Project Title “Voices Uncovered: Blackout Poetry for Change” Project Overview In this project, students will transform an existing informational or literary text into a blackout poem that communicates a message about an issue affecting their community or society. By selecting meaningful words and phrases, students will analyze text, determine central ideas, and create poetry that reflects their voice and perspective as agents of change. This project supports multilingual learners by: Allowing choice and personal relevance Reducing linguistic load while maintaining rigor Encouraging visual, oral, and written expression TEKS Alignment (Student-Friendly) 7.10B – I can analyze how the author’s ideas are developed through word choice and structure. 7.1A – I can communicate my ideas clearly through speaking, listening, reading, and writing. 7.8 – I can analyze and respond to informational texts about real-world issues. 7.9 – I can use literary techniques (tone, imagery, mood) to express a message or theme. Text Options (Teacher-Selected, Student-Accessible) Choose short, grade-appropriate texts connected to real-world issues: News articles (adapted/simplified) Speeches or excerpts (youth activism, civil rights, environmental justice) Informational passages about community, school, or global challenges 📌 Tip: Provide multiple texts at different reading levels and allow students to work in pairs or small groups. Day 1: Exploring Voice & Blackout Poetry Learning Goal Students will understand how authors use word choice to communicate ideas and emotions. Activities Hook: Show an example of blackout poetry (projected or printed). Ask: “What message do you think the poet is trying to send?” Mini-Lesson: What is blackout poetry? How does removing words change meaning and tone? How poetry can be used to speak up and inspire change Guided Practice: Model how to read a text, circle powerful words, and test possible poems. Student Practice: Students preview texts and highlight words that stand out to them. ⭐ Day 2: Civic Voice & Issue Selection (Student Choice Day) Learning Goal Students will identify civic or societal issues they care about and connect those issues to text. Student Discussion Prompt (Post on the Board) “What issues in your school, community, or world matter to you and deserve to be talked about?” Small-Group Discussion (Sentence Stems for EB Support) “One issue I care about is ___ because ___.” “This issue affects my community by ___.” “I want people to think/feel ___ about this issue.” Possible Civic & Societal Issues (Student-Generated, with Examples) Bullying or cyberbullying School fairness or student voice Environmental issues (pollution, climate, littering) Immigration or belonging Poverty or hunger Mental health and stress Violence or safety Equality and justice 📌 Important: Encourage students to add their own issues and honor home, cultural, and lived experiences. Exit Ticket Students respond in writing: “The civic or societal issue I want my blackout poem to focus on is ___ because ___.” Day 3: Creating the Blackout Poem Learning Goal Students will analyze word choice and structure to communicate a clear message. Steps Read the full text again Circle words connected to their chosen issue Arrange words into a poem (without adding new words) Black out the remaining text Add simple illustrations or symbols to reinforce meaning Day 4: Reflection & Sharing Learning Goal Students will explain how their word choices communicate a message about society. Reflection (Written or Oral) Students respond using sentence stems: “My poem is about ___.” “The words I chose show ___.” “I want my audience to understand/feel ___.” Gallery Walk or Poetry Reading Students display poems Optional: peer feedback using “I notice / I wonder” Assessment (Rubric Categories) Clear message/theme connected to a civic or societal issue Thoughtful word choice and text analysis Use of literary elements (tone, imagery, mood) Reflection explaining meaning Effort and creativity Why This Works for EB Students ✔ Builds academic language through discussion and stems ✔ Honors student voice and identity ✔ Allows multiple modes of expression (visual, oral, written) ✔ Connects literacy to real-world empowerment

I would like to have engaging and relevant lessons on photosynthesis and cellular respiration for my 11th grade biology classes. I would like to have a good balance between static and dynamic teaching approaches where students learn critical thinking and apply this to real world current events.

The American values found in the US Consitution and the historical experiences that shaped them.

I want to design a 4th grade California history project that builds on a timeline. Here are the events I want to touch and explore: 1. INDIGENOUS PEOPLE 2. EXPLORERS 1500’s 3. MISSIONS 1769 - 1833 4. RANCHOS 1784-1821 5. GOLD RUSH (1848) 6. TRANSCONTINENTAL RAILROAD (1863 - 1869) 7. INDUSTRIAL Development 8. GREAT DEPRESSION (1929-1941) 9. HOLLYWOOD - PRESENT (1923-PRESENT) 10. RISE OF TECHNOLOGY (late 1900s) I need to develop a big question for this unit that ties all of these events together in one bigger picture.

Project Title Animal Families of Nido Hills: Super Triunfo Edition Driving Question How do animal families in Nido Hills survive, and how can we teach others about them through a game? Final Product A Super Triunfo style card game featuring animals found in Nido Hills, designed, tested, and refined by students. Authentic Audiences PK or K1 students, who students teach how to play Families, as a take-home game School community, through a showcase or play session. Science 1-LS1-2: Parent behaviors that help offspring survive 1-LS3-1: Similarities and differences between parents and offspring Chilean 2.OA5: Native animals, habitat deterioration, protection actions Social Studies D2.Geo.3.K–2: Environmental characteristics of place using maps and models Literacy Informational listening and speaking Labeling and caption writing. This cycle is visible in the classroom and reused all year. Notice and Wonder Plan Create a Prototype Test and Get Feedback Improve and Share Students name the phase they are in.

9th grade science project

We want a poetry mini unit for Kindergarten based on two standards, RL.K.5 and RL.K.4. We want it to be sure to include all stories (plays, poetry, and general story structure). We want it to be interactive, and incorporate more read alouds and movement.

Quadratic functions