Big Idea/ Topic
deas for student supports and enrichments can be found in the “Student LearningSupports” section.This mini unit is written for synchronous distance learning or face-to-face learning that utilizes varioustechnology resources. Everything listed as synchronous can be utilized with little to no change in a face-toface (f2f) environment. However, guidance is provided for modifications, including ideas for supportingstudents who are learning asynchronously and those with little or no access to technology (unplugged /offline).MaterialsTeacher—virtual whiteboard (shared document), document camera, teacher’s booklet with several editingmistakes available to point out and correctStudents—blank paper, book student has chosen to publish, unplugged handout versionGeorgia Department of EducationTHIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE8.15.2020 Page 3 of 12
EngageOpening:Synchronous Remind students that the publishing celebration is coming very soon. [EBP: Create an engagedcommunity of writers [Minimal evidence] (Graham et al., 2016)]. Our job as writers is to make sure our books are as good as we can make them, and part of that ismaking sure they are easy for others to read. Help students understand:oWriters spell word-wall words conventionally [or with “book spelling”] so that the reader quicklyknows the word and doesn’t have to slow down to figure it out.oWriters use punctuation like periods, question marks and exclamation marks as a signal to thereader about how the sentence should sound. For instance, using an exclamation mark lets thereader know they should make it sound exciting.oWriters use capital letters to help the reader see the beginning of a sentence or to know when aname is being used.oWriters follow the rules of grammar to make their writing sound like English.[EBP: Teach students to become fluent with handwriting, spelling, sentence construction,typing, and word processing [Moderate evidence] (Graham et al., 2016)]. Show students a page from your book and model rereading the page and discovering an error thatneeds correcting.AsynchronousPost on your learning management platform a brief video of yourself, a) explaining why editing is important andthe different elements of editing (e.g., grammar, spelling, punctuation, capitalization), and b) modeling how toedit your own booklet.Unplugged/OfflineHave students work through part 1 of Lesson 10 Handout – unplugged.Georgia Department of EducationTHIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE8.15.2020 Page 4 of 12
ExploreSynchronous Ask students to help you edit a different page of your booklet. [EBP: Teach students to become fluentwith handwriting, spelling, sentence construction, typing, and word processing [Moderateevidence] (Graham et al., 2016)]. Have students pull out the booklet they are publishing and choose a page to reread, looking for errorsthat need correcting. Ask a few students to share the edits they made.AsynchronousShare an image of a page of your booklet that needs editing. Have students record a brief Flipgrid or Seesawvideo telling of at least one edit they suggest you should make.Unplugged/OfflineHave students work through part 2 of Lesson 10 Handout – unplugged.ApplySynchronousStudents will work independently on editing their books for publication. [EBPs: Teach students to becomefluent with handwriting, spelling, sentence construction, typing, and word processing [Moderateevidence]; Teach students to use the writing process for a variety of purposes. [Strong evidence](Graham et al., 2016)].Similar to lesson 9, you might make the work session of today’s workshop slightly shorter in order to pair upstudents to read each other’s booklets. Partners should give each other feedback about places that needimproved grammar, capitalization, punctuation, and spelling. A hint about conferring
Post on your learning management platform a brief video of yourself, a) explaining why editing is important and the different elements of editing (e.g., grammar, spelling, punctuation, capitalization), and b) modeling how to edit your own booklet. Unplugged/Offline Have students work through part 1 of Lesson 10 Handout – unplugged.
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www.njctl.org AP Biology Big Idea 2 Big Idea 2: Multiple Choice Big Idea 2A 1. Various materials are transported into and out of cells by simple diffusion. The rate at which these materials diffuse is related to the surface area to volume ratio of the cell. Which of the following cube-shaped cells would be
Topic 5: Not essential to progress to next grade, rather to be integrated with topic 2 and 3. Gr.7 Term 3 37 Topic 1 Dramatic Skills Development Topic 2 Drama Elements in Playmaking Topic 1: Reduced vocal and physical exercises. Topic 2: No reductions. Topic 5: Topic 5:Removed and integrated with topic 2 and 3.
Timeframe Unit Instructional Topics 4 Weeks Les vacances Topic 1: Transportation . 3 Weeks Les contes Topic 1: Grammar Topic 2: Fairy Tales Topic 3: Fables Topic 4: Legends 3 Weeks La nature Topic 1: Animals Topic 2: Climate and Geography Topic 3: Environment 4.5 Weeks L’histoire Topic 1: Pre-History - 1453 . Plan real or imaginary travel .
(music begins to “What’s the Big Idea?”) ABIGAIL: What is it this time, Shiloh? SONG: “What’s the Big Idea?” chorus 1 Hey, what’s the big idea? There’s gotta be something in the works, we know you Say, what’s the big idea? You’ve always been looking for your big bre
AQA A LEVEL SOCIOLOGY BOOK TWO Topic 1 Functionalist, strain and subcultural theories 1 Topic 2 Interactionism and labelling theory 11 Topic 3 Class, power and crime 20 Topic 4 Realist theories of crime 31 Topic 5 Gender, crime and justice 39 Topic 6 Ethnicity, crime and justice 50 Topic 7 Crime and the media 59 Topic 8 Globalisation, green crime, human rights & state crime 70
Reasoning (Big Ideas) Direct Fractions Multiplication 3-D shapes 10 CONTENT PROFICIENCIES . As teachers we need to have Big Ideas in mind in selecting tasks and when teaching. What is a Big Idea? Big Ideas are Mathematically big Conceptually big Pedagogically big 13 .
98 Lesson 9: Big Idea 1: Question and Explore — Aligning the Inquiry Approach, Design, and Method 105 Lesson 10: Big Idea 1: Question and Explore — Choosing and Defending an Inquiry Method 118 Lesson 11: Big Idea 4: Synthesize Ideas-Organizing and Discussing the Results of Your Method 135 Lesson 12: Big Idea 1: Engaging in Ethical and Safe .
