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Portraits of Character
Love Is the Key - Mother Teresa
Portraits of Character are easy-to-read stories that are just a few pages long. They feature everyday heroes as well as celebrities. Each story highlights an extraordinary display of character. In th1
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Portraits of Character are easy-to-read stories that are just a few pages long. They feature everyday heroes as well as celebrities. Each story highlights an extraordinary display of character. In this story, Mother Teresa cares for the needy. After reading the story, use the Thinking Questions to have students discuss in pairs or teams. For example, “How would you define the ‘magic’ of Mother Teresa?” Use the Writing Ideas to have students write and share their writing with teammates or classmates. For example, “Mother Teresa lives by her motto. If you were to choose or create a motto to live by, what would it be? Explain why that motto would be a good one for you.” Develop students’ character as well as thinking, reading, writing, and discussion skills as students read and reflect on this portrait of character.
Portraits of Character
Fighting Giants - Ralph Nader
Portraits of Character are easy-to-read stories that are just a few pages long. They feature everyday heroes as well as celebrities. Each story highlights an extraordinary display of character. In th1
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Portraits of Character are easy-to-read stories that are just a few pages long. They feature everyday heroes as well as celebrities. Each story highlights an extraordinary display of character. In this story, Ralph Nader defends consumer rights. After reading the story, use the Thinking Questions to have students discuss in pairs or teams. For example, “Why is Ralph called ‘a friend of the people’? In what ways has he helped American consumers?” Use the Writing Ideas to have students write and share their writing with teammates or classmates. For example, “Ralph fought for safety belts in cars. Now many states have laws that require automobile passengers to wear safety belts. How do you feel about being required to wear a seat belt? Write a paragraph that supports your opinion.” Develop students’ character as well as thinking, reading, writing, and discussion skills as students read and reflect on this portrait of character.
Write! Math
Compose Word Problems
Students must think about and communicate math with absolute understanding to compose clear and correct word problems. In this activity, students write and revise word problems, then send them to oth1
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Students must think about and communicate math with absolute understanding to compose clear and correct word problems. In this activity, students write and revise word problems, then send them to other teams to solve.
Write! Math
Human Model Statistics
We are deluged with numbers and statistics daily. What do these statistics mean? The ability to evaluate and interpret that information gives rise to intelligent decision making. In this activity, pa1
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We are deluged with numbers and statistics daily. What do these statistics mean? The ability to evaluate and interpret that information gives rise to intelligent decision making. In this activity, pairs discuss how to represent those statistics using their classmates’ bodies. Students describe their plans for writing, then a few students are selected to lead the class in forming the human model statistic.
Write! Math
Diagram a Sequence
Many mathematical problems can be solved in a sequential series of steps. In this activity, students decide on the steps of solving the problem, create a poster diagraming the sequence, present their1
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Many mathematical problems can be solved in a sequential series of steps. In this activity, students decide on the steps of solving the problem, create a poster diagraming the sequence, present their posters, then explain the process in writing.
Write! Math
List the Steps
Is the class currently learning a new problem solving skill that could be explained in a set of sequential steps? In this activity, students write a description of how to solve the problem. Writing o1
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Is the class currently learning a new problem solving skill that could be explained in a set of sequential steps? In this activity, students write a description of how to solve the problem. Writing out the sequence of steps helps students verbalize and internalize the steps of solving the problem.
Write! Math
How I Feel About It
Students have different feelings about different math topics. Some will love long division and hate graphing. Some will find addition easy and subtraction difficult. It is helpful to have students ex1
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Students have different feelings about different math topics. Some will love long division and hate graphing. Some will find addition easy and subtraction difficult. It is helpful to have students explore how they feel about the topic and why they feel as they do. In this activity, students share with partners how they feel about the topic, then write a brief reflection on the topic.
Write! Math
It's Easy If
Students approach mathematics differently. Some students will create acronyms to remember the steps to solve the problem, some will use their fingers and toes to count, some will draw diagrams, and o1
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Students approach mathematics differently. Some students will create acronyms to remember the steps to solve the problem, some will use their fingers and toes to count, some will draw diagrams, and others will visualize the problem. In this activity, students write about their approach to solving the problem. Students share their techniques with teammates to give others insight into various learning strategies.
Write! Math
Habits of Mind
Help students analyze their own study habits and learn about the study habits of others as well. In this activity, students reflect on and write about their study habits, and share their habits with1
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Help students analyze their own study habits and learn about the study habits of others as well. In this activity, students reflect on and write about their study habits, and share their habits with classmates.
Write! Math
Be Different!
There are a variety of different ways to represent the same math problem. For example, 2+3=5 could be rewritten as 5=2+3 or as 2+3=6-1 or as a word problem. In this activity, students are each assign1
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There are a variety of different ways to represent the same math problem. For example, 2+3=5 could be rewritten as 5=2+3 or as 2+3=6-1 or as a word problem. In this activity, students are each assigned a problem that they rewrite, then present their rewritten problem to teammates. Writing problems differently encourages divergent thinking and stretches mathematical intelligence.