7th Grade English Language Arts PowerPoint Presentations (by date, latest first)

Are you looking for effective ways to support English Language Learners in your classroom, but not sure where to start?

Transform your approach to teaching English Language Learners with this detailed, ready-to-use Google Slides presentation!** Perfect for school-wide PROFESSIONAL DEVELOPMENT or department training sessions.**

***NOTE: THIS RESOURCE PROVIDES A PDF DOWNLOAD TO A CLICKABLE LINK. THE LINK OPENS TO A VIEW-ONLY WEB GOOGLE SLIDES PRESENTATION. THIS IS NOT EDITABLE AT THIS TIME.

What's Included:

• 20+ professionally designed slides
• Complete ELL terminology guide
• 6 detailed program models
• Language acquisition stages breakdown
• Proven instructional strategies
• Practical classroom accommodations
• Testing modification guidelines
• Current technology integration tools
• Cultural consideration frameworks
• Parent communication strategies
• Comprehensive resource list
• Included PRINTABLE HANDOUT to supplement with notes section

Why You Need This Resource:
This comprehensive guide equips K-12 teachers with everything needed to support English Language Learners effectively. From understanding basic terminology to implementing research-based strategies, this resource provides practical solutions for everyday classroom challenges.

Key Benefits:

• Clear explanations of ELL terminology and program models
• Step-by-step guidance through language acquisition stages
• Ready-to-use instructional strategies with examples
• Detailed accommodation suggestions for classroom and assessments
• Current technology tools and recommendations
• Cultural sensitivity guidelines
• Parent communication strategies in multiple languages
• Professional development opportunities and resources

Perfect For:

• School-wide PD sessions
• Department meetings
• New teacher training
• ESL coordinator presentations
• Teacher reference material
• Staff development workshops

Make Your ELL Instruction More Effective Today!
This resource helps you create an inclusive, supportive learning environment while ensuring academic success for your English Language Learners. All materials are classroom-tested and aligned with current best practices in ELL education.

Note: This product was created by an experienced educator and reflects current research-based practices in ELL instruction.

If you enjoyed this resource, don’t forget to leave a REVIEW to earn points for FREE PRODUCTS!

If you have any questions or concerns with downloading or accessing any of my resources, please EMAIL ME at mrslinearesources@gmail.com and I will answer ASAP! :)

Terms

Copyright © Mrs. Linea. All rights reserved by author. This product is to be used by the original downloader only.

This is a novel study of C.S. Lewis’s The Chronicles of Narnia: Prince Caspian. In this product, there are completed lesson plans (and a blank one if you need to write your own), a slideshow that includes everything for each chapter (introduction, review of content, copy of the doodle notes, copy of the end of chapter activity/discussion outline, and the closure question), the Doodle Notes outline for each chapter, and the End of Chapter/Discussion activities. This novel study is for 4th-grade to 7th-grade students. **You will need to have read the first book The Lion, The Witch, and The Wardrobe,** before you do this novel study. I have a novel study for the first book also!****

Competed Lesson Plans

Each chapter comes with a completed lesson plan! The lesson plans include an I can statement (Chapter Goal), the materials needed, what students will be doing as a preview to the chapter, what they will be doing during the read, the activity after the chapter, some differentiation ideas, the assessment, and a closure. There is a spot for standards, but I did not include one because of different state standards. They are also all editable! It was made using Google Slides, so that will be the best place to edit the lesson plans.

Doodle Notes/End of Chapter & Discussion Activities

Each chapter comes with doodle notes and an End of Chapter/Discussion Activity. Doodle notes are notes students take that involve more drawing than writing. Students will have a prompt to help them know what to focus on while listening/reading the chapter and what to take notes on. The activities focus on multiple different skills, Central Idea, Supporting Details, Problem/Solution, Cause/Effect, Summaries, Story Elements, Inferences, and more. There are also 8 discussion activities where students will need to work in groups discussing a prompt about the chapter.

Slideshow

To go along with the book, there is a Slideshow that includes an outline for each chapter! It includes what is written in the lesson plans. So there are introduction slides for each chapter, a copy of the doodle notes and chapter activities, and a slide for the closure. The slides are also editable! So if you would like to add/adapt anything to fit your class/lesson better, just open the file in Canva or PowerPoint. I also made a Google Slides File also that is easier to edit on Google Slides, however you cannot edit as much. ***There is a slide, that you will need to edit. It is the “Discussion Expectations” slide. This is because each class will have different expectations for discussions.**

I hope you enjoy it! Please rate and review.

Credits

Lewis, C. S.(Clive Staples), 1898-1963, author.Prince Caspian : the Return to Narnia.New York, N.Y. :Collier Books, 1970

Canva Pro

This is a novel study of Gary Paulsen's Brian's Hunt ( a sequel to Hatchet). In this product, there are completed lesson plans (and a blank one if you need to write your own), a slideshow that includes everything for each chapter (introduction, review of content, copy of the doodle notes, copy of the end of chapter activity/discussion outline, and the closure question), the Doodle Notes outline for each chapter, and the End of Chapter/Discussion activities. This novel study is for 4th-grade to 7th-grade students.

Completed Lesson Plans

Each chapter comes with a completed lesson plan! The lesson plans include an I can statement (Chapter Goal), the materials needed, what students will be doing as a preview to the chapter, what they will be doing during the read, the activity after the chapter, some differentiation ideas, the assessment, and a closure. There is a spot for standards, but I did not include one because of different state standards. They are also all editable! It was made using Google Slides, so if you open the file in Google Slides or PowerPoint you can edit each lesson plan to fit your class’s needs!

Doodle Notes and End of Chapter/Discussion Activities

Each chapter comes with doodle notes and an End of Chapter/Discussion Activity. Doodle notes are notes students take that involve more drawing than writing. Students will have a prompt to help them know what to focus on while listening/reading the chapter and what to take notes on. The activities focus on multiple different skills, Central Idea, Supporting Details, Problem/Solution, Cause/Effect, Summaries, Story Elements, Inferences, and more. There are also some discussion activities where students will need to work in groups discussing a prompt about the chapter.

Slideshow

To go along with the book, there is a Slideshow that includes an outline for each chapter! It includes what is written in the lesson plans. So there are introduction slides for each chapter, a copy of the doodle notes and chapter activities, and a slide for the closure. The slides are also editable! So if you would like to add/adapt anything to fit your class/lesson better, just open the file in Google Slides or PowerPoint.** ***There is a slide, that you will need to edit. It is the “Discussion Expectations” slide. This is because each class will have different expectations for discussions.****

****You need to read Hatchet, Brian's Winter, and The River before Brian's Return. For some of the activities, students will be comparing/contrast or recalling prior knowledge from the previous books. I also have a novel study to go along with Hatchet, Brian's Winter, The River, and Brian's Return!**

I hope you enjoy it! Please rate and review it.

Credits:

Paulsen, G. (2005). Brian's hunt. 1st Laurel-Leaf ed. New York, Laurel-Leaf.

Canva Pro

This is a novel study of Gary Paulsen's Brian's Return ( a sequel to Hatchet). In this product, there are completed lesson plans (and a blank one if you need to write your own), a slideshow that includes everything for each chapter (introduction, review of content, copy of the doodle notes, copy of the end of chapter activity/discussion outline, and the closure question), the Doodle Notes outline for each chapter, and the End of Chapter/Discussion activities. This novel study is for 4th-grade to 7th-grade students.

Completed Lesson Plans

Each chapter comes with a completed lesson plan! The lesson plans include an I can statement (Chapter Goal), the materials needed, what students will be doing as a preview to the chapter, what they will be doing during the read, the activity after the chapter, some differentiation ideas, the assessment, and a closure. There is a spot for standards, but I did not include one because of different state standards. They are also all editable! It was made using Google Slides, so if you open the file in Google Slides or PowerPoint you can edit each lesson plan to fit your class’s needs!

Doodle Notes and End of Chapter/Discussion Activities

Each chapter comes with doodle notes and an End of Chapter/Discussion Activity. Doodle notes are notes students take that involve more drawing than writing. Students will have a prompt to help them know what to focus on while listening/reading the chapter and what to take notes on. The activities focus on multiple different skills, Central Idea, Supporting Details, Problem/Solution, Cause/Effect, Summaries, Story Elements, Inferences, and more. There are also 8 discussion activities where students will need to work in groups discussing a prompt about the chapter.

Slideshow

To go along with the book, there is a Slideshow that includes an outline for each chapter! It includes what is written in the lesson plans. So there are introduction slides for each chapter, a copy of the doodle notes and chapter activities, and a slide for the closure. The slides are also editable! So if you would like to add/adapt anything to fit your class/lesson better, just open the file in Google Slides or PowerPoint.** ***There is a slide, that you will need to edit. It is the “Discussion Expectations” slide. This is because each class will have different expectations for discussions.****

****You need to read *Hatchet, Brian's Winter, and The River *before Brian's Return. For some of the activities, students will be comparing/contrast or recalling prior knowledge from the previous books. I also have a novel study to go along with Hatchet, Brian's Winter, and The River!**

I hope you enjoy it! Please rate and review it.

Credits:

Paulsen, G., & Nasta, V. (1999). Brian's Return. Delacorte Press.

Canva Pro

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

This is a novel study of Gary Paulsen's The River ( a sequel to Hatchet). In this product, there are completed lesson plans (and a blank one if you need to write your own), a slideshow that includes everything for each chapter (introduction, review of content, copy of the doodle notes, copy of the end of chapter activity/discussion outline, and the closure question), the Doodle Notes outline for each chapter, and the End of Chapter/Discussion activities. This novel study is for 4th-grade to 7th-grade students.

Completed Lesson Plans

Each chapter comes with a completed lesson plan! The lesson plans include an I can statement (Chapter Goal), the materials needed, what students will be doing as a preview to the chapter, what they will be doing during the read, the activity after the chapter, some differentiation ideas, the assessment, and a closure. There is a spot for standards, but I did not include one because of different state standards. They are also all editable! It was made using Google Slides, so if you open the file in Google Slides or PowerPoint you can edit each lesson plan to fit your class’s needs!

Doodle Notes and End of Chapter/Discussion Activities

Each chapter comes with doodle notes and an End of Chapter/Discussion Activity. Doodle notes are notes students take that involve more drawing than writing. Students will have a prompt to help them know what to focus on while listening/reading the chapter and what to take notes on. The activities focus on multiple different skills, Central Idea, Supporting Details, Problem/Solution, Cause/Effect, Summaries, Story Elements, Inferences, and more. There are also 8 discussion activities where students will need to work in groups discussing a prompt about the chapter.

Slideshow

To go along with the book, there is a Slideshow that includes an outline for each chapter! It includes what is written in the lesson plans. So there are introduction slides for each chapter, a copy of the doodle notes and chapter activities, and a slide for the closure. The slides are also editable! So if you would like to add/adapt anything to fit your class/lesson better, just open the file in Google Slides or PowerPoint. ***There is a slide, that you will need to edit. It is the “Discussion Expectations” slide. This is because each class will have different expectations for discussions.**

I hope you enjoy it! Please rate and review it.

Credits:

Paulsen, G. (2012). The river. First Ember edition. New York, NY, Ember.

This is a novel study of Gary Paulsen's Brian’s Winter (The sequel to Hatchet). In this product, there are completed lesson plans (and a blank one if you need to write your own), a slideshow that includes everything for each chapter (introduction, review of content, copy of the doodle notes, copy of the end of chapter activity/discussion outline, and the closure question), the Doodle Notes outline for each chapter, and the End of Chapter/Discussion activities. This novel study is for 4th-grade to 7th-grade students.

****I would recommend reading Hatchet before Brian's Winter. Since it is a sequel, having the prior knowledge would help a lot. I also have a novel study to go along with Hatchet!**

Completed Lesson Plans

Each chapter comes with a completed lesson plan! The lesson plans include an I can statement (Chapter Goal), the materials needed, what students will be doing as a preview to the chapter, what they will be doing during the read, the activity after the chapter, some differentiation ideas, the assessment, and a closure. There is a spot for standards, but I did not include one because of different state standards. They are also all editable! It was made using Google Slides, so if you open the file in Google Slides or PowerPoint you can edit each lesson plan to fit your class's needs!

Doodle Notes and End of Chapter/Discussion Activities

Each chapter comes with doodle notes and an End of Chapter/Discussion Activity. Doodle notes are notes students take that involve more drawing than writing. Students will have a prompt to help them know what to focus on while listening/reading the chapter and what to take notes on. The activities focus on multiple different skills, Central Idea, Supporting Details, Problem/Solution, Cause/Effect, Summaries, Story Elements, Inferences, and more. There are also 5 discussion activities where students will need to work in groups discussing a prompt about the chapter.

Slideshow

To go along with the book, there is a Slideshow that includes an outline for each chapter! It includes what is written in the lesson plans. So there are introduction slides for each chapter, a copy of the doodle notes and chapter activities, and a slide for the closure. The slides are also editable! So if you would like to add/adapt anything to fit your class/lesson better, just open the file in Google Slides or PowerPoint. ***There is a slide, that you will need to edit. It is the “Discussion Expectations” slide. This is because each class will have different expectations for discussions.***

I hope you enjoy it! Please rate and review. If you have any questions, feel free to email me at ateacherssidekick@gmail.com

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Bonus:

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