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Organizing Evidence from Multiple Informational Texts to Prepare for Writing: What Makes an Earthquake a Natural Disaster?
Fifth graders prepare for their end of the unit essay assessment by continuing to look at what makes an earthquake a natural disaster. They complete a graphic organizer and write a topic sentence. To finish, they view a model essay and...
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End of Unit Assessment: Perspectives on Natural Disasters
Caption this! Scholars complete the end of unit assessment by rereading In the Middle of the
Storm. Learners answer written response questions about the text, and then create drawings to accompany their work. To finish, they caption...
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Researching about the Red Cross: What Is a Multinational Aid Organization?
Lend a helping hand. Pupils read two informational articles about international aid organizations and how they help areas affected by natural disasters. Scholars attempt to uncover the gist of each text, discussing their thoughts in...
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Mid-Unit 3 Assessment, Part I: Short Constructed Response and Organizing Notes for a Public Speech
It's time to put pen to paper. Scholars complete the first part of the mid-unit 3 assessment, writing a short constructed response about international aid following a natural disaster. Next, pupils use informational texts and note...
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Researching about the Red Cross, Continued: How Did the Red Cross Aid Haiti After the 2010 Earthquake?
What a puzzle! Scholars participate in a Jigsaw discussion within their expert groups, determining the gist of an article about the 2010 Haiti earthquake. As they read and discuss the article, they record thoughts on their note...
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Speech Writing: Identifying Reasons, Evidence, and Linking Words
Enjoy the view. Scholars continue viewing a video of an opinion speech, this time identifying the supporting evidence the speaker employs. After watching, they work in small groups on their shared writing projects, crafting a body...
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Final Performance Task: Critique and Revision, Part I
Let's work together! Scholars engage in the peer editing protocol, giving and receiving feedback on their draft opinion speeches. They then use classmates' feedback to begin working on their revisions.
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Close Reading: The Introduction to the Universal Declaration of Human Rights
As part of a group of lessons, your class will return to the primary text for this unit, the Universal Declaration of Human Rights. Key vocabulary as well as close reading strategies continue to be the focus skills; however, this lesson...
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Close Reading: Unpacking Specific Articles of the UDHR
Lesson 6 of this extensive unit finally has your class begin to work their way through specific articles from the text of the Universal Declaration of Human Rights (UDHR). Before examining the rights actually detailed in the...
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Getting to Know Esperanza (Chapter 2: “Las Uvas/Grapes”)
Delve into Esperanza Rising by Pam Muñoz Ryan with close reading and evidence-based, text-dependent questions. Part of a unit series, this well-sequenced, Common Core designed instructional activity draws on material from the...
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Inferring About Characters Based on How They Respond to Challenges (Chapter 3: "Las Papayas/Papayas")
Start off your day with a quick reading comprehension quiz about chapter three of Esperanza Rising by Pam Muñoz Ryan. After they complete the quiz, pupils participate in a discussion and look closely at the text. A strong Common Core...
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Characters Changing Over Time (Chapter 10: "Las Papas/Potatos")
Engage further in Esperanza Rising with a focus on close reading and metaphor. Class members zero in on the tenth chapter, examining characters and big ideas. Pupils discuss the text in small groups and as a whole class, and...
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Contrasting Perspectives: Should the Farmworkers in Esperanza Rising Go On Strike? (Chapter 12: "Los Esparragos/Asparagus")
Explore multiple perspectives through a jigsaw activity that will improve your pupils' understanding of the characters in Esperanza Rising as well as their understanding of strikes and human rights. Tapping into prior knowledge, and...
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Understanding Themes in Esperanza Rising
Determining a theme or central idea is greatly emphasized in the Common Core standards. Target that skill though big metaphors and central symbols in Pam Muñoz Ryan's Esperanza Rising. Help your class reach the standard through...
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Revisiting Big Metaphors and Themes: Revising and Beginning to Perform Two-Voice Poems
Now that your class has read all of Esperanza Rising, take the time to tackle big metaphors and themes. Pupils will participate in an activity called Chalk Talk, in which they circulate around the room in small groups and add...
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Independent Reading: Building The Power of Stamina
The Incredible Book-Eating Boy is read aloud to young readers, and the story is discussed. Then, the lesson goes into how to build up one's reading stamina. The class brainstorms ways that they can build up their stamina such as: staying...
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Building Background Knowledge About Physical Environment: What Makes it Hard for Some People to Get Books?
How far would your pupils go to be able to have access to books? Revisit Heather Henson and David Small's That Book Woman and challenge class members to take on the role of Cal or the Book Woman. By putting themselves in someone else's...
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Continued Close Reading of Waiting for the Biblioburro: Comparing and Contrasting the Children in Colombia, Appalachia, Chad, and Afghanistan
Focus on similarities and differences with a jigsaw activity that requires pupils to compare Waiting for the Biblioburro to other texts they have read. To prepare, class members first respond to text-dependent questions, moving on to...
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Group Discussion: Accessing Books Around the World
Continue work with an informational text by following the procedures detailed here. The plan, part of a series, focuses on My Librarian is a Camel. Class members complete text-dependent questions and then prepare for and participate in a...
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Revising: Strong Conclusions for My Accessing Books Around the World Informative Paragraph
It's important that writers leave their readers with a strong and satisfying conclusion. Help your young writers develop the skills to compose a concluding sentence with the steps outlined here. After class members have had a chance to...
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Revising My Accessing Books Around the World Informative Paragraph for a Hook to Captivate My Reader
While this is considered optional within the unit it is designed for, pupils would benefit from the listed activities. Working on writing and revising a paragraph about librarians who travel to isolated areas, class members can add some...
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Inferring from a Primary Source: Close Read of Colonial Times Inventory
Teach your class about colonial America through an examination of primary documents. First though, start vocabulary notebooks for content-specific and academic vocabulary. Pupils can keep this record during the entire module. Once this...
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Inferring: Who was John Allen?
Help your learners work with difficult or archaic words. A continuation of lesson two of this module, the plan here focuses on deciphering the Inventory of John Allen, in particular the unfamiliar words that make up much of the list. Add...
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Mid-Unit Assessment: Completing My Draft Position Paper
What's the difference? Scholars analyze the similarities and differences between introductory and concluding paragraphs. Then, using a model essay as a guide, they write their draft position papers.