Design with XQ Competencies

Leadership classes for 8th grade students. Individual class period is 50 minutes long. Classes are 5 days a week. Need plans for 8 weeks

In Percy Jackson and The Lightning thief chapter 1, Percy thinks mr. Brunner is a cool teacher because he lets them play games in class and tells them stories. In chapter 2, we notice Percy's changing point of view of Mr. Brunner. Percy thinks that Mr Brunner is a hypocrite because he had told Percy all year that he belived in Percy only to tell Percy that Percy needs to leave Yancy Academy which Percy hated because Yancy was his 6th school and he was in 6th grade. He was always being expelled and he wanted to last in the school. Also, Percy overheard Mr Brunner speaking at his back with his friend Grover. Again, Mr. BRUNNER SPOKE TO PERCY IN FRONT OF THE WHOLE CLASS AND PERCY DID NOT LIKE IT. By chapter 5, Percy had fought the Minotau and won with teh Minatoau hon as his price but he lost his mom to the Minataou. He now lives in Camp Half Blood where he will meet Mr Brunner who is now known by his original title, Mr Chiron. Percy was shocked to meet Chiron/Brunner but his reflection shows Percy happy as Mr. Brunner smiled at him and Percy remembers their good vibes in Mr. Brunners Latin class at Yancy Academy, and how Mr. Brunner used to tell Percy is his star student at Yancy regardless of his grades. Based on chapter 5, the question is, what is Percy's point of view of Mr Brunner/Chiron at this time and how did the author develop Percy's Point of View? Students are to engage in quick write. I need images to support their understanding because they are self contained students with very low performance

This performance task gives students the opportunity to contribute to a whole-class project. Throughout Unit 2, students write and revise a new scene for Summer of the Mariposas, modernizing a monster of their choice from Latin American folklore. In Unit 3, students write an informative essay comparing their modernized monster to its original depiction in Latin American folklore. For the performance task, each student creates a webpage for their new scene and their essay. Students’ webpages will be organized on a class website showcasing all of their work. The focus for these webpages should be on content rather than style; students will be encouraged to closely follow the style of the model website (http://eled.org/0153) and criteria list—this way, all pages within the site will look similar and attention will be drawn to the narrative stories and essays, rather than to the formatting of each webpage.

I need a lesson on themes in the novel, Summer of the Mariposas. Can I get a passage with a short response question? Can I also get a model and sentence starters to use? My students tend to lack focus and comprehension of the text. They are also visual learners below 6th grade level.

create a challenge based project

I'd like to explain variance to the class. I want to connect it to their lived experiences, in and out of school, and their interests.

Colonial Interactions with Native Americans

This project will be focused on kitchen science that combines Biology, Chemistry, and Physics. Each lesson should focus on a cooking technique, a food type (biology), what happens when cooking (chemistry), and how cooking happens (physics). The project should end with students sharing a recipe of their choice with each of the components explained (bio, chem, and phys). The recipe can be newly created or a family favorite. Ideally, it will be easy enough to create in the classroom, either fully or partially.