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Warm up activity

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Nearpod

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Interactive slides

Make any slides-based lessons interactive and gather data on student understanding by adding formative assessments, simulations, and dynamic media.

Or choose from thousands of ready-to-teach, customizable, standards-aligned lessons from teacher favorite brands.

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Nearpod: You'll wonder how you taught without it

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Real-time insights into student understanding through interactive lessons, interactive videos, gamified learning, formative assessment, and activities -- all in a single platform.

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Make a collection of all the questionable details from The Life of Pi that are actually real, like carnivorous algae

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Algae are a vital part of the life cycle. They are the food source for larger zooplankton such as copepods, which are eaten by fish larvae, so they can grow to become the fish we see on our dinner tables.

But apparently it works the other way round too. There are actually algae that are the ocean equivalent of carnivorous plants.

This is the startling conclusion from biology post doc Terje Berge, the leading author of a brand new study, which has just been published in the scientific journal International Society for Microbial Ecology (ISME) Journal.

When the grass eats the gazelle

"What's really quite sensational about this discovery is that algae, which appear to be animal and plant at the same time, attack and eat zooplankton," says Berge.

"If we imagine an African savannah, this would roughly correspond to the grass suddenly jumping up, attacking and starting to eat the gazelle."

The alga, which goes by the latin name Karlodinium armiger, has so far only been found on the Spanish coast, where it is suspected of having caused extensive fish die-offs in the region. 'Armiger' is latin for 'The armed'.

Now Berge has discovered that this kind of combative algae also exists in Danish waters.

Studying the hungry algae under a microscope has provided Berge's team with a clear answer to how algae can turn into carnivores. Their eating sprees offer a tremendous insight into the world of biology.

Killer algae suck the life out of their prey

First, the algae locate their prey by sensing their chemical traces in the water. Then the algae kill the animal - and the animal's size is of little importance. Sometimes the prey can be up to 10,000 times larger than the algae themselves.

This, according to the new study, means that the algae are capable of eating animals the size of copepods or perhaps even fish larvae.

Berge's research indicates that the algae attack using a highly potent nerve poison that paralyses the prey.

The algae then start eating from the still living animal by poking holes into it and sucking the nutrients out of it through a kind of straw - much like mosquitoes do with us humans.

When the algae conspire, they are deadly. As soon as the nutrients start to seep out of the animal, the nearby algae are triggered, and before long they form a giant swarm around the attacked animal.

As the prey is being consumed, the algae start growing - now they grow not only through photosynthesis like other algae, but also from the nutrients from the animal they're eating.

The food chain can go both ways

As long as the algae don't attract too many of its co-combatants, there is no danger - the animals just eat the algae.

But the new findings show that when the concentration of algae exceeds 1,000 per millimetre, the food chain is tipped in favour of the algae, and it's the animals that need to escape.

On the east coast of Spain, scientists have found concentrations of between 10 and 100,000 algae per millimetre. These high concentrations have yet to be observed in Scandinavian waters, but the new discovery is likely to explain why the growth of algae related to Karlodinium is being associated with fish die-offs in Scandinavian countries too.

Carnivorous algae have grave consequences

Berge is keen to stress that the algae pose no particular threat to humans. But the discovery plays an important role in our understanding of how nature works.

"It's remarkable that the algae can turn the food chain around this way," he says. "And they don't do it just by spreading poison, but simply by hunting - it's a completely new perspective on what algae are capable of."

There are isolated examples of other microscopic animals that can attack animals further up the food chain. But unlike with the carnivorous algae, this doesn't have any serious consequences, such as extensive fish die-offs.

Berge and his colleagues will now try to learn more about how strong the algae poison is. The stronger the poison, the larger the animals the algae can kill when they band together.

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Read this story in Danish at videnskab.dk

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Carnivorous killer algae found in Danish waters

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Algae are a vital part of the life cycle. They are the food source for larger zooplankton such as copepods, which are eaten by fish larvae, so they can grow to become the fish we see on our dinner tables.

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Brainstorming creative writing topics

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Story Starters: Creative Writing Prompts for Students | Scholastic

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This interactive tool creates quick writing prompts to help young students delve into creative writing.

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Essay topic brainstorming

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Welcome to the Engagement area of the Purdue OWL. This area houses resources dedicated to - and often developed with - local organizations in greater Lafayette and Indiana.

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This is an invasive species of crayfish

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Book recommendations

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I would use this as an exit slip for math. Students could tell me some key vocabulary or explain how to solve a certain type of problem.

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Story Starters

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Story Starters: Creative Writing Prompts for Students | Scholastic

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This interactive tool creates quick writing prompts to help young students delve into creative writing.

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Students use to collaborate on a presentation or essay--each box is a detail, quote, idea, etc, and then they can rearrange the boxes group like ideas to help organize essay/presentation

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I plan to have students finish the sentence, Art is... ,

and can do that on padlet so that we can see what is being said.

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I could see this tool being used for gathering std input on a topic at the start or close of class

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Parking lot, exit slip

http://www.scholastic.com/teachers/story-starters/writing-prompts/

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Have kids post pics of computer parts to show comprehension.

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http://www.readingrockets.org/strategies/exit_slips

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KWL

Group presentation feedback

Morning Warm Up

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Just Words - MSN Games - Free Online Games

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Book Reccommendations

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辽宁沃炭人力资源有限公司

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When doing KWL

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I want to start the class with students finishing the sentence... Art is...

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I want to start the class with students finishing the sentence... Art is...

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which

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Warm-up/preview for social studies

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Social studies involves the study of human beings as they relate to each other and their environments. This interaction can include current events, politics, social issues-such as gender equality or the impact of wars in Vietnam, Afghanistan, and Iraq -medical issues, local, and global architecture and its effect on people, political issues, energy production, and even international issues.

Any topic that affects how people relate to each other, locally, nationally, or globally, is fair game for social studies discussion. If you need a warmup activity for your social studies class, the difficulty is not in finding a suitable subject but choosing which one best fits your overall lesson plan for the day. Below are some of the best warmups to get students thinking.

Travel Back in Time

This warmup is simple because students will only need a sheet of paper and a pencil. Ask students: "If you could travel back in time-to the time of your choosing-and could change one thing, what would it be?" You may need to prompt students with a couple of examples. For example, author Stephen King wrote a book titled "11/22/63: A Novel" about an individual who was able to travel back to a time shortly before President John F. Kennedy was assassinated on November 22, 1963. He did so and was able to prevent the assassination-to tragic results. The world did change, according to King's alternative history, but not for the better.

Have each student write two paragraphs if they are freshmen, three paragraphs if they are sophomores, four paragraphs if they are juniors, and five paragraphs if they are seniors. (These "essay" lengths generally correspond well with students' abilities in their respective grades.) Give students 10 or 15 minutes, depending on how long you want the warmup to be, then ask for volunteers to read their papers.

Give extra credit if students are shy about reading aloud, or offer to read students' papers for them. Even one brief essay can lead to a rich discussion that can last for five to 10 minutes, depending on how long you want the warmup to take. Alternatively, if you are studying a particular issue, such as the civil rights movement, assign a specific time and place in history for students to "visit," as King did in his novel.

Who Is Your Hero?

Every student has a hero: It might be her father or uncle, a favorite coach, a favorite former teacher (or maybe you), current sports or political figure, historical character, scientist, or leader in the civil rights or women's movement. It doesn't really matter. The key point here is that students are writing about a person they know-no research needed. Make the warmup essays the same length as those discussed in the previous section. Give students 10 to 15 minutes to complete the exercise. Then, ask a few students to read their essays and discuss as a class.

Alternatively, have students write three goals they want to accomplish in your class. Ideally, do this at the beginning of the year. But, you can actually do this warmup at any time of the year. Indeed, you can use this warmup three times during the semester or year-once at the beginning, once at the midpoint and once at the end.

For the second attempt, ask students how they feel they are doing in moving toward meeting their goals. For the final essay, have students explain whether they met these goals and explain why or why not. Self-reflection is a key part of social studies or, indeed, for any class. Tip: Keep the first essays the students write in a file. If they forget their goals, just hand them their papers to review.

Small-Group Discussion

Break students into groups of four or five. Feel free to have students move desks and chairs to gather into groups-this helps them expend some energy and tap into their kinesthetic intelligence. Too much sitting during lectures can lead to student boredom. Getting up and gathering into groups allows them to interact with each other, and people interacting with other people is at the heart of social studies. Have each group choose a leader who will move the discussion along, a recorder who will take notes on the discussion, and a reporter who will present the group's findings to the class.

Assign a social studies topic for each group to discuss. The list of possible topics is endless. You can have each group discuss the same topic or different topics. Some suggested ideas include:

Is the media biased? Why or why not.

Is the Electoral College fair? Why or why not?

What's the best political party in the U.S. Why?

Is democracy the best form of government?

Will racism ever die?

Is the U.S. immigration policy fair? Why or why not?

Does the country treat its military veterans well? How could the country improve their treatment?

Make Posters

Hang large pieces of butcher paper on the walls at various spots around the room. Label the posters "Group 1," "Group 2," and "Group 3." Break students into their assigned groups and give them each a few colored markers. A good way to break students into groups is simply by numbering them- that is, go around the room to each student and give him a number, such as: "You are No. 1, you're No. 2, you're No. 3, etc." Do this until all students have a number ranging from one to five.

Have the students go to their assigned groups. This forces students who may not be friends-or may not even know each other-to work together, another key component in social studies. As in the previous discussion, have each group choose a leader, recorder, and reporter. You may be surprised how artistic and clever the students are in creating original posters. The topics can include any of the issues you are studying currently in class or topics related to issues you plan to cover in the near future.

King, Stephen. "11/22/63: A Novel." Paperback edition, Gallery Books, July 24, 2012.

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What are some effective social studies warmup exercises?

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Social studies involves the study of human beings as they relate to each other and their environments. This interaction can include current events, politics, social issues-such as gender equality or the impact of wars in Vietnam, Afghanistan, and Iraq -medical issues, local, and global architecture and its effect on people, political issues, energy production, and even international issues.

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Lori   Kids can respond to a reflection question on a reading.

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Lori   Kids can respond to a reflection question on a reading.

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WATSONVILLE, Calif. - Moving around her whole life has made 13-year-old Claudia Morales an expert in packing. Claudia knows she must start packing early, because like many young people, her room is always a mess.

Her hoodies and clothes go in her suitcase, but all of Claudia's schoolwork goes in the trash.

In just a week she'll have new notebooks, new textbooks, a new school and three large bulging suitcases to begin unpacking 200 miles away.

Claudia does this every year. Twice a year, in fact.

She's not alone. This December, thousands of children are making their annual journey to new schools in California. These are the children of migrant farmworkers.

The 50-Mile Rule

Claudia's parents work in the fields, planting and picking fruits and vegetables. Because fruits and vegetables grow only at certain times during the year, migrant workers must move around to where the work is. It is known as seasonal work.

In California, seasonal farmworkers live in labor camps during growing season. These camps offer lost-cost housing for farmworkers. But when the work is over, the farmworkers must leave. State law mandates that families move at least 50 miles away when the camps close for the winter.

"We have a life we need to live," Claudia said. "I like both places, but when I grow up I expect to have good work and buy a house where we can stay permanently."

Claudia gets straight A's at one school, somewhat lower grades at her other. Still, as Claudia gets older and her classes get more complex, she is increasingly at risk of dropping out.

Eventually, about 90 percent of kids living in seasonal workers housing drop out of school, according to Human Agenda, a nonprofit human rights group in San Jose.

At Aptos Junior High School, where Claudia started eighth grade this fall, Juan Alcantar is a guidance counselor for the children of migrant workers.

Alcantar says he has a handful of students who are flunking every class, just waiting for their move, sometimes as far away as Mexico.

"They see themselves as visitors on this campus," he said. "They figure, 'I come from a labor camp next to a dump site. I don't belong, and I'm leaving soon.'"

Seasonal Housing For Seasonal Workers

A state lawmaker this year tried to change the 50-mile rule, but the bill died in committee.

For Claudia, the cycle continues. Her labor camp is less than an hour drive south of Silicon Valley, a region that has transitioned from lush fruit orchards and vegetable fields to a global tech hub hosting companies like Google, Facebook and Apple.

"This is a largely invisible population, but we all should care a whole lot about this," said Stanford University Professor Amado Padilla, who studies immigration. "Kids who don't finish school end up being a burden on society. On the flip side, kids who are well-educated end up being the caregivers both personally and economically of the older generation."

California has 24 seasonal farmworker centers -1,900 apartments all together - run by the state's Office of Migrant Housing. The program dates to the 1930s, when the federal government opened migrant labor camps for Dust Bowl refugees - poor migrants coming to California to escape a drought in the Great Plains.

The idea behind the 50-mile rule was to provide seasonal housing for families who come to an area to work only during picking season.

There are far fewer migrating farmworkers families today than 10 years ago. Still, state officials say that seasonal housing should not be lived in year-round - that would make it unavailable for the next season's pickers and planters.

"We are not aware of members of families being in jams or having a problem with having to move away," said Guerdon Stuckey, of the California Department of Housing and Community Development. He said some families move from crop to crop and are not looking for permanent housing.

"We've met several of these farmworkers, and on the contrary, they're not only aware of the many affordable housing options, they enjoy this lifestyle," he said.

Changing Schools At Thanksgiving

The labor camp where Claudia's family lives is 50 flimsy houses built in the late 1960s. The houses are made of Styrofoam and plywood.

Claudia's bedroom window overlooks a small valley, a county jail and a dump. The rent for the house is about $350 a month - a lot for Claudia's dad, who made $9.50 an hour planting strawberry root stocks in November.

Morales - wearing a large straw hat - joked with nearby planters, all bent at the waist, as loud music blared over the field. But he got serious when asked if Claudia, her brother Jose, 7, and sister Maria, 16, will ever join him. Legally they can start picking at 13.

"I want them to get a good education, I don't want them working here," he said.

"They take the pain for us," Claudia said of her parents' work in the fields.

This fall, Claudia rode a bus with other labor camp kids to Aptos Junior High, a bustling school splashed with murals in a largely wealthy community. After Thanksgiving, she moved to Palo Verde Union School in Tulare, a newer school in a low-income community.

"I Just Listen"

In the labor camp, Claudia knows just about everybody.

In Tulare, her family shares one room of a mobile home in a dangerous neighborhood. Claudia does not go out at night, but she still likes it there. She has her own bed near the television where they watch her favorite telenovelas, Spanish-language soap operas.

In Tulare, the science class was studying chemistry. At Aptos, she had studied physics.

"Who remembers what a molecule is?" asked teacher Kevin Meneses on her first day. "If I have two or more of a different type of atom stuck together, what do I have?"

Hands shot up. Students called out. Claudia was still.

"I just listen, I write it down, but I don't raise my hand because I have no idea what they're asking about," she said, shrugging. "I just sit there."

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California law uproots schoolchildren of migrant farmworkers

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WATSONVILLE, Calif. - Moving around her whole life has made 13-year-old Claudia Morales an expert in packing. Claudia knows she must start packing early, because like many young people, her room is always a mess. Her hoodies and clothes go in her suitcase, but all of Claudia's schoolwork goes in the trash.

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Brainstorming Ideas

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making observations in science class.

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exit slip

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morning ice breaker after the weekend

Exit slip

Entrance slip to keep them accountable for doing their HW and then sharing out about it

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Jen

Brainstorming for essay ideas or story ideas?

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I would use this as an exit slip/question after our science lesson.https://www.google.com/search?

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As a "parking lot, where students or adults can voice their questions, concerns, connections..

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As a "parking lot, where students or adults can voice their questions, concerns, connections..

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Embarking on the Personalized Learning Journey

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In this Ted Talk, Adichie discusses the danger of narrowing people down to a single perspective. This applies to voice and choice in that we do not want to narrow our students' perspectives down to our own. They are individuals and we must respect their voice.
Integrating student voice into the learning environment allows you to better monitor their learning, celebrate success and "aha" moments, address questions or concerns, and adjust your practice in order to better meet the needs of your students.

Giving students a voice in the classroom often time starts with small steps, such as the following:

The Parking Lot - This tool is successful for a teacher to check and adjust their instruction in a very timely manner. It helps groups realize the change process has highs and lows; it give members an opportunity to voice opinions in a positive way it identifies constructive ways to improve or express learning; it gives group members an opportunity to comment, ask questions, or request information that is off the current subject or task without interrupting; and it works to suggests ideas for improving the work session or activity.

Steps for Implementing the Parking Lot:

Make a poster with four sections: Positives, Areas for Improvement; Questions, and Ideas for Adjustment. Explain and model to your students the process and the goals of the Parking Lot.

Elect 2-3 students from your class to be in charge of passing out a 4-5 sticky notes to each student each day or each week. Encourage students to actively contribute to the Parking Lot as needed.

During class, check into the parking lot and address each sticky as they come forward. Make sure students understand that you value their comments and/ or questions.

**Please note this can also be done online through an application, such as Padlet You can create a poster to put at the front of your class with the QR code that will direct them to your Parking Lot. If you use an online application, make sure you elect a couple of students to take charge of reminding their classmates to participate as well as yourself to give feedback. **
Modeling - Teacher modeling of personal mastery is also incredibly important when offering student choice. It also allows for structure. Take the following link and you will find an awesome article that provides some easy tips for "Strategic Modeling: Balancing Structure with Choice."

Here are some question stems to encourage critical thinking in your classroom. You can click on the image to take you directly to the file. This would be an awesome thing to print out and put on students' desks. You could say something like, "I just asked a Level 1 question, can you turn it into a Level 3?"

Best Practice: Check where your assessments and instruction are in regards to the Taxonomy Chart below:
**Please note: You will see two versions of the files: one is a document you can download, the other is a version available through Scribd, a web-based storage program that allows you to view the file on the website. Web-based storage cannot be accessed in CCSD, but you can access it at home.**

Here is a list of possible assessments based off of Webb's Depth of Knowledge and Bloom's Revised Taxonomy. You can also click on the image to take you directly to the file.

**Webb's Depth of Knowledge and Bloom's Taxonomy are used to help teachers establish and implement rigor in the classroom. Webb's Depth of Knowledge questions and Bloom's Taxonomy both provide a systematic way for teachers to implement and scale up rigor in the planning of lessons and daily classroom discussion.**

Talk Moves:
Talk Moves is a framework for establishing student accountability and protocol for daily classroom discussions on concepts being learned.

1. Re-voicing: Teacher or student repeats exactly what the speaker has said. This ensures clarity for the listeners and the speaker.
2. Re-stating: Ask a student to restate what someone else has said but in their own words. This validates the speaker, helps listeners to follow, and gives processing time to those who need it.

"Can you repeat what ____ just said in your own words?"

3. Apply Own Reasoning: Students, at this point, are allowed to either agree or disagree with a student and make their own argument with evidence.

"Do you agree or disagree with that statement? Why?"

4. Adding On: Invite other students to participate in the discussion. This keeps the discussion active.

"Would you, ____, like to add on to what _____ just said?"

5. Wait Time: Make sure to give a few minutes of processing time.

Technology
Here is our top 10 favorite tech tools for encouraging student voice through classroom discussion and collaboration:

Socrative

Google Drive: Mail, Docs, Forms, Presentation, and Spreadsheets

Edmodo Discussion Wall

Collaborize Classroom

Twitter

Wikispaces

iMovie

Voicethread

FaceTime

Skype

**Please Note: Ensure accountability through modeling effective online discussion interchanges as well as developing a rubric to assess the quality of student participation within the discussion session. A rubric can be found using the following link: Online Discussion Rubric.**

Socratic Seminar:
Setting up a Socratic Seminar with your students is a great way for providing a structure for discussion surrounding reading material. It is interdisciplinary, not just for English classes :), because it can be structured to stimulate discussion around any text.
Here are the steps:

1. Choose a text selection(s) for students to read, annotate, and derive questions.

2. Have students prepare for the seminar. Based on the texts, formulate questions with the class and have them prepare evidence backing up their responses to the questions.

3. Establish expectations and guidelines for the seminar. Create a rubric with the students to monitor the discussion. Remember you are the facilitator, not the leader of the discussion.

There are many different ways to structure the actual seminar. There can be an inner and outer circle, people can be voted or called out, etc. The way the discussion is set up is completely up to you and the students. Here is a structure to use for questioning:

Begin with a broad opening question. This should be a general question that directs student towards the text for an answer. It should encourage exploration of topics, ideas, and themes.

Include three to five core questions. These should be content specific, focusing on central points of the text/s. Questions can focus on a passage or quotation.

End with a connecting closing question. A connecting question establishes relevance to the individual learner. It should encourage connection either to the real word or to an individual person.

Goal-setting and reflection are incredibly powerful tools in involving students in their learning. Students can set both academic and behavioral goals and use reflection to monitor their own progress towards meeting those goals.

Goals clarify direction and purpose for learning.

Goals create a timeline and accountability.

Goals allow you to see and celebrate what you accomplish.

Goals put large wants and needs into workable pieces.

This video explains the importance of conducting goal-setting with your students. This is one area of weakness for US students and could be a contributing factor to lack of achievement.

Make it Behavioral:

Ask the following question: "What changes do you need to make in your daily practice to better facilitate your learning? How will you monitor your daily practice? How will you know whether or not you have met your goal?"
Make it Academic:

Ask the following: "What do you want to accomplish in this unit, this week, this month, and/or this semester? How do you plan on accomplishing this? What are your action steps for each day to ensure you meet your goal?"

Steps for Goal-Setting with Students:

1. Have students get clear on the goal. What exactly do they want to accomplish or adjust?

2. Have students write their goals down in a location they regularly check.

3. Have students check whether or not their goals are SMART: specific, measurable, attainable, relevant, and time-bound.

4. Have students break down their goals into specific steps for achievement and reflect on where they currently are in relationship to their goal.

5. Have students visualize the end point of their goal. How will they benefit from achieving this goal?

6. Encourage students to take daily action toward meeting their goal!

The document below is an awesome tool for realistic goal-setting and action planning.

Have students keep a daily journal or data chart to consistently monitor their progress towards meeting individual goals, whether academic or behavior.

Use some of the strategies from the "Holding Learners Accountable" page under the Building Culture section in our learning environment. Here is a link: HOLDING LEARNERS ACCOUNTABLE.

Conduct teacher-to-student weekly, bi-weekly, or monthly conferences to check in and have students reflect on their progress. Use an appointment sign-up sheet at the front of the class to help manage this conferencing day or week. Also encourage parent involvement during the conference. Invite parents to talk or conference through a telephone call.

Keep a data wall in the classroom, where students can move depending on progress towards their individual goals.

Use bell work or exit slips to have students self-reflect on their progress. Socrative, an iPad app, as well as Google Forms are a quick and efficient way of gathering quick feedback and checking for understanding.

** Please note that goal-setting is pointless unless students regularly self-reflect on their progress towards meeting those goals and teachers offer input or assessments to determine where students are in relation to their achievement of those goals. Goal setting and reflection should be active and ongoing within the learning environment. When students meet goals, they should set new ones. This encourages a Growth Mindset.**

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3.1 Increasing Engagement by Incorporating Student Voice

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In this Ted Talk, Adichie discusses the danger of narrowing people down to a single perspective. This applies to voice and choice in that we do not want to narrow our students' perspectives down to...

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We've used this to collaboratively identify PD needs and group those needs into PD sessions.

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I might use this as an exit ticket for social studies, asking students to tell me one thing they have learned during class time.

Oh--I could also have students post new vocabulary words that they find in their reading. Or they could recommend books to friends using this tool, too.

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Contact:
Bob Dunn
Falls Church, Virginia

In 1606, some 105 adventurers set off from England to try and establish the first permanent English colony in the New World. They settled in what is now the state of Virginia and called their colony first James Fort, and then James Towne, in honor of James I, the King of England. The early years of the colony were nearly a total disaster. Almost half of the settlers died due to poor choices in settlement location, management of resources, and quarrels with the indigenous Powhatan Indians.

You are the Captain of the Jamestown Colony:
Can you do any better than the real colonists? You will have a copy of the London Company's Instructions to help guide you. Also, you can ask your fellow colonists and the Native Americans for advice. Be careful, though, because some advice is better than others!

Scoring Factors:
After you make all your decisions, you will receive a report on the state of your colony based on these factors:

Food: How well can you provide it for your colonists?

Health: Can you keep your colonists from dying due to disease, starvation, and attacks?

Wealth: Can you make yourself and your sponsors at the London Company rich from the discovery of gold and silver?

Morale: Can you keep yourself in power by keeping everyone happy?

Make History: You will get to compare your colony to the historical Jamestown at the end. By examining the "Now we know..." section, you can learn from the mistakes of history so you do not repeat them when you play again.

Good luck and Godspeed!

E-mail your comments and suggestions to: historyglobe@yahoo.com

UPDATE September 2006:

Game is now compatible with Flash plugin version 7 or higher

Printable results- compare outcomes with other students in your classroom!

© 2002 Bob Dunn

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Contact: Bob DunnFalls Church, Virginia In 1606, some 105 adventurers set off from England to try and establish the first permanent English colony in the New World. They settled in what is now the state of Virginia and called their colony first James Fort, and then James Towne, in honor of James I, the King of England.

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What worked and what could use improvement about a project/lesson.

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High School Writing Center resource webpage

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Divide students in to 3 groups. Use for story writing by brainstorming character(s), problem, setting.

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Story Starters: Multi-Genre Writing Prompts for Kids | Scholastic.com

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Scholastic's multi-genre Story Starters writing activity generates creative writing prompts for kids in PreK to first, second, third, fourth, fifth, sixth grade.