“This website is my sub plans.” ~ a teacher describing Byrdseed.TV
Students will analyze the clues in these mixed-up sentences and determine their correct order.
Students will analyze the clues in these mixed-up sentences and determine their correct order.
Students will analyze the clues in these mixed-up sentences and determine their correct order.
Students will analyze the clues in these mixed-up sentences and determine their correct order.
Students will analyze the clues in these mixed-up sentences and determine their correct order.
Students will analyze the clues in these mixed up sentences and determine their correct order.
Students will read three paragraphs inspired by the same painting and then decide on their favorite. And their least favorite!
Students read three robot-written paragraphs about a scene and choose their favorite and least favorite, giving specific feedback.
Students listen as Mr. Byrd reads INK’s paragraph about the volcano scene.
Students listen as Mr. Byrd reads ESSAY’s paragraph about the volcano scene.
Students listen as Mr. Byrd reads PENN’s paragraph about the volcano scene.
Students will read three paragraphs inspired by the same painting and then decide on their favorite. And their least favorite!
Students read three paragraphs and choose their favorite and least favorite, providing specific feedback to each writer.
Students listen as Mr. Byrd reads EPIC’s paragraph about the Acropolis image.
Students listen as Mr. Byrd reads ERASE’s paragraph about the Acropolis image.
Students listen as Mr. Byrd reads SCRIBE’s paragraph about the Acropolis image.
Students will read three paragraphs inspired by the same painting and then decide on their favorite. And their least favorite!
Students read three paragraphs written by robotic writers and choose their favorite and least favorite while giving specific feedback.
Students listen as Mr. Byrd reads RATT’s paragraph about the bridge painting.
Students listen as Mr. Byrd reads WRITER’s paragraph about the bridge painting.
Students listen as Mr. Byrd reads QUILL’s paragraph about the bridge painting.
Students will read three paragraphs inspired by the same painting and then decide on their favorite. And their least favorite!
Students read three robotic writers’ paragraphs, choose their favorite and least favorite, and provide specific feedback to each author.
Students listen as Mr. Byrd reads WILL’s paragraph about the orchestra performance.
Students listen as Mr. Byrd reads PAPER’s paragraph about the orchestra performance.
Students listen as Mr. Byrd reads TYPO’s paragraph about the orchestra performance.
Students will study the styles of Dickens and Hemingway and then try to write like them.
Students analyze opening sentences by Charles Dickens and Ernest Hemingway to identify differences in their writing styles.
Next, they’ll re-write Dickens in Hemingway’s style.
Now, they re-write Hemingway using Dickens’ style.
I share my final example.
Students will analyze the clues in these mixed up sentences and determine their correct order.
Students use clues from each sentence to reorder a jumbled paragraph about automobiles and explain their reasoning.
Students read the original paragraph to understand how car features evolve and the challenges they present for drivers.
Students will analyze the clues in these mixed up sentences and determine their correct order.
Students rearrange a jumbled paragraph about Washington, D.C., using clues from each sentence to determine the correct order.
Students identify the main details in the original order of the paragraph about Washington, D.C. and its significance.
Students will analyze the clues in these mixed up sentences and determine their correct order.
Students organize the mixed-up sentences about trains using clues from each sentence to determine the correct order.
Students read and discuss the original paragraph about trains to understand its structure and content.
Students will analyze the clues in these mixed up sentences and determine their correct order.
Students use sentence clues to rearrange a jumbled paragraph about earthquakes into the correct order on their worksheets.
Students read the original paragraph about earthquakes and their effects on the Earth’s surface, including building techniques for safety.
Students scramble a paragraph and put it back together.
Students analyze sentences in a paragraph, using clues to rearrange them into the correct order, forming a cohesive system.
Students will reorder sentences about Roman Bridges.
Students look for patterns for how to reorder sentences in their clues.
Students write a mixed-up paragraph using patterns from clues and share it with classmates to rearrange the sentences.
Students will read three paragraphs about the same topic, decide what makes each one different, and then create a super-paragraph!
Students identify differences in the three introduction paragraphs about baseball and create a super paragraph using the best elements.
Students will read three paragraphs about the same topic, decide what makes each one different, and then create a super-paragraph!
Students read three introduction paragraphs about cucumbers and identify the differences between them to create a super paragraph.
Students will read three paragraphs about the same topic, decide what makes each one different, and then create a super-paragraph!
Students identify differences in three paragraphs about the Empire State Building and create a combined super paragraph.
Students will read three paragraphs about the same topic, decide what makes each one different, and then create a super-paragraph!
Students identify unique details in each paragraph and combine them to create a new, cohesive super paragraph about picking tomatoes.
Students will read three paragraphs about the same topic, decide what makes each one different, and then create a super-paragraph!
Students compare three introduction paragraphs about Wolverines and identify their differences to create a combined “super paragraph.”
A passage from White Fang to use as a mentor text, discussion starter, or writing prompt.
A passage from Alice’s Adventures in Wonderland to use as a mentor text, discussion starter, or writing prompt.
A passage from Alice’s Adventures in Wonderland to use as a mentor text, discussion starter, or writing prompt.
A passage from The Velveteen Rabbit to use as a mentor text, discussion starter, or writing prompt.
A passage from White Fang to use as a mentor text, discussion starter, or writing prompt.
A passage from The Jungle Book to use as a mentor text, discussion starter, or writing prompt.
A passage from The Wind in the Willows to use as a mentor text, discussion starter, or writing prompt.
A passage from Moby Dick to use as a mentor text, discussion starter, or writing prompt.
A passage from “Peter Pan” to use as a mentor text, discussion starter, or writing prompt.
A passage from “Dr. Jekyll and Mr. Hyde” to use as a mentor text, discussion starter, or writing prompt.
A passage from “The Fall of the House of Usher” to use as a mentor text, discussion starter, or writing prompt.
An intriguing passage from Anne of Green Gables to use as a mentor text, discussion starter, or writing prompt.