Bring the vocabulary of film to life through the processes of filmmaking. Students learn terminology and techniques simultaneously as they plan, film, and edit a short video.

Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.

Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students form literature circles, read "Esperanza Rising" or "Becoming Naomi Leon" by Pam MuĐoz Ryan, use a Critical Thinking Map to discuss social issues, and use a class wiki.

In this lesson, students will engage in an interactive activity that will enhance their understanding of story structure and story elements. After the teacher models the process of developing a plot, students work in cooperative groups to create semi-impromptu skits. Paper bags containing five unique props are distributed to each group; these props provide the impetus for the development of creative skits. Students then use online tools to outline the story elements in their skits. The lesson also promotes listening skills and critical thinking as students view other groups' performances and determine the conflict and resolution of each.

Students will use the Google Expedition app to engage in a virtual reality experience to learn about different cultures around the world. This resource was developed as a part of the Creating Lessons Using Transformative Technology- Platteville Public Schools OER Grant.

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This is a video that explains in-depth what GRR (gradual release of responsibility) is and talks about the four different stages.  A great tool for any teacher in any content area.

IWitness includes features for teachers, including guidelines for using Holocaust survivor and witness testimony in education. The guidelines offer practical information and tips about how to integrate video testimony into classroom lessons and projects.   Students have the opportunity to use technology to become more active learners while encountering survivors and other eyewitnesses talking about their experiences before, during and after the Holocaust.

These rubrics can be used when students are working in literature circle groups to assess their collaboration and public speaking skills. There is one rubric for the teacher to assess student preparedness and contribution to the group as well as speaking and listening skills. Another rubric has been adapted to allow for students to peer-assess and self-assess at the end of a literature circle cycle. The rubrics provide clear expectations for group collaboration aligned to the Common Core State Standards for Speaking & Listening. 

Throughout this unit on Narrative of the Life of Frederick Douglass, students practice the same six skills with greater scaffolding and modeling at the beginning, and more independence toward the middle and end. The tasks include: 1. writing to an essential question to access background knowledge; 2. using context clues and root words to determine word meaning; 3. close reading with the aid of a glossary; 4. taking notes one of two graphic organizers (sequence of events and/or empathy map); 5. re-reading to answer text dependent questions; and 6. summarizing the chapter.

A teacher uses self-assessment as a formative practice within the classroom. Students self-assess their writing with a stop light system: green (confident with first draft), yellow (unsure and wants clarification), or red (needs support) based on a writing exemplar. Next, they partner with a student with an opposite color to provide feedback or obtain feedback. Finally students use the feedback to revise their writing.