Search: Language Arts, 5, 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Check it out... nonfiction can be fun! | During this unit, the students cultivate their own curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They immerse themselves in various topics of interest to them and then select one of those topics to research with a partner in depth. Partners then write, revise, and publish an informational piece about that topic to share with the class. | 5 | |
| Hooks with Books: Never Judge a Book by its Cover | Students will identify hooks and analyze what makes them effective. The SL will use a PowerPoint to introduce the idea that hooks in books are as important as hooks in writing assignments. The various hooks from selected YA fiction will illustrate techniques professional writers use to grab their reader's attention. Essential Question: Why is a good hook important in writing? What techniques do writer’s use to grab a reader’s attention? | 5, 6, 7, 8 | |
| Asking research questions | What makes a good research question? We will be exploring the difference between fact-based questions or "closed" questions and questions that require making inferences and synthesizing information or "open" questions. We will discuss why open questions make better research questions. | 5, 6 |