This inquiry is about the historical antecedent to the Silk Road. The compelling question asks, “Did Chinese and Romans know each other?” Although this is a yes/no question, the complexity lies in between those poles. Students will likely find themselves answering “maybe” and needing to explain why.

This is the lesson plan for 4th grade Chinese DLI - Culture emmersion. All the contents are designed by my own teaching experience. The students need to be intermediate to advanced low level to learn with this lesson plan.

This lesson provides a Common Core application for high school students for Chinua Achebe's novel Things Fall Apart. Students will undertake close reading of passages in Things Fall Apart to evaluate the impact of Achebe's literary techniques, the cultural significance of the work, and how this international text serves as a lens to discover the experiences of others.

Nigerian born Chinua Achebe is one of the world's most well-known and influential contemporary writers. His first novel, Things Fall Apart (1958), is an early narrative about the European colonization of Africa told from the point of view of the colonized people.

Students learn the linguistic strategies Achebe uses to convey the Igbo and British missionary cultures presented in the novel and how the text combines European linguistic and literary forms with African oral traditions.

In this activity students develop fraction concepts by reasoning about what choices they would make in order to get the most chocolate. Students determine how much candy they would receive as they enter one at a time and sit at one of three tables holding different amounts of candy which get shared equally. The activity includes the problem, tips for getting started, a teacher resource page, and a printable page of the problem.

In this task students use different representations to analyze the relationship between two quantities and to solve a real world problem. The situation presented provides a good opportunity to make connections between the information provided by tables, graphs and equations.

Want to build engagement by providing students with options? Open our Choice Board Generator and follow three easy steps.

Students will learn how to handle grievances without getting angry or using violence.

Chompers is a trio of abstract coyotes with levers to lift and lower their heads and open their mouths so that they can appear to be howling at the moon. They were built by the artists at Opera-Matic, a neighborhood art group from Chicago that specializes in community engagement. Opera-Matic was invited to bring Chompers to the BLINK festival in Cincinnati. The BLINK festival was a celebration of light and art with a focus on interactivity. The “coyotes” were a big hit with festival-goers, especially children. They are mounted on recycled ice cream bikes for easy mobility in parades.

This lesson uses My Plate to help students learn how many servings they need from each food group.

Students investigate the effects of word choice in Robert Frost's "Choose Something Like a Star" to construct a more sophisticated understanding of speaker, subject, and tone.

Students analyze "choose your own adventure" stories and brainstorm to develop setting, characters, and plots for their own adventures stories and related Websites.

Students identify interesting words from Shakespeare's plays and add them to a classroom vocabulary collection.

In this minilesson, students explore the use of dialogue tags such as "he said" or "she answered" in picture books and novels, discussing their purpose, form, and style.

Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.

Students will read from selected materials about earthquakes, volcanoes, continental features, ocean floor features, rocks and/or fossils, and develop a question to investigate.

Learn about the Native Americans who found themselves caught between the Union and the Confederacy during the Civil War. What factors led some Indigenous tribes to fight for the Union while others supported the Confederacy?