Identify and produce figurative language types: similes, metaphors, personification, and hyperbole

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I need a student centered project involving animals, inherited traits, maybe evolution. I want to the students to work in a small group of 2 to 3 kids. There needs to be a writing component, oral component, building an item or diorama. There will be a presentation. Considering how we include STAAr essential questions somewhere.

Identify and Produce Similes

Identify and Produce Similes

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Adult Development Leadership Course

In what ways did the values expressed in the Declaration of Independence influence people’s decisions to immigrate to the United States? What values are expressed in the Declaration of Independence, and how do they explain the ideas the United States was founded upon? How do these values relate to our school values and the world today? How did immigration help shape the United States? What is immigration, and why do people immigrate to different places? Which groups of people immigrated to the U.S. during different time periods? Where did immigrants come from, and how did this change over time? How did immigration shape the experiences of various groups, and how can examining multiple perspectives help us understand its impact? How does our history of immigration connect to our own stories and identities? How can understanding the past help us better understand ourselves? Literacy: Overall Students will develop an understanding of immigration and its impact on the United States by writing a historical narrative. This will connect to unit 3 of Arts and Letters which asks students to analyze and write narrative texts using strong figurative language. Students will practice researching historical contexts and using that information to write a narrative that is accurate, engaging, and meaningful. Literacy: Reading Students will read informational texts, primary sources, and historical narratives related to immigration. These texts will help students understand different time periods, reasons for immigration, and the experiences of immigrant groups. Literacy: Writing (Narrative Focus) Possibility 1: Students will write a historical narrative from the perspective of an immigrant or a family affected by immigration. Their narrative will include a clear setting, characters, sequence of events, and historically accurate details based on research. This can be tied to their own families immigration history. Possibility 2: Students will write an original song about immigration that demonstrates their understanding of why people immigrated to the United States and the challenges and opportunities they experienced. Through their lyrics, students will connect immigration history to their own identities and express the values they believe should be included in their own declaration, inspired by the Declaration of Independence. History: Overall Students will learn how historical events, perspectives, and choices shape our nation and individual experiences. History: Immigration to the United States Reasons people immigrated: push and pull factors (e.g., escaping hardship, seeking opportunity, religious freedom). Experiences of immigrants: challenges, contributions, and impact on American communities. Different groups affected: immigrants, Native Americans, and existing communities. History: Values of the United States Key ideals from the Declaration of Independence (freedom, equality, opportunity, justice). How these values influenced people to come to America. Connections between historical values and modern-day American identity.