

Evaluation: Students will print out their sequenced sheet. The students will drag and drop pictures and text boxes in the correct order with 100% accuracy. Some students may only sort pictures with 100% accuracy according to disability.

Grade Levels:                                                    2 – 5

Whole class participation:                         2 to 25 students

JogNog for:                                                        Skill-building, emergencies

Featured JogNog Games:                           Fun Facts

Spelling

State Facts and Capitals

Top 100 World Dates

Are You Smarter Than an MIT Student?

OR any Science, Math, Social Studies, and ELA game tower to review any key concept

(Cost: $4.99 (100 question games) $.99 (30-50 question games) or FREE using JogNog Class Code RYY7FYH )

Materials:

• Index      cards
• Pencil

Technology

• Smartboard      or projector connected to PC
• JogNog.com     

Procedure:

• Give each student      4 index cards and have them label each with the numbers 1, 2, 3, 4
• Project one      of the JogNog games listed above onto the white board or Smartboard
• Read each      question and its answer choices aloud to the class
• Have      students hold up the index card (1, 2, 3, or 4) that reflects their answer      choice
• Select the      answer choice with the most votes and discuss it with the class

Questions? Comments? Feedback?

Contact: rochelle@jognog.com

Prep Time:                                                         5 minutes

Class Time:                                                        50 minutes

Grade Levels:                                                    3 – 5

Whole class participation:                                   2 to 25 students

JogNog for:                                                       Review, MCAS Prep

Featured JogNog Games: FREE! Review games (each subject, strand and grade level)

                                      3,4,5^th Grade – MCAS Prep

Or search through hundreds of games for the topic your students need for review

(Cost:  $4.99 (100 question games) $.99 (30-50 question games) FREE using JogNog Class Code  CHHFYHK )

Materials:

• Signs to label computer work stations – learning centers (“Life Science” or      “Math – Measurement”)

Technology

• 4 or more student computer workstations
• JogNog.com     

Procedure:

• Set up 5      computer workstations, each with a different JogNog FREE Review game  (JogNog questions are aligned      specifically with the Common Core Standards)
• Choose your      games in specific areas where students may be struggling OR review all
       strands of a subject area.  For      instance, assign a “Life Science”, “Earth and Space Science”, “Physical      Science” and “Technology and Engineering” station for science
• Break      students into small groups and allow them to visit learning centers to play each JogNog game
• Encourage      students to work together to find answers to each question
• Allow 10      minutes at each center before ringing a bell signaling students to move to      the next center
• After      students have completed each center, encourage them to share what they      learned or now understand better.       Make a chart or list on the board documenting these notes

Questions? Comments? Feedback?

 Contact: rochelle@jognog.com

So first you are going to give the kids about 4-5 colors each,then give them 4-5 pieces of blank paper next you are going to tell them to brainstorm about how many different shapes they can think of,draw it on the paper,color,cut and paste them on if preferred,teachers can tell them to add a brief description of where you find those specific shapes outside.i use this on my class almost every year and its amazing to see how it works on them and I just love the feeling when my old students come see me after graduation and say their going to become teachers as well because of my poster and myself inspiring them and i hope u use this trick to inspire your students to work hard and become successful in life see u  :)

We are going to be looking at these two poems by two amazing poets. Sonnet 12 by Shakespeare and We Are Seven by William Woodsworth. Sonnet 12 explores time and life, how time is passing by so quickly and how we should reproduce before our time comes and death takes us away. We Are Seven talks about how even young children can die and be taken away before their time. 

ANSWER THE QUESTIONS 

1. In Sonnet 12 by Shakespeare, how does he show the passing of time in the poem?

-by days and nights passing:

And see the brave day sunk in hideous night (Shakespeare 2)

-seasons changing:

And summer’s green all girded up in sheaves

Borne on the bier with white and bristly beard (Shakespeare 7-8)

2. What does Shakespeare mean when he states ” And nothing ‘gainst Time’s scythe can make defense/Save breed, to brave him when he takes thee hence” (Shakespeare 13-14)? Who is taking him away and where are they taking him?

You can’t slow down time and I think he’s saying that the person he is speaking to should have a child before death takes him away.

3. What 3 colours are referenced in Shakespeare’s poem? What do they symbolize and how do they contribute to the mood of the poem?

   He uses silver and white, symbolizes old age:

And sable curls all silver’d o’er with white (Shakespeare 4)

He uses green, symbolizes youth:

And summer’s green all girded up in sheaves

Borne on the bier with white and bristly beard

Students should know understand the sumbols in this poem and comprehend the meaning behind the words. 

4. In William Wordsworth’s poem, ‘We Are Seven’, how does the author create eeriness at the beginning of the poem? Do you find this approach effective?

   “Read first line”

   He mentions a baby, feeling everything in his limbs and he mentions death. I think it’s eerie, because when we think of newborns, we think of hope and life and happiness. I do find this approach very effective. It lent a very dark tone to the poem.

5. What is the author and the young girl in the poem discussing? Where are her siblings?

   The author and the young girl are discussing her siblings.

   -”Seven are we;

   And two of us at Conway dwell,

And two are gone to sea.

“Two of us in the church-yard lie,

My sister and my brother;

And, in the church-yard cottage, I

Dwell near them with my mother.”

6. Look at the year this poem was written; does the time period have any significance on why the young girl had two siblings die?

   1798. Yes, many children died back then because of malnutrition and they didn’t have the medicinal knowledge we have today.

   -In bed she moaning lay,

   Children in a more modern time would have gone to a hospital or a doctor and would probably have survived what this young girl died from.

 Students should now understand this poem as well.

7. How is rhythm created in this poem as you read each line? How many lines are in each stanza?

   Shakespeare:

   1. ababcdcdefefgg; only 1 stanza; 14 lines

Woodsworth

1. the words of ever other line rhyme so all the stanzas are abab except the first stanza which is abcb; there are 4 lines in each stanza

Students should know the rhythmic scheme of these two poems now. 

8. Which of the two poems did you enjoy the most and why? Be sure to provide your own personal opinion while also referencing the structure of the poem.

   I enjoyed Woodsworth’s poem the most mostly because I understood it more than I did Shakespeare’s sonnet. I guess it was mostly the language of the poem and the fact that Woodworth’s poem was easier to read and the rhymes just flowed more.

2. Explaination for the short questions

3. Students will do the short questions for the poem ‘We are Seven’ after having read it for several times.

4. I will then explain all the question to them.

5. Next I will talk about the basic meanings carried by the lines in both poems

6. Then I will explain the imagery and full meaning of the poem ‘Sonnet 12′

7. Next I will do the same for ‘We Are Seven’.

The End.

A sequencing activity

Grade range: K-1

Time to complete: 15-20 minutes

Subjects/skills addressed: language arts, sequencing, cutting

Objective: Students will place the steps to create a stuffed cat in the correct order. Students will match a picture to the corresponding sentence.

Materials needed:

Printouts of activity sheets provided

Copy of the book, Sometimes Snow Falls in the Summer (optional)

Scissors and glue

Words to know: first, second, third, fourth, fifth, sixth

Instructions:

1. Read and discuss the story, Sometimes Snow Falls in the Summer.

Ask: What did Ella use to make her cat? If she didn’t have any cattail seeds to fill her cat, what else could she have used?

2. Show the students the pictures on the first worksheet. Discuss the order of the steps.

Ask: What sentence could you say for the first picture? The second? etc.

3. Read the sentences on the second sheet to the students, identifying which picture goes with each sentence.

4. Students will then cut and paste the pictures in the proper order on the sheet.

Follow-up Fun: Students can either make their own stuffed creations with felt and stuffing or use lacing cards to practice up and down stitches.

Grade range: K-2

Time to complete: 45-60 minutes

Subjects/skills addressed: Science, Math

Objective: Students will change the density of powdered sugar by adding a liquid. They will use the changed sugar to decorate a snowflake cookie.

Materials needed:

2 pounds powdered sugar

Milk (2 TBSP per demonstration)

Prebaked sugar cookies

Colored granulated sugar

Vanilla and butter (optional)

Set of measuring cups and spoons

Spoon and spreading knife

Parchment paper

Attached photo to accompany instructions

Words to know: measure, density, more, less

Instructions:

1. Ask: How do you think snow melts? What happens when it melts?

Explain that when snow melts, the density (how much space it fills) changes. The students will see how this is done by dissolving powdered sugar.

2. Direct a student to fill a measuring cup with powered sugar, making sure that the sugar is not packed into the cup. Level the top with the handle of the spoon.

Ask: Is the cup full of sugar? Let's see if we can change that.

3. Direct a student to pour 1 teaspoon of milk into the center of the cup of sugar.

Ask: What is happening to the powdered sugar?

3. Direct another student to add a second spoon of milk. A third, etc. Observe what happens to the sugar. Use no more than a total of 6 teaspoons.

Ask: Why does it look like there is less sugar in the cup? Where did it go?

4. Repeat steps 2 and 3.

5. Stir the contents of the cup into a bowl, adding 2 teaspoons of vanilla to flavor.*

6. Create snowflakes that are 1.75" in diameter from the parchment paper.

7. Cover the cookies with the powdered sugar icing.

8. Place the parchment snowflake on top of the cookie and sprinkle generously with colored sugar, tapping off the extra before removing the snowflake pattern. A clean pin helps remove the parchment snowflakes from the icing.

Conclusion:

When liquid is added to powdered sugar, the sugar dissolves into the liquid, increasing the density of the sugar. The amount of air between the particles of sugar is reduced, causing the sugar to take up less room in the cup. This is similar to how the density of snow is changed when it melts. The air between the snowflakes is reduced as the snow becomes a liquid.

Snowy fact: If a snowstorm produces a light fluffy snow, then it is possible for 10 inches of snow to melt into merely 1 inch of water.

*Hint: After completing the demonstration the class can create buttercream icing that may taste better than the plain powdered sugar and milk mixture.

1. In Sonnet 12 by Shakespeare, how does he show the passing of time in the poem?

Shakespeare shows the passage of time through multiple examples of change. In the first two lines, the clock chimes to tell us when the day begins to sink into night. “When I do count the clock that tells the time, and see the brave day sunk in hideous night;” (Shakespeare 1-2). A flower, the violet, begins to droop and die as it ages past its prime. Dark hair begins to turn silver with a dash of white. The seasons change from summer to winter.

1. What does Shakespeare mean when he states “And nothing ‘gainst Time’s scythe can make defense, save breed, to brave him when he takes thee hence.” (Shakespeare 13-14)? Who is taking him away and where are they taking him?

He’s saying that nothing can protect you from time; there is no defense against aging and the perpetual movement of time. The best thing you can do is have children and procreate, so that they may challenge you when you pass from this world, and carry on your legacy, your name. Time is taking him away, and he will be taken to death’s door and whatever lies beyond. “And nothing ‘gainst Time’s scythe can make defense, save breed, to brave him when he takes thee hence.” (Shakespeare 13-14).

1. What 3 colours are referenced in Shakespeare’s poem? What do they symbolize and how to they contribute to the mood of the poem?

The 3 colours referenced in Shakespeare’s poem are sable, white, and green. The sable and white symbolize the hair of a person changing colours as they age. It adds to the sad, melancholy mood by giving the reader an example in which they may be more familiar with seeing as the hair colour change is a much more common problem that most people are faced with. Green symbolizes the life that blooms in the spring and summer, which occurs on a  steady cycle. It adds to the happiness of the poem, it allows the reader to think of it as the flowers reproducing in order to have their seeds bloom in the spring.”And summer’s green all girded up in sheaves borne on the bier with white and bristly beard,” (Shakespeare 7-8). It’s similar to giving life to children; it takes a few seasons to fully develop.

1. In William Wordsworth’s poem, ‘We Are Seven’, how does the author create eeriness at the beginning of the poem? Do you find this approach effective?

Without giving the reading background information, Wordsworth starts the poem off with a errie subject, death. His first stanza reads: “A Simple Child, that lightly draws its breath, and feels its life in every limb, what should it know of death?” (Wordsworth 1-4). I find the approach he used effective, because it hooks you in and persuades you to continue reading.

1. What is the author and the young girl in the poem discussing? Where are her siblings?

The author and the young girl are discussing her siblings. 2 of her siblings live in Conway, two others are out at sea, and two are buried in the church-yard. “She answered, “Seven are we; and two of us at Conway dwell, and two are gone to sea. Two of us in the church-yard life, my sister and my brother;”” (Wordsworth 18-21).

1. Look at the year this poem was written; does the time period have any significance on why the young girl had two siblings die?

In 1798 there weren’t many satisfactory health institutions. Infantile and children mortality rates were high, because parents couldn’t support them and take care of them.  “The first that died was sister Jane; in bed she moanig lay, till God released her of her pain; and then she went away.” (Wordsworth 49-52)

1. How is rhythm created in this poem as you read each line? How many lines are in each stanza?

Rhythm is created in a four beat to three beat to four beat to three beat style. In each stanza there are four lines. “She had a rustic, woodland air, and she was wildly clad: Her eyes were fair, and very fair; — her beauty made me glad.” (Wordsworth 9-12).

1. Which of the two poems did you enjoy the most and why? Be sure to provide your won personal opinion while also referencing the structure of the poem. 

I really liked “We Are Seven”, I liked the idea of innocence in children. The little girl in the story either hadn’t fully understood what it meant when her siblings had died, or she understood it so well that she hadn’t didn’t forget nor forsake them when they had left the physical world. “The little Maid would have her will, and said “Nay, we are seven!”” (Wordsworth 68-69).  I tend to enjoy ballad poems because I like reading poems when it’s written more in a narrative style. 

The following activities were created to accompany Sometimes Snow Falls in the Summer, by Deb Troehler. Please see the attachment for photos and worksheets mentioned below.

Table of Contents

1. Where did the snow go?

2. How can you create a summer snowflake?

3. “Can you sort the seasons?” asked the silly snowman.

4. How can you make your own rainbow?

5. Rainbow colors are as easy to remember as your name.

6. Can you help Ella Louise put her cat together? 

Lesson 1: Where did the snow go?

Grade range: K-2

Time to complete: 45-60 minutes

Subjects/skills addressed: science, math 

Objective: Students will change the density of powdered sugar by adding a liquid. They will use the changed sugar to decorate a snowflake cookie. 

Materials needed:

2 pounds powdered sugar

Milk (2 TBSP per demonstration)

Prebaked sugar cookies

Colored granulated sugar

Vanilla and butter (optional)

Set of measuring cups and spoons

Spoon and spreading knife

Parchment paper 

Words to know: measure, density, more, less 

Instructions:

1. Ask: How do you think snow melts? What happens when it melts?

Explain that when snow melts, the density (how much space it fills) changes. The students will see how this is done by dissolving powdered sugar.

2. Direct a student to fill a measuring cup with powered sugar, making sure that the sugar is not packed into the cup. Level the top with the handle of the spoon.

Ask: Is the cup full of sugar? Let’s see if we can change that.

3. Direct a student to pour 1 teaspoon of milk into the center of the cup of sugar.

Ask: What is happening to the powdered sugar?

3. Direct another student to add a second spoon of milk. A third, etc. Observe what happens to the sugar. Use no more than a total of 6 teaspoons.

Ask: Why does it look like there is less sugar in the cup? Where did it go?

4. Repeat steps 2 and 3.

5. Stir the contents of the cup into a bowl, adding 2 teaspoons of vanilla to flavor.*

6. Use the steps in lesson 2 to create snowflakes that are 1.75″ in diameter from the parchment paper.

7. Cover the cookies with the powdered sugar icing.

8. Place the parchment snowflake on top of the cookie and sprinkle generously with colored sugar, tapping off the extra before removing the snowflake pattern. A clean pin helps remove the parchment snowflakes from the icing. 

Conclusion:

When liquid is added to powdered sugar, the sugar dissolves into the liquid, increasing the density of the sugar. The amount of air between the particles of sugar is reduced, causing the sugar to take up less room in the cup. This is similar to how the density of snow is changed when it melts. The air between the snowflakes is reduced as the snow becomes a liquid. 

Snowy fact: If a snowstorm produces a light fluffy snow, then it is possible for 10 inches of snow to melt into merely 1 inch of water. 

*Hint: After completing the demonstration the class can create buttercream icing that may taste better than the plain powdered sugar and milk mixture.

Lesson 2: How can you create a summer snowflake?

Grade range: K-3

Time to complete: 45-60 minutes

Subjects/skills addressed: art, math

This activity is very messy. Cattail seeds may adhere to clothing and carpeting. This activity is not intended for students with allergies.

Objective: Students will create a six-sided snowflake using fractions as a guide. 

Materials needed:

White paper (24 lb. works best)

Construction paper for background

Enlarged images of real snowflakes

Magnifying glass

Art supplies: scissors, white glue, pencil, and paintbrush

Cattail seeds that have been removed from the stalk 

Words to know: fraction, half, third, sixth, circle 

Instructions:

1. Ask: How many sides does a snowflake have? (6) Show images of real snowflakes to students and count the number of sides in each.

Create the paper snowflake.

a. Trace and cut a circle that is 6 inches in diameter out of white paper.

b. Fold the paper in half, as shown.

c. Fold the half circle into thirds, creating 6 sections.

d. Draw and cut a V shape at the curved edge, as shown.

e. Open and flatten the paper snowflake.

2. Spread a layer of glue on one side of the snowflake with a paintbrush.

3. Sprinkle the glued side of the paper with cattail seeds and allow to dry.

4. When the snowflakes are dry, glue the snowflake onto a piece of construction paper.

Take a closer look: Use a magnifying glass to look at a single cattail seed. Discuss the shape of the seed and the reasons for that shape.

Lesson 3: “Can you sort the seasons?” asked the silly snowman.

Grade range: K-1

Time to complete: 20-30 minutes per activity

Subjects/skills addressed: math, language arts, sorting, cutting

Objective: Students will identify the seasons of the year. 

Materials needed:

Printouts provided with this lesson

Scissors and glue

Words to know: seasons, spring, summer, fall (autumn), winter

Instructions:

1. Ask: Do you know what season it is right now? Do you think you would be able to build a snowman in this season? Why or why not?

2. Read the poem, The Silly Snowman, to the students.

Ask: What seasons did you hear in the poem?

3. Ask the students to find the season words in the poem. (Modification: Provide the season words on a flash card for visual cueing.)

4. Show the images of the seasonal snowmen to the students. Discuss how they represent each season.

5. Give the students the sheet with the seasonal snowmen. Match the name of the season with the way the snowman is decorated.

Lesson 4: How can you make your own rainbow?

Grade range: K-3

Time to complete: 20-30 minutes

Subjects/skills addressed: science, math

Objective: Students will create a rainbow with sunlight and water.

Materials needed:

Garden hose with an adjustable nozzle attached

Photographs of naturally occurring rainbows

Picture of a right triangle or angle

Open space outside

Sunshine (the sun should NOT be directly above you) 

Words to know: refract, reflect, angle

Instructions:

1. Show the students images of naturally occurring rainbows (single and double rainbows).

Ask: What colors do you see in the rainbows? How do you think these rainbows are created? Look closely at the double rainbows. How are they different?

2. Show students the picture of a right triangle.

3. Demonstration:

a. Position yourself with the sun directly behind you so that you and your shadow form the legs of a right triangle, as shown.

b. Position the hose approximately halfway between your shadow and you. The actual angle is 42 degrees for the primary rainbow and 50 degrees for the secondary rainbow. However, halfway will be easier for the students to understand.

c. Have a student turn the water on FULL blast. Arc the hose spray to create the rainbow. The rainbow should be formed close to the halfway point between the legs of the triangle.

Ask: What colors do you see in the rainbow? What color is at the top? At the bottom?

4. Have the students take turns creating their own rainbow. It may be possible to create a double rainbow in this manner, but the secondary rainbow will be faint.

Conclusion:

To create a rainbow you need a source of light and something that will refract and reflect the light. The light from the sun is refracted (bent) and reflected (bounced) inside the droplets of water from the hose. As each color of the rainbow has a different-sized wavelength, the way they are refracted and reflected causes the sunlight to split into the different stripes of the rainbow.

Create a rainbow in the classroom: In the story, Sometimes Snow Falls in the Summer, a rainbow is created in Ella’s room by a prism. There are many ways to create a rainbow–using CDs, water, water and oil, and many more. Try your own hand at creating rainbows in the classroom.

Lesson 5: Rainbow colors are as easy to remember as your name.

Grade range: K-3

Time to complete: 30-45 minutes

Subjects/skills addressed: art, science

Objective: Students will name the colors of the rainbow in the correct order.

Materials needed:

Permanent black pen

Colored pencils, crayons, or markers

Images of rainbows-some with a double rainbow

Art paper

Words to know: ROYGBIV (the order of colors in a primary rainbow), primary, secondary

Instructions:

1. Show the image of the single rainbow to the students.

Ask: What colors do you see? Which color is at the top of the rainbow? At the bottom?

2. Explain that when there is a single rainbow, the colors appear in order. Pointing to the colors, list the colors in order for a single rainbow. (red, orange, yellow, green, blue, indigo, violet)

3. Show the students the image of a double rainbow. Explain that the rainbow on the bottom (the primary rainbow) is just like the single rainbow. The rainbow on the top (the secondary rainbow) is reversed. The colors go in the opposite order.

Ask:What colors do you see in the rainbow on the top? Which color is at the top of the rainbow at the top?

4. Show the students the sample of the completed project. Explain that they are going to learn the colors of the rainbow in the proper order by decorating their names.

5. Students write their name in the center of the paper with a permanent black pen, leaving approximately 2 inches on all sides.

6. Students choose either a primary or secondary rainbow to decorate their name and place their colored pencils in the correct order from top to bottom (primary: ROYGBIV; secondary: BIVGYOR).

7. Write their rainbow choice on the back of their paper.

8. Explain that they will create their rainbow from the inside out. Students draw a line around their names following the curves and lines that form their name with the pencil on the bottom. Fill in the empty space between the black line and the first colored line with the same color. Repeat for each color of the rainbow, as shown.

9. When students complete their artwork, have them hold up their designs and ask the other students if their rainbow is a primary or secondary rainbow.

Lesson 6: Can you help Ella Louise make her cat?

Grade range: K-1

Time to complete: 15-20 minutes

Subjects/skills addressed: language arts, sequencing, cutting

Objective: Students will place the steps to create a stuffed cat in the correct order. Students will match a picture to the corresponding sentence.

Materials needed:

Printouts of activity sheets provided

Copy of the book, Sometimes Snow Falls in the Summer (optional)

Scissors and glue 

Words to know: first, second, third, fourth, fifth, sixth

Instructions:

1. Read and discuss the story, Sometimes Snow Falls in the Summer.

Ask: What did Ella use to make her cat? How did she make the cat? If she didn’t have any cattail seeds to fill her cat, what else could she have used?

2. Show the students the pictures on the first worksheet. Discuss the order of the steps.

Ask: What sentence could you say for the first picture? The second? etc.

3. Read the sentences on the second sheet to the students, identifying which picture goes with each sentence.

4. Students will then cut and paste the pictures in the proper order on the sheet.

Follow-up Fun: Students can either make their own stuffed creations with felt and stuffing or use lacing cards to practice up and down stitches.

Ever had a student ask, “Is this product “healthy?”

This lesson includes everything students should know about reading food labels and gives the formulas to figure out if a food is healthy enough to be in school vending machine (if a school is classified as a “Healthy School” a product must be less than 35% fat end less than 35% sugar, or no more than 15 grams of sugar).

Have fun with this easy to follow lesson that teaches skills students will use for life!!

The lesson starts with a 22-slide PowerPoint lesson and follows up with a worksheet where each student will pick a product or label and read it on their own.

28 pages of step-by-step teacher directions follow along with the PowerPoint and make teaching this lesson easy!

The PowerPoint will teach students how manufacturers may try to deceive consumers and why it’s important to know how to discern the information on a label (beware of unrealistic serving sizes, deceptive servings per container, misleading container information, etc). Students will learn how to pick what’s worth reading on a food label and how to understand a food label.

See attached.