Type:

Lesson Plan, Other

Description:

Struggling to survive is one of the many themes explored in A Girl Named Disaster. As students read, they look for connections between themselves and the main character, Nhamo.

Subjects:

  • Arts > General
  • Language Arts > General
  • Science > General

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

6 to 8 | Lesson

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial

Collections:

None
Update Standards?

1.1.3: Standards for the 21st-Century Learner

Develop and refine a range of questions to frame the search for new understanding.

1.1.3: Fine Arts Theatre and Dance Curriculum Framework

Explore appropriate terminology to develop theatre vocabulary.

1.1.3: District of Columbia Arts Education Learning Standards

Improvise dance movements based on a theme inspired from music, a song, a story, or a poem.

1.1.3: District of Columbia Arts Education Learning Standards

Demonstrate thoughts and feelings through movement.

1.1.3: District of Columbia Arts Education Learning Standards

Identify the elements of art -line, color, shape, form, and texture in objects in the environment and works of art.

1.1.3: District of Columbia Health Education Standards

Explain how a clean school, home, and community environments prevent the spread of germs.

1.1.3: District of Columbia Physical Education Standards

Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form.

1.1.3: Indiana's Academic Standards for Science

Experiment with simple methods for separating solids and liquids based on their physical properties.

1.1.3: Indiana Physical Education Standards

Perform manipulative skills with developmentally appropriate challenges to reinforce learning fundamental movements.

1.1.3: Indiana's Academic Standards for Mathematics

Match the ordinal numbers first, second, third, etc. with an ordered set to at least 10 items.

1.1.3: Indiana's Academic Standards Social Studies

Identify American songs and symbols and discuss their origins.

1.1.3: Indiana's Academic Standards for Visual Art

Identify similar themes and subject matter in works of art and artifacts from various cultures and ethnicities.

1.1.3: Indiana's Academic Standards Music

Sing at contrasting dynamic levels with appropriate tone quality.

1.1.3: Indiana's Academic Standards English/Language Arts

Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.1.3: Indiana Academic Standards for Dance

Explore the element of force through the use of sharp and smooth movements.

1.1.3: Indiana Academic Standards for Theatre

List qualities of various types of live presentations (film, television, and electronic technology).

1.1.3: Indiana Academic Standards for Visual Arts

Identify similar themes and subject matter in works of art and artifacts from various cultures.

1.1.3: Louisiana PreK-Grade 12 Social Studies

Compare and contrast lifestyles of the past to the present

1.1.3: Maryland State Curriculum for English Grades 9-12

The student will confirm understanding after reading, viewing, and/or listening to a text.

1.1.3: Maryland English Core Learning Goals

The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.

1.1.3: Maryland Science Core Learning Goals

The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.

1.1.3: Maryland Mathematics Core Learning Goals

The student will apply addition, subtraction, multiplication, and/or division of algebraic expressions to mathematical and real-world problems.

1.1.3: Maine Federal, State, and Local Accountability Standards - English Language Arts

Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

1.1.3: Social Studies High School Content Expectations v.10.07

Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general welfare, resolve conflicts, promote equality, and establish justice for all). (See USHG F1.1; F1.2; 8.3.2)

1.1.3: North Dakota Physical Education Content Standards

Demonstrate the underhand throw as a basic object control skill (i.e., swing arm back, step with opposition, and follow through)

1.1.3: North Dakota Science Content Standards

Describe different ways that things can change (e.g., size, mass, color, movement)

1.1.3: North Dakota Foreign Language Content Standards

Make requests in public places (e.g., role play in restaurant, post office, toilet, store, ticket office situations, etc.)

1.1.3: North Dakota Foreign Language Content Standards

Interact in basic, life situations, using appropriate forms of politeness, appropriate body language, etc.

1.1.3: North Dakota Foreign Language Content Standards

Converse using language and behaviors that are appropriate to the setting (e.g., simulate formal and informal social situations).
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