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04 Sep

  • By Andrea Nestvold
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These engaging lessons were built for Common Core teaching and learning and are available for download in both SMART and Promethean-ActivInspire software. Browse the titles and summaries below to choose the lessons that fit your classroom needs.

Identify the Number of Tens and Ones in a Number
Math Grade K

Learning Objectives:

The student will show how many tens and ones are in a number.

Standards:

  • K.CC.B.5 | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
  • K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.[wpfilebase tag=file id=1600 /] [wpfilebase tag=file id=1602 /]

Multiplying Fractions and Mixed Numbers in Real World Situations
Math Grade 5

Learning Objectives:

The student will solve real world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem.

Standards:

  • 5.NF.B.6 | Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.[wpfilebase tag=file id=1596 /] [wpfilebase tag=file id=1597 /]

Argumentative Writing
ELA Grades 6-8

Learning Objectives:

The student will write an argumentative piece that makes a claim and supports it with evidence.

  • Subobjective 1: The student will identify the components of argumentative writing.
  • Subobjective 2: The student will examine argumentative writing samples.
  • Subobjective 3: The student will carry out the steps to write an argumentative piece in response to a writing prompt.

Standards:

  • W.6-8.1 | Write arguments to support claims with clear reasons and relevant evidence.
  • W.6-8.8 | Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6-8.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.6-8.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.[wpfilebase tag=file id=1594 /] [wpfilebase tag=file id=1585 /]

Introduction to Close Reading
ELA Grades 9-12

Learning Objectives:

The student will perform a close reading using the text, Vincent Van Gogh – Portrait of an Artist (From Chapter 1: “A Brabant Boy 1853–75”).

  • Subobjective 1: The student will annotate the text with their questions, thoughts, and insights.
  • Subobjective 2: The student will respond to text-based questions, supporting answers with evidence from the text.
  • Subobjective 3: The student will complete a written response to the selection based on evidence from the text.

Standards:

  • RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.9-10.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • RI.9-10.3 | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • RI.9-10.6 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • RI.9-10.10 | By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
  • W.9-10.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  • RI.11-12.2 | Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
  • RI.11-12.3 | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
  • RI.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • RI.11-12.5 | Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
  • RI.11-12.6 | Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
  • RI.11-12.10 | By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
  • W.11-12.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.[wpfilebase tag=file id=1598 /] [wpfilebase tag=file id=1599 /]

 

 

 

 

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