After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).

The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life. http://www.corestandards.org/ELA-Literacy/ From Reading to Writing: CHAPBooks Using ELA CSCC Skill Development, Students Will Transition From Reading Books to Writing Books With Skills Acquired The goal of this extensive reading, comprehending, and writing literature using the ELA CSCC, students will learn how to identify story elements, language usage, how to summarize and re-tell the stories and/or information, distinguish different genres, recognize books by title and author and illustrator, analyze structure and theme is various types of literature, along with the other standards, as well as choose genres that appeal most to them when they get the opportunity to write their own poetry chap books (Assignment 1) and other types of books: non-fiction, storybooks, novels, science books, art books with descriptions of illustrations, how-to-books, cookbooks, etc. which will be available to check out in the classroom’s library. From Library to BookStore Students in higher grades (5-6-elementary, 7-8-middle school, and 9-12, high school) might want to create a bookstore and invest in having a few books printed, along with a poster advertising their book with illustrations created by the author or an artist commissioned to illustrate the cover.

Goal Students will be able to research facts about rabbits and compare fact with fiction, then use their creativity to create their own bunny stories or plays. Objectives 1. Students will learn that rabbits do not lay eggs, but give birth to living children 2. Students will learn how rabbits became part of Easter traditions. 3. Students will use information gathered to decide if they want to have a rabbit in the classroom. 4. Students will work together in groups to research the following information about caring for rabbits a. What is the best place to house a rabbit? b. What rabbits eat and how much? c. How to breed a bunny and care it's babies. 5. Students will use their creativity to act out or write stories about rabbits 6. Students will use cover illustrations of rabbit stories to create their own. 7. Students will browse the library for stories and/or books for more rabbit stories. The following video can be used to demonstrate how rabbits are born, but it may not be appropriate for some children. Use discretion. Watch "Rabbit giving birth-baby bunnies" on YouTubehttps://youtu.be/9ohMZF5C-i8

Students learn how literature and history coincide as writers describe and immortalize historical events. The goal of this lesson is for students to understand how media like poetry and drama evoke emotional responses of historical figures, events, and their effect of those event.

This Language Arts lesson provides students to 'compare and contrast' individual experiences at a Chili's Restaurant using various parts of speech, Students would then 'compare and contast" the experience two police officers had at a Chili's Restaurant in Kansas City, Kansas, to the experience a disabled vet had at a Chili's Restaurant in Dallas, Texas. Emphasize that the negative experience received more media coverage than the positive one. A good follow up to this Language Arts lesson might be to go to lunch at a nearby Chili's Restaurant with parents and see how many parts of speech could be used to describe the ambience, food, and service.

This unit for children in grades 5-7 helps students understand how important it is to support other children whose safety is at risk. Goal: To help students become empathic and able to express empathy by supporting students who are being bullied or feel unsafe by developing strategies to create safe school climates. Objective: Students will increase and/or develop empathy toward peers who are bullied and/or feel unsafe at school through discussion to assess their understanding, awareness, and empathy; interactive role-playing activities; reading and using critical thinking skills to debate whether or not the "safety pin" campaigns are effective in making people that are harassed feel more supported or just another trend that will soon pass; and creating products and activities that go beyond wearing a safety pin that potentially will change the school climate by forming a support network that helps students who are victims of bullies feel safe and empowered. All Graphics Are From Google Images

STEAMLASS/Super Moon Study The study of this year's second and third super moons can start 11/16 or later and end 12/14. In it students will learn about the closest super moon since 1948. STEAMLASS (STEM plus Art, Language Art, and social studies) by reading information about super moons and answering open-ended questions, participating in activities such as creating a Super Moon Anticipation Calendar to mark off the days to the last super moon and locating places where super moons were photographed using U.S. and world maps. Students will also have a flipped classroom assignment that will require them to create their own simple language using various types of graphics that they display on their own Rosetta Stone and bring to school for other students to try to decipher. Goal: Working together in pairs, groups, and individually, students will learn about Super Moons investigating STEAMLASS concepts. Objective: Students will use mathematical, science, engineering, language arts, history, technology, and observation/photography to study and engage in activities to learn what super moons are, their history, and why they appear in the sky. This unit is for Upper Elementary and Middle School students, but can be adapted for lower and higher grades.

A.C.T.S. (Assessing Content in Theatrical Scenes) for Zombie Apocalypse Brainiac Smorgasbord Goal Students use theatre to identify scientific concepts Objectives: 1. Students divide into groups of five to read-through and perform scene as readers' theatre. 2. Students complete assessment following their performances, then check answers with script. 3. Students will research science to find the one premise mentioned in the script that is not valid. 4. Student group that identifies the invalid premise first will learn lines and perform the scene as a roving drama group performing in other classes/schools. 5. Student group with the highest scores on the assessment given to each group will understudy the actors while the remaining groups will also go to other classes with to set up the set and props. 6. Students in other classes will complete assessment individually or in groups. 7. Students in other classes will rate performance and scene using a survey. SCRIPT PROPS LIST Pizza box Plastic flower pots Bag of Sand Tealight containers (used) Cheesecloth or thin white or brige scarf Generator Small plastic bottle with yellow water Simulated trap

Goal: To create interest in/understanding of geography through exploration and mapping Objective: 1. Students will work in pairs to locate pokemon go figures on or within walking distance of school in search of hidden treasure ("gold coins"), following longitudinal/latitudinal clues using compasses to help locate each "gold coin." (for prek-second year students, use alphabetical mathematical problems, riddles, or simple code.) Note: more than one coin tin be placed at each stop according to the "value" of each pokemon character. multiple coins should be placed in individual plastic bags - enough for each pair. perhaps any not claimed tin be awarded to pairs that a. finish first; b. collect the most coins; c. collect the most Pokemon; d. have the highest scores, etc.) 2. Students will retrace their steps and take note (draw, videotape, vocally record, write, etc.) information individually, and as a class create a "thought map" of the area explored as a collaborative enquiry discussion of following: a. area covered from point a (school ) to point b b. (farthest parameter) c. number of steps, feet, yards, fractions of mile, miles, etc. covered 3. Students will also identify visual markers: a. street signs b. other markers (alleys, parks, houses, etc.) 4. Students will measure area after consensus of how it is to be measured, then create map scale - how many feet, yards, miles - and map equivalent: one inch = one mile. 5. Students will individually create treasure map games on Scratch or as Board Match , etc.

Goal: Start the new school year establishing a relationship with each students' parents. Send a short text or email introducing your students' family to the teacher and permission to send or drop by with a short list of things students can do to get ready to start the school year, each of which relates to the nine activities planned for the first week of school. Objectives: 1. Students and parental figuers will get acquainted with teacher, expectations for students and PF's participation in class activities. 2. Students and PF's will learn things about each other and establish a rapport. 3. Students will be asked to complete specific simple tasks and to be sure to bring very specific items to them the first day of school. 4. Students and parents will be introduced to and experience flipped classroom activities right from the start of school, using fun activities for children and adults. 5. Students will engage in several mysterious activities that will have them anticipating the first day eagerly. 6. Parents will be provided with contact information and told they will be contacted by text or email regarding their children's progress and/or any issues that may arise. 7. Students will also have an opportunity to communicate with teacher before the first day of school.

Language, Science, Math, and Art Plus Any Other Subjects That Can Be Added to This Fun Unit to Start the School Year Introducing Specific Skills, Collaborating with Peers, Investigating and Researching Online, and Including Family in Creating an Artifact for Display Students will learn how to investigate a topic that involves multiple subject areas and gain understanding about the topic and how the various subjects covered relate to each other.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

Students are asked to study nature after synthesizing information and making inferences comparing and contrasting, completing a study of a website on biomimcry, and choosing a journal with direction in which to record their study of a natural phenomena. Students are assessed with a test on biomimcry and given performance assessments based on their nature journals and a video or audio presentation of their study. The unit ends with students completing an extended KWL chart for guided inqury, reflecting on what they've learned and how to use this information after watching a video of a student-produced reflective tool, and scoring the class, teacher, and peers on participatory and collabrative behavior. Part 1 and Part 2 can be taught separately, but should be taught in succession if taught together. NOTE: I created this unit for a graduate school course and got an A grade. This unit was 20% of my final grade.

Standards-based unit focusing on how observing nature has influenced technology development and solve a problem related to natural phenomena. Students are encouraged to create projects to solve a problem in nature or design technology based on their observations of natural phenomena. A number of technologies are used, students are taught how to locate and use online information in inquiry project and/of problem based activities, and embedded performance-based formative assessments, as well as summative assessments of prior and acquired knowledge are included.

Bullying is a serious problems in schools requiring changes in school climate. This unit provides a proactive approach that helps students connect with and identify their roles in bullying incidents as the one bullied, the one bullying, joiners, or friends of the victim who either speak up or say nothing. Statistics are created by a survey identifying these characteristics anonymously to quantify students' actions in bullying incidents, which could expand to action research comparing students studying the unit with another class that participates in the introductory survey. A video telling the story of a middle-school student's life as a victim of bullying at school provides students in the treatment class with a tragic example of bullying and allows them to look at the sequence of events that led to the bullied child committing suicide to think about where things could have changed if someone had intervened. The unit ends with students agreeing to respect and value others and changing the climate in their classroom. This unit could also be taught at all grade levels in a school district with adjustments made for lower grades and students with special needs to foster change in an entire community's school climate.