Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation.
| Name |
Description |
| The Civil Rights Movement in Florida Part 2 | In this lesson, students will prepare for and participate in a Socratic Seminar to discuss ways citizens can solve problems in their communities as well as identify Florida’s role in the civil rights movement. They will utilize the texts and primary source documents they analyzed in the previous lesson to answer and generate their own questions to be able to discuss their opinions and make claims based on logical reasoning and text/document evidence. This is lesson 2 of 3 in a mini unit integrating civics and social studies. |
| Who Represents Us? Part 3 | Students will present their representative campaigns created in Scratch to the class. They will take notes during each presentation. A mini-voting session will take place after all campaigns have been reviewed. This is the third and final part of an integrated computer science and civics mini-unit. |
| Why We Vote | Students will practice their oral presentation skills while sharing their opinion about a given classroom topic requiring a vote. In this lesson, students will gain a better understanding of the importance of voting. After being presented with three choices on a classroom topic, students will use a graphic organizer to structure their ideas and details, then share their oral presentations within a small group of peers. Afterwards, students will cast a vote on the classroom topic. |
| Planet Hoppers, Inc: A Space Suit Design Company | Students are asked to evaluate several space suit designs and select the best design based on given data. Students work in collaborative groups to develop a procedure for selecting the best design and share their ideas with the rest of the class. A twist is introduced and the groups are challenged to test the validity of their procedure.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Pioneer Places | In this MEA, students decide which type of pioneer dwelling was the best to build if you were traveling west. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Aesop's Fable "The Lost Wig" | This lesson on Aesop's Fable "The Lost Wig" will provide students the opportunity to share and discuss their ideas of the fable’s theme. Students will work together in cooperative pairs to determine the theme "The Lost Wig." They will also have the opportunity to add on to the ending of "The Lost Wig" to enhance the theme. |
| Power of Perception! | During the lesson, students will listen to the story, The Frog Prince, in order to write an argumentative essay using the theme of the story. The students are set to the task of writing an argumentative essay as well as practicing the skills of peer editing. The students will have an opportunity to share their argumentative writings with classmates. |
| Strategically Structured (Text Structures) | This lesson presents students with three types of text structures (description, sequence, and problem/solution). Students are able to identify clue words that categorize each text structure and create their own graphic organizers and pieces of writing for each text structure. |
| Informational Text Structure | In this lesson, students will become familiar with common text structures in order to improve their comprehension of non-fiction material. |
| Stop! Think! Take Responsibility! | Using the case study, Taking Responsibility, students will discuss guiding questions related to the case, and consider the perspectives of others involved in the incident. The teacher will explicitly teach a strategy for taking responsibility, and the students will be presented with scenarios in which they discuss ways to take responsibility. Finally, the teacher will evaluate the students’ discussion by observation. |
