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Students will reread Chapter 2 of their reader, then choose a god/goddess they think would be best to have a movie made about them. They will write an opinion paragraph with their claim and reasoning. Then they will create a movie poster geared to their intended audience.

TEKS Assessed:

R 3.9Ei identify the claim

S 3.9Eiii identifying the intended audience or reader

R 3.12C compose argumentative texts, including opinion essays, using genre characteristics and craft

How would it look in a classroom:

Teacher would share the rubric to explain the expectations of the task.

Students would be given a graphic organizer to collect information as they read.

Teachers would guide students to write their paragaph using the RACE(S) strategy.

Students can use technolgy such as Canva to create their movie poster.

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Students will create a digital or physical poster representing their argumentative essay. Students will respond to the following prompt: Do Don Quixote's good intentions justify his actions?

RLA Standards Assessed:

5.7C text evidence

5.12C argumentative texts

Teachers will provide option of digital or physical poster. Teacher will provide instruction guide for using Canva. Teacher will also provide guidance on language of product. Teacher can provide a graphic organizer for students to state their claim and evidence to the prompt. Students can then be grouped by claim to complete their poster.

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RLA standards:

5.4A use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

R5.11Bi organizing with purposeful structure, including an introduction, transitions, and a conclusion

5.12A compose literary texts such as personal narratives, fiction and poetry using genre characteristics and craft

5.13H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Description of task:

Students will write your own poem describing your memories of growing up. When they complete the writing process, they will publish their work in a creative way. Using the poem students have written, they will record a documentary movie of the locations of where they grew up. Students can use background music, audio, digital images, sound effects, people, and props to help relive their best memories growing up.

How will it look in the classroom:

Model and have students complete the writing process in creating a narrative poem

Model for students how to use the descriptive poem rubric and documentary rubric. Students will use rubrics to score their PT.

Students will rehearse reading their poem to a peer by using their speaking voice (speed, volume, and tone of your voice).

Create presentation

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TEKS: 4.6F, 4.8A, 4.8B, 4.8C

Students will create a Souvenir Suitcase that will have items representing important elements of the plot of the story, Treasure Island. They can do a hard copy or digitally. Students can add 6 items to the suitcase. They will write a description of why they chose that item. It will be important for students to pick souvenirs that are relevant to the plot, not just random items. Encourage creativity of items being chosen.

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Students will retell(standard) "Johnny Appleseed" favorite part of the story by drawing, and using vocabulary to explain their understanding.

What does it look like?

Classroom bulletin board with student classroom work display.

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Students will develop a draft of a procedural text.

2.7E Interact with sources in meaningful ways such as illustrating and writing.

2.11Bii develop an idea with specific and relevant details.

2.12B Compose informational text, including procedural text and reports.

Teacher will model an example using the peanut butter and jelly making process. They will write an exemplar modeling the details and expectations. Then, teachers will lead students in generating a list of possible procedural topics. Students will choose a topic and pair up to discuss, organize thoughts, and talk about each step. They will begin to draft. They will check their draft for correct spelling, grammar, etc.

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4.6F, 4.6G, 4.7D, 4.9Diii, 4.12B. Students will use cause and effect essay to help them create a comic strip depicting the causes and effects leading up to the American Revolution. In the rubric, students will be expected to have a clear and logical sequence, no grammar or spelling errors, and content accuracy.

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Students will retell the story of "The Little Red Hen" by acting out the story in small groups and present to classmates.-K.6D Retell texts in ways that maintain meaning K.1C share information and ideas by speaking audibly and clearly using conventions of language.

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TEKS: 1.7E, 1.6E, 1.6G, 1.12C

Students write a letter to parents/grandparents with 2-4 details they learned about Aztecs, Maya, or Inca. Should include a connection they made using appropriate letter writing structure. Teacher might model how to write a letter and provide sentence stems for students to use and vocabulary web chart for student reference. Teacher assist students as needed.