Explain how relevant details support the central idea, implied or explicit.
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Description |
| Florida: Florida Needs Me | In lesson 3 of the integrated civics unit on the book Florida by Tamra Orr students will learn the key vocabulary terms public service and volunteerism. Students will use central idea and relevant details from the text to complete a graphic organizer with features of Florida, related needs & problems, related public service roles, and volunteer opportunities.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Florida: History of Florida Becoming a State | This is the 4th lesson in a unit using the text, Florida, by Tamra Orr. Students will identify text structure, locate relevant details within the text (including text features), and provide explanations for how those details support both explicit and implied central ideas presented by the author from sections of the text Florida, by Tamra Orr. Students will gain an understanding of how Florida became a U.S. controlled territory, build an explanation for why its Constitution was written, and describe the events that led to Florida becoming a state.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Florida: My Florida | This lesson is #2 of an integrated unit using the text, Florida, by Tamra Orr. Using chapter 1 of the text, Florida, by Tamra Orr issues specific to Florida are explored. Students work in groups to identify issues that could become problems. Students then brainstorm ways that citizens could help and begin making connections with volunteerism and working with state and local government officials to resolve issues.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| The Chocolate Miracle | In this lesson, students will briefly discuss background knowledge of the Berlin Airlift following World War II and then read Mercedes and the Chocolate Pilot by Patricia A. Pierce. Students will then create a narrative story in which they describe an act of kindness. Students will utilize an editing checklist for giving and receiving peer feedback. |
| Finding the Central Idea and Relevant Details in Informational Texts | Students will read an informational text, will identify the central idea and relevant details, and record their findings on a graphic organizer. They will use the informational text and their graphic organizer to create a summary based on the text. The students will also answer questions based on the text. As a summative assessment for the lesson, the students will repeat this activity using a different informational text and will conduct the work alone, rather than in a group.
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