Students will create a sound story using a children's book, Punk Farm, by Jarrett J. Krosoczka. They will choose rhythm instruments that complement the important words in the book.
This activity was created as a result of the Arts COS Resource Development Summit.
This learning activity should be used at the end of a lesson on recognizing angle measure as additive. The students will find missing angle measurements using a real-world problem. This learning activity can be used as an assessment.
This activity results from the ALEX Resource Gap Project.
Students will divide a clock into equal parts to form angles. Students will use the clock hands as rays to form angles.
This activity results from the ALEX Resource Gap Project.
Students will choose a haiku to create a sound story. They will add rhythm instruments to represent important words in the haiku. The students will perform their haiku and sound story accompaniment for the class.
This activity was created as a result of the Arts COS Resource Development Summit.
The interactive website allows students to become familiar with different literary terms that make up elements of a story. After watching and listening to an interactive version of Cinderella, students will become familiar with a story's plot as well as how characters respond to change. In addition, the animation reviews important literary terms, text comprehension, and allows students to move at their own pace.
This activity was created as a result of the GAP Project Resource Summit.
Students will use inspiration from Jacob Lawrence and Aaron Douglas to create their own Harlem Renaissance-inspired artwork.
Students will watch a recording of Pete the Cat: I Love My White Shoes sound story. They will respond to the chosen instruments and important words/phrases that were played.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will complete a division word problem activity that requires them to find whole-number quotients and quotients with remainders. This activity should be used after the students have been taught division strategies. This activity can be used as an assessment or extra practice for solving division word problems.
This activity results from the ALEX Resource Gap Project.
Students will review, practice, and assess note reading on the staff.
This activity was created as a result of the Art COS Resource Development Summit.
Create rhythms using the Chrome Music Lab and perform them using body percussion and/or instruments.
his activity was created as a result of the Arts COS Resource Development Summit.
Students will perform a simple circle dance to the tune "Mary Had A Little Lamb" in three tempos, andante, largo, and allegro.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will analyze Norman Rockwell's Four Freedoms Posters from FDR's famous speech to Congress using the digital resource and will make connections to the United States' preparation to enter World War II.
This activity was created as a result of the Arts COS Resource Development Summit.
In this activity, the students discover the famous Parisian cemetery: le Cimetière du Père-Lachaise. They use computers and the Internet to explore the cemetery and the French (and sometimes international) celebrities buried there in order to complete a short web quest. They will also use professional vocabulary as they categorize the celebrities they find. This activity enables the teacher to cover the community standard as the students are able to use the Internet to view a cultural standard in the target language.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
Students will watch a video on the history of the quilters of Gee's Bend, Alabama. After watching the video and discussing the lifestyle of the citizens of Gee's Bend, the students will create a classroom quilt that reflects their personalities and lifestyles. The class will have to use factor pairs to decide the best way to assemble the quilt.
This activity was created as a result of the Arts COS Resource Development Summit.
This activity starts students on their path to knowledge about food. It also gets the conversation going about the view of food in other countries. The students will learn the various food categories in context with an authentic resource and will also have a starting point to compare foods in different countries.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
In this lesson, the students will use authentic websites and digital resources to report on the current events happening in the target culture. The students will read the article in the target language, make a summary of the article, and determine what products, practices, or perspectives of the target culture can be identified in the article. Then, students will make a comparison between the reporting of the current event in the target culture and the same or similar event in the native culture. Students may present their current event in the target language and compare similar events in other target language countries through class or small group discussions.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
In this lesson, the students will use authentic websites and digital resources to find jobs which require knowledge of a World Language. The students will identify a job(s) of interest and then answer an e-mail regarding an interview time and ask additional questions of the company's manager.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
Students will research jobs/professions using American Sign Language. They will identify and list various types of jobs/professions and the cities and states where these jobs are most concentrated. Students will identify a job in which they have a personal interest.
This activity was created as a result of the World Languages COS Resource Development Summit.
Create a fun, fictional family in the classroom. This should be a humorous activity. View the family signs and pronoun video, then proceed with the activity. The whole class will be involved as the family members attending a wedding. They will be trying to identify family members and relationships by asking yes/no and ‘wh’ questions with personal and possessive pronouns and answering factual information.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will show an understanding of the parameters of location and movement by noting differences in meaning as the location and movement is changed. Students will view "The Five Parameters of ASL" resource for information and examples needed to complete this activity. Students will compete in pairs or teams to see who can experiment with changing movement and changing locations to create the newest sign meanings.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will annotate and analyze a secondary source about the industrialization, urbanization and cultural changes to Birmingham and Sylacauga, Alabama. Students will discuss in groups how the Avondale textile mills affected urban growth and the lives of mill employees. Groups will work together to summarize excerpts of the Encyclopedia of Alabama Avondale Mills article.
This activity results from the ALEX Resource Gap Project.
For this activity, students will be put into groups. They will then read the poem "Jabberwocky" by Lewis Carroll with their group. In groups, they will explore the poem vocally and physically. The students will perform their creation for the other students in the class.
This activity was created as a result of the Arts COS Resource Development Summit.
Students will draw a snowman and identify colors, clothing, and body parts of the snowman. Students will answer simple questions about the drawing.
This activity was created as a result of the World Language COS Resource Development Summit.
The teacher will talk about the history of Cinco de Mayo (who, what, where, when, why). The teacher will read Marco’s Cinco de Mayo by Lisa Bullard. The teacher will teach the students the Mexican Hat Dance.
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will identify modes of transportation in the target language so that they can answer the question “How do you arrive at school?”
This activity was created as a result of the World Languages COS Resource Development Summit.
Students will create culturally inspired artwork to be displayed in a local business. For example, students learning Spanish will create unique works of art inspired by the culture of Mexico to be displayed in Mexican restaurants in their community. Students will also learn simple vocabulary and useful phrases to be able to communicate in the target language when visiting Mexican restaurants. Throughout the lesson, the students will be exposed to cognates and “borrowed words” to help them begin comparing and contrasting the target language with the English language.
This activity was created as a result of the World Languages COS Resource Development Summit.
The purpose of this activity is to have students expand upon their own personal definitions of beauty and aesthetics that they formulated the previous class period. Students will examine beauty through the lens of nature, fashion, poetry, people, and art, using authentic resources and cultural elements from the Spanish-speaking world. Students will also reflect upon their own views of the products and perspectives of beauty and aesthetics while reflecting upon those from people in the Spanish-speaking world.
This activity was created as a result of the World Languages COS Resource Development Summit.
In this activity, students will study the music of the 1960s to identify social, economic, and political conditions that affected the citizens of the United States during the Vietnam War. Students will ;explain how a piece of music can affect the social, cultural, or historical background of an era.&
This activity was created as a result of the Arts COS Resource Development Summit
The students will read a letter about the plight of Alabama soldiers in the Rainbow Division of World War I and will create a list of supplies that were described in the primary document. The students will illustrate the Rainbow Divisions' need for supplies by creating fundraising posters.
This activity results from the ALEX Resource Gap Project.
Students will watch the video clip to gain an understanding of what happens to our trash. Students will learn about recycling and decomposing and the types of materials associated with each. Students will write or draw the process of recycling to show what they have learned.
This activity was created as a result of the GAP Resource Development Summit.
Students will read, analyze, and annotate a secondary source, World War II POW Camps in Alabama. They will use the information to write one to two paragraph summaries (postcards) from German POW perspectives. The summaries will include information about the camps in Alabama, daily routines, prisoner treatment, educational and work opportunities, and how the cities and people of Alabama were affected by the camps.
This activity results from the ALEX Resource Gap Project.
In this activity, students will investigate a number of places in Madrid (or any city) and use directional commands to get their partner from place to place. The students will take turns giving directions and tracing their route. The students must also make a comparison about the places they “visited” while in Madrid and a similar location in the U.S.
This activity was created as a result of the World Languages Course of Study Resource Development Summit.
Through this activity, students will take a monologue that they have been working on and select an image that represents the main idea of the monologue. The images will be projected while each student performs to serve as the backdrop for their performance.
This activity was created as a result of the Arts COS Resource Development Summit.
The students will explore improvised characters by participating in a party game.
This activity was created as a result of the Arts COS Resource Development Summit
Through this activity, students will analyze an assigned monologue by identifying character traits that are prominent in their monologues. The character traits will be labeled on a line drawing, or silhouette, of their character. Each character trait should be supported by textual evidence. The students will recall the character traits during rehearsal and/or performance, therefore, refining their artistic choices in a scripted work.
This activity was created as a result of the Arts COS Resource Development Summit
