In this lesson, students will connect to the essential question, "What do the effects of life events look like?" through the skill of summarizing. To answer that question, students will summarize a slam poem, a short story, and a recent Presidential Speech. To make a personal connection to the skill of summarizing, students will write a tweet that reflects their own life event. To summarize the lesson, students will write a summary of what the effects of life events look like to them.
This lesson provides an overview of the key events and concepts of the Vietnam War. Using hands-on activities and discussions, students are able to explore the vocabulary and multiple perspectives of the war. This lesson is meant to be taught after this era and subject have been introduced to students. Some of the activities might be overwhelming for students who have no prior knowledge of the Vietnam War.
It has been said that poetry is a place to break all the rules. In this lesson, students will not quite be rule-breakers, but rather work with rules of grammar to find how to integrate more structure and variety in verse. Using Shel Silverstein's poetry, students will initially analyze pieces for elements of grammar, then modify assorted poems to practice incorporating those elements.
Students will physically model the concept of simplifying algebraic expressions as a class then apply this knowledge to written expressions. This is a great lesson for both introducing the concept as well as remediating like terms, if needed.
Students explore projectile motion using Newton's first law of motion.
This grammar lesson will engage students in recognizing, identifying, and creating active or passive voice in their writing. The use of active and passive voice is demonstrated through the short story, "The Monkey's Paw," although any piece of literature could be substituted.
Students will be introduced to Shakespeare's language through a hands-on approach; they will then decipher the Prologue to "Romeo and Juliet" and translate the text into their own words. Students will then make connections by looking at real-world examples of themes showcased in the Prologue. By doing this, students will feel more comfortable with the language and make real-world connections as they read the play.
Students will explore angles of incline on different wheel chair ramps by researching ADA's accessibility standards, measuring different surfaces of a ramp, and uncovering missing angles using inverse trigonometric functions. Students will have the opportunity to suggest their own ideas regarding accessibility and will use their mathematical findings to support a written argument. Additionally, students will be able to use mathematical findings in order to justify a written argument.
This lesson addresses writing linear equations in slope-intercept form when given a graph. Students will use their knowledge of slope and y-intercept to analyze linear graphs and represent what they see graphically in an equation. Prerequisites for this lesson include identifying slope and y-intercept when given an equation, graphing linear equations, and finding the slope of a line. This lesson also offers an opportunity to reiterate the meaning of slope and y-intercept, while placing emphasis on linear relationships being represented and modeled in multiple ways.
This lesson addresses writing linear equations in slope-intercept form table of values. Students will use their knowledge of slope and y-intercept to analyze linear data tables and represent the linear relationship in the data as an equation. Prerequisites for this lesson include identifying slope and y-intercept given an equation, graphing linear equations, writing linear equations given a graph and calculating the slope of a line given two points. This lesson also offers an opportunity to reiterate the meaning of slope and y-intercept, while placing emphasis on linear relationships being represented and modeled in multiple ways.
Students will participate in a set of observational experiments, designed to help them come up with "good" evidence to back a claim they present. Students will learn about how to overcome flawed predictions with evidence and design good reasonable explanations.
Students will be able to explain the fundamental concepts involved in electrostatics, such as: charge, friction, conservation of charge, laws of attraction, and Coulomb’s Law.
Students will examine various forms of earthquake data ranging from intensity, magnitude, and first person accounts to explore what factors contribute to the damage caused by earthquakes and how geologists use this information to pinpoint epicenters and focus of an earthquake. Students will analyze first person accounts and damage reports to determine earthquake intensity as well as looking at USGS data.
Students explore conservation of mechanical energy and the relationship that it has to do with work.
Students will examine primary resource documents to help their understanding of the Chinese Exclusion Act and immigration concerns today.
In this lesson, students will analyze the different perceptions of four major big business leaders of late 19th century United States. Students will discover that these big business leaders in American society are viewed by historians in two roles: robber barons or captains of industry. Students will learn how the big business leaders organized their companies and utilized philanthropy, which will allow students to formulate their own conclusions as to whether John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan helped or harmed the country.
In this lesson, students use drawing to help them understand key events and analyze the mood and style of Edgar Allan Poe's "The Tell-Tale Heart."
Students will compare and discuss the text of the I Have a Dream Speech with the video of Dr. King speaking. Students will summarize the intent of the speech. Students will also write an essay to determine if Dr. King’s dream has been realized. They will use content from the speech and current events to support their claim.
Students investigate triangle congruence and complete proofs using the theorems they verified.
While analyzing an article, students will complete a quick-write exercise. To encourage student thinking about the topic, activities will teach predictions based on the title, to read and mark the text using specific annotation strategies, and collaboration with peers to deepen understanding. Students will also reflect on their learning to determine how an author's writing style gives meaning to a text. This lesson may be adapted to fit any text with a particular style and/or features that teachers would like students to analyze.
In this lesson students will discuss conflicts, cliques, and stereotypes and what can cause each of them to arise. Through the lens of five nonfiction articles inspired by the cliques in the film "The Breakfast Club," students will form real-world connections to the stereotypes at their own schools and how perceived differences can lead to conflicts. This lesson can stand on its own or be used to supplement a literary unit.
Before, during, and after reading the play "Antigone" by Sophocles, students will use pre-, during-, and after-reading strategies from Kylene Beers's text, "When Kids Can't Read." Students will not only focus on comprehension of the play, but also on meaningful and relevant themes.
Using Wendy Ewald's book of children's photography and poetry as a mentor text, students will compose descriptive poems based on photographs that they take of their favorite personal feature.
Students will explore the odds of winning at games of chance and the problems associated with gambling.
This lesson teaches students about the golden ratio and Fibonacci numbers. The lesson focuses on finding the golden ratio in art, nature, and common objects, as well as in their own skeletal structure. Students take measurements and use calculations to identify examples of the golden ratio both inside and outside the classroom.
This lesson will focus on the impacts of the Cold War era in American history. Guiding this lesson is an essential question focused on the use of fear. Hands-on activities, reading of a relevant news article, and argumentative writing will assist students in their exploration of brinkmanship and mutually assured destruction (MAD) during the Cold War. A resource page is provided for teachers who would like additional information about brinkmanship, MAD, and fallout shelters. This lesson precedes the "Fear of a Nation" lesson which will extend learning about the impacts of the Cold War.
Students will examine different types of insurance and learn about what is insured and what is not. They will identify appropriate amounts of insurance, learn insurance terms, and learn how insurance deductibles work.
Students will work collaboratively to examine and deconstruct published arguments based on social issues important to them. Students will then evaluate each other's analysis of published arguments and reflect on issues in today's society.
This lesson introduces the importance of argument in everyday life. Students will identify arguments in order to build an initial understanding of claims, evidence, and reasoning, and the rhetorical situation - author’s purpose, audience, and context.
Students will examine evidence for glacial theory and other competing theories of the early 1800’s. Students will read field journal excerpts from geologists as well as analyze the data collected from early Alpine expeditions.
Students will be placed in small groups and receive several maps of Oklahoma and Indian Territory from 1820 to 1907, statehood. The students will draw conclusions about how the maps change over time and what happens to the Native American populations as statehood approaches.
Students will conduct a data-driven lab using common human phenotypes and present their findings to their peers in a Gallery Walk. Common genetic vocabulary will be researched by students and they will present their findings to the class. Students will connect common genetic themes with their earlier research on human phenotypes to draw conclusions about why organisms look the way they do.
In this lesson, students will critically examine how literary elements contribute to the theme of a text. Students will explore universal theme sets by examining pictures and engaging in the Four Corners strategy. Students will then identify a universal theme within a text by using the Why-Lighting strategy to analyze its setting, imagery, diction, and characterization. Finally, students will create a multi-genre representation of text's theme before engaging in a Gallery Walk to view other students' creations. This lesson can be used as a companion to the lesson "Growing Themes."
This lesson is an introduction to polynomials. Solving polynomials is not included in this lesson, and would be the next lesson after this one. Academic language as well as patterns in polynomial family functions is explored. Prerequisite knowledge would be an understanding of functions and exponents in general, as well as the ability to graph (or work a graphing calculator).
Students will explore climate variation in various environments using EOMF (Earth Observation and Modeling Facility) GIS (Geospatial Information Science) data, weather and climate data. Students will use their observations and data to make predictions about future environmental change and possible effects on local populations. Students will analyze, interpret, and present their findings.
By analyzing a variety of genres, students will consider how the style, format, and genre of a text affects its meaning and effectiveness. Students will work to craft a multigenre argument and present their creations to their classmates.
This lesson address the components of evidence used to support hypotheses. It addresses qualitative versus quantitative, as well as primary versus secondary. This would be a good lesson to start the year, and requires no prerequisite skills.
This lesson uses fiction and nonfiction books to have students think about the author’s purpose for writing the piece. The goal is to help students understand that nonfiction works have common elements with the purpose to inform, while fiction stories have common elements with the purpose to entertain. Students will gain experience discerning an author's purpose for writing and will practice their own writing with the goal to either inform or entertain their audience.
In this U.S. History lesson, students analyze the Berlin Wall speeches of President Kennedy (1963) and President Reagan (1987) in both video and text formats. A variety of assessment options are provided for students to demonstrate their understanding.
Students will practice the skill of inferencing both collaboratively and independently by using images and Chapter 1 of Fredrick Douglass's narrative. Then, students will tie the skill of noticing and understanding unstated details to the big picture of comprehension.
Students will participate in several investigations focused on waves and their characteristics.
Students will be given a fantasy fiction scenario in which they must resettle a country or region of the world that is safe from Zombies. Students will determine what parts of the previous culture of the region they wish to preserve and continue, and which parts they will change and adapt. Students will create presentations exhibiting their new settlement in the Zombie-free zone.
This lesson allows students to reflect on and discuss their perceptions about writing. Shifting the focus from writing from scratch to using words already written as a starting place, students engage in reading and creating blackout poems from newspaper articles. Students also practice listening and speaking skills as they read and present their creations. Ultimately, students will determine if and how their perceptions about what writing is changed as a result of this lesson.
Students will discover the three different types x-intercepts that happen on polynomial functions.
During this lesson, students will use their prior knowledge of multiplication and the distributive property to solve a 2-digit by 2-digit multiplication problem.
Students will explore various lending institutions such as banks, credit unions, and payday loan companies to find out what those institution's requirements are when lending money. They will also investigate and draw conclusions about making minimum payments on credit cards.
In this lesson, students listen to a song while completing a painting activity. Students collaborate to paint a list of descriptive words on their canvases, based on the song. Considering the song lyrics as poetry, students complete analyses of the song, focusing on descriptive language and sensory details. Finally, students then create their own poems, modeled after the song lyrics. Throughout this lesson, students focus on various modes of communication and how different mediums affect understanding and interpretation.
This lesson is designed to take place after completion of another K20 lesson, "Deconstructing Arguments." Students will read an article from the "New York Times" and integrate knowledge of key terms to construct an argument based on a claim, evidence, and reasoning.
Students will solve addition problems up to 10 by creating true and false number sentences and using manipulatives. Students will understand how to use addition and subtraction to change number sentences and still arrive at their target number. Students will solve for a missing addend and demonstrate their knowledge of true and false number sentences.
This lesson explores the stories in history that are often forgotten. Frequently, textbooks include the "winners" of history, but the stories and perspectives of the "losers" of history are left out. Students will explore those stories in this lesson in order to look at all sides of history in an attempt to see the full story.
This lesson addresses rules for exponents. Students will discover the rules for exponents through an exploration of numerical expressions and visual representations of exponents. Prerequisites for this lesson include an understanding of the components of an exponent. This lesson allows students to explore digital breakouts while using rules of exponents.
To activate prior knowledge and introduce two tales from "The Canterbury Tales," students complete an Anticipation Guide before discussing theme statements from the tales. Then, students work collaboratively to read the tales and compile two-column notes during reading. Students revisit their Anticipation Guides and two-column notes, deciding if and how their opinions have changed and why or why not. Finally, students reformulate the text by creating a video retelling the tale and adapting it to modern times. At the end of the lesson, students metacognitively reflect on their learning.
Students explore causes for the decline in number of giant catfish of the Mekong River system and interpret a set of data taken from 2003 regarding the size and mass of catfish that were caught and tagged. They will display their knowledge in the form of tables, graphs, and pictures.
In this lesson, students will explore how the sense of taste functions in The Great Gatsby by composing recipes that make connections between culinary creations and character.
Chicken trucks are known to transport thousands of live chickens. Students will use mathematical reasoning to calculate the number of chickens in a truck of known dimensions, given a photograph, which was taken while travelling I-40 in Oklahoma. Students will extend their understanding by writing a mathematical expression to solve for the number of chickens for a transport vehicle of any size.
Students will complete a crime scene investigation that leads them to draw conclusions using information about the historic information from China's 1 Child Policy.
This lesson looks at the effects and impact of the Civil Rights movement on other social issues such as the Women's Liberation Movement, the United Farmer Workers coalition, and the American Indian Movement.
Students explore exponential functions by investigating exponential decay.
This lesson places students in the role of a college admissions officer in order to help them better understand admissions requirements, the admissions process, and how to fill out a good college application.
After students have participated in the campus visit, you may want to follow up the lesson with a short activity that personalizes the experience.
Students will activate prior knowledge and make connections to the post-WWII era in America by looking at images from the time period. In addition, students will read poems that depict contrasting points of view from the decade (the point of view of an American versus a Holocaust survivor resettled in America.) Then, students will read the short story "Adam" by Kurt Vonnegut and complete a venn diagram with details from the story in order to track the development of characters. Finally, students will work in pairs to create and perform two-voice poems that reveal the characterization of the two contrasting figures in the story. This lesson may be adapted to fit any text where characterization plays a role.
In this lesson, students use a variety of manipulatives to create and compare numbers. They practice comparing number sets using phrases such as “smaller,” “more than," “less than," “equal," “the same as,” etc. Students use their understanding of comparing numbers to create and read a class graph about their favorite fruits.
Metaphors are often associated with flowery, figurative language and do not routinely find their way into mathematics courses. In this lesson, we create space for students to form arguments and better understand mathematically abstract concepts when they are provided opportunities to connect them to their personal experiences. This lesson can be implemented in nearly every subject and within multiple grade levels since it involves broadly connecting mathematics concepts to personal experiences and ideas.
Students will explore the properties of a cube and make connections to exponents through a short exploration of volume. Students will also construction and defend a mathematical argument.
Students will use DNA processes such as replication, transcription, and translation to study the differences between healthy individuals and those with a genetic disorder (in this case, cystic fibrosis). Students will apply this knowledge to the inheritance of traits through the use of Punnett squares.
This lesson focuses on the daily experience of slaves in the antebellum South—their living and working conditions, family life, and treatment by their masters and overseers—and how this experience is represented in the student textbook versus slave narratives. This lesson concludes with students writing a letter to the editors of their textbook critiquing/praising the textbook’s treatment of the slave experience and offering suggestions for future editions.