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Establishing Reading Routines: Esperanza Rising “Las Uvas”
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In this lesson, students read pages 4-22, "Las Uvas," in Esperanza Rising and as a whole group identify how the structure of the chapter contributes to the overall story (RL.5.1, RL.5.5).
In triads, students then research one of three topics to build background knowledge about the historical setting of Esperanza Rising. Working in expert groups allows small groups to engage in an effective, time-efficient comprehension of a broader topic because students become an expert in one topic and hear oral summaries of the others to gain an understanding of the broader topic.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 1 Conversation Cues encourage all students to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. See the Tools page for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):
After any question that requires thoughtful consideration:
"I'll give you time to think and write or sketch."

"I'll give you time to discuss this with a partner."

To help students share, expand, and clarify thoughts:
"Can you say more about that?"

"Sure. I think that _____."

"Can you give an example?"

"OK. One example is _____."

"So, do you mean _____?"

"You've got it./No, sorry, that's not what I mean. I mean _____."

Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 1. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2-4 take students to deeper levels of conversation, from listening to others, to deepening their thinking, to thinking with others.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 4-22 of Esperanza Rising aloud during Opening A.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Subject:
English Language Arts
Material Type:
Activity/Lab
Lesson
Lesson Plan
Date Added:
04/27/2022
Evaluating News Sources in Social Media
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With so many people getting their news from their social media newsfeed, how can they evaluate what is good and what might be fake? With the help of a Youtube video on the subject, student do some evaluating. This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

Subject:
Business and Communication
Communication
English Language Arts
Reading Informational Text
Material Type:
Lesson Plan
Date Added:
04/27/2022
Evaluating the Format of Informational Text
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In this lesson, students will learn about a topic in three different text formats. They will then evaluate each format to determine the pros and cons. Students will also assess the credibility of each text.

Subject:
English Language Arts
Material Type:
Lesson Plan
Date Added:
04/27/2022
Exploring Immigration
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In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

Subject:
Composition and Rhetoric
English Language Arts
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Exploring Mars
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In this unit, students study the rovers Spirit and Opportunity and their remarkable missions to Mars. Through a combination of reading, analyzing images and photographs, and participating in engineering and design labs, students will begin to understand the complexity, preparation, and diligence involved in space missions. Students will grapple with why the engineering and design process, particularly continually planning, trying, and evaluating, is a crucial part of a successful mission. This unit also allows students to make connections between content learned in math and content learned in previous science units, solidifying the importance and value of STEM. It is our hope that this unit inspires students to explore engineering and STEM not only in space but in the world around them.

In this unit, students build their skills in consuming scientific and technical texts. Students will practice explaining the connection between two or more scientific ideas or concepts in a text. Additionally, students will be challenged to draw on and integrate information from two or more texts in order to describe a scientific idea, concept, or process in depth. This unit also continues the study of point of view and analyzing how the point of view influences what and how information is presented to a reader. The Mighty Mars Rover is written to captivate and engage a reader, while the NASA press releases are written to inform the public of the progress and findings of the Mars rover missions. Students will be challenged to compare and contrast the point of view of each text and the strategies each author uses based on the point of view and desired audience. Since this is the culminating unit of the course, all other informational standards will be spiraled throughout the unit.

Subject:
Composition and Rhetoric
English Language Arts
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
FOCUS ON "HENRY V"
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"Focus on 'Henry V'" is a peer-reviewed, multimedia, digital Open Educational Resource co-authored and co-produced by faculty, graduate students, and undergraduates on the innovative digital publishing platform Scalar. Chapters include guides to early printed editions, sources, and performance and cinematic histories of the play, as well as teaching resources and in-depth case-studies of particular scenes. All chapters include rich multimedia and audio recordings of body text and image captions. In addition to a traditional Table of Contents, the digital book allows users to navigate the materials through multiple pathways and visualizations. In this way the book offers not only a cutting-edge, renewable OER for college and K-12 teachers but also a model for maximizing the affordances of the digital medium.

Subject:
Arts and Humanities
Career and Technical Education
Electronic Technology
English Language Arts
Literature
Performing Arts
Reading Literature
Speaking and Listening
World Cultures
Material Type:
Case Study
Interactive
Lesson Plan
Primary Source
Reading
Student Guide
Textbook
Date Added:
04/27/2022
Fact or Fiction? Evaluating Media in a “Post-Truth” World
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In 2016, Oxford Dictionaries chose "post-truth" as the word of the year. As literacy has shifted from published hardcopy to an online landscape, it is more important than ever to engage and empower students in navigating the complicated battleground of fake news verses responsible, fact-based news. In this multi-day lesson, students will 1) examine terms associated with “fake news” and evaluate sources for their reliability and authenticity, and 2) develop a set of norms for responsible use of online news sources that spans academic and personal interaction with media.Cover image: "Fake news" by pixel2013 from Pixabay.com

Subject:
Electronic Technology
Information Science
Material Type:
Lesson Plan
Author:
Alyssa King
Date Added:
04/01/2022
Fake News: Bias in the Media
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The media plays an important role in how you interpret current events. The news media can use particular wording to sway public opinion. This seminar will help you build necessary skills to analyze and understand the media you consume to help you make informed decisions.StandardsCC.8.5.9-10.F: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.CC.8.5.9-10.I Compare and contrast treatments of the same topic in several primary and secondary sources.CC.1.2.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts.

Subject:
Reading Informational Text
Material Type:
Lesson Plan
Author:
Tracy Rains
Date Added:
04/01/2022
Feudal Japan: The Age of the Warrior
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Being a warrior in feudal Japan was more than just a job. It was a way of life. The collapse of aristocratic rule ushered in a new age of chaos — appropriately called the Warring States period (c.1400-1600) — in which military might dictated who governed and who followed.

Subject:
Ancient History
History
Material Type:
Lesson Plan
Provider:
Independence Hall Association
Provider Set:
Ancient Civilizations
Date Added:
04/27/2022
Fighting Mortality
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This 5-day unit will teach students about patterns/trends in mortality as they look at what is causing health issues around the world and local health disparities within their own city. Students will explore factors that influence mortality and how local and global communities are improving their health. Students will ultimately analyze the health indicators within their own community and pick a “Healthy People 2030” objective to help achieve through civic action.

Subject:
Social Science
Material Type:
Lesson Plan
Provider:
Pulitzer Center
Author:
Michael Mettenburg
Date Added:
01/20/2022
Fighting for Change: Children of the Civil Rights Movement
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In this unit students study the Civil Rights Movement through the eyes of the youth and children who experienced the struggles, hardships, victories, defeats, and possibilities firsthand. Students will be challenged to analyze the key characteristics shared by children who participated in the Civil Rights Movement, particularly their courage, commitment, bravery, and unending commitment to fighting for the cause. Over the course of the unit students will realize that through community organizing and a strong desire for justice, regular people, especially youth, were able to come together to use a variety of nonviolent tactics to fight for change, even when faced with resistance, oppression, and violence on a daily basis. The stories and experiences in the unit will highlight that the Civil Rights Movement was driven by the heroism of regular people and that anyone can participate in the fight against injustice. It is our hope that this unit, in conjunction with other units from the sequence, will empower students to notice and challenge the injustices, relying on their knowledge of history and the lessons they’ve learned from those who have fought before them.

In this unit students refine their skills as critical consumers of texts by analyzing the point of view from which a text is written and noticing how the point of view influences what and how information is presented to a reader. Students will read multiple accounts of the same topic or event and be challenged to notice the similarities and differences in the points of view they represent and how the author uses evidence and reasons to support a particular point of view. Photographs are an important part of the texts in the unit. Students will be pushed to analyze photographs as a source of information to support an author’s point. Students will also continue to practice determining one or more main ideas of a text and explaining how they are supported by key details, summarizing a text, and explaining the relationship between one or more events or individuals in a historical text. Over the course of the unit students will also be required to access information from multiple sources in order to integrate information and draw conclusions about an event or topic.

Subject:
Composition and Rhetoric
English Language Arts
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
First Continental Congress
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In the summer that followed Parliament's attempt to punish Boston, sentiment for the patriot cause increased dramatically. The printing presses at the Committees of Correspondence were churning out volumes.

Subject:
History
U.S. History
Material Type:
Lesson Plan
Provider:
Independence Hall Association
Provider Set:
US History
Date Added:
04/27/2022
Food Science, Dietetics and Nutrition Model
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The Food Science, Dietetics, and Nutrition Pathway focuses on three specializations centered on the science of food in food prepartation and development and its relationship to the health and well-being of individuals. Students pursuing this career pathway learn observational and analytical skills in food safety and sanitation; the chemistry of food; chemical and biological processes; functional and nutritional components of food; sensory evaluation; guidelines for a healthy diet; the psychology of food and eating; specialized diet planning; food production and processing; and packaging and product development.

Subject:
Life Science
Nutrition
Material Type:
Full Course
Lesson Plan
Provider:
Butte County Office of Education
Provider Set:
CTE Online
Date Added:
04/27/2022
Forms of Western Narrative
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Major narrative texts from diverse Western cultures, beginning with Homer and concluding with at least one film. Emphasis on literary and cultural issues: on the artistic significance of the chosen texts and on their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Syllabus varies, but always includes a sampling of popular culture (folk tales, ballads) as well as some landmark narratives such as the Iliad or the Odyssey, Don Quixote, Anna Karenina, Ulysses, and a classic film. This class will investigate the ways in which the formal aspects of Western storytelling in various media have shaped both fantasies and perceptions, making certain understandings of experience possible through the selection, arrangement, and processing of narrative material. Surveying the field chronologically across the major narrative genres and sub-genres from Homeric epic through the novel and across media to include live performance, film, and video games, we will be examining the ways in which new ideologies and psychological insights become available through the development of various narrative techniques and new technologies. Emphasis will be placed on the generic conventions of story-telling as well as on literary and cultural issues, the role of media and modes of transmission, the artistic significance of the chosen texts and their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Authors will include: Homer, Sophocles, Herodotus, Christian evangelists, Marie de France, Cervantes, La Clos, Poe, Lang, Cocteau, Disney-Pixar, and Maxis-Electronic Arts, with theoretical readings in Propp, Bakhtin, Girard, Freud, and Marx.

Subject:
Arts and Humanities
History
Literature
Material Type:
Homework/Assignment
Lesson
Lesson Plan
Provider:
MIT
Provider Set:
MIT OpenCourseWare
Date Added:
01/01/2004
The Freedom Riders and the Popular Music of the Civil Rights Movement
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The American civil rights movement incorporated a variety of cultural elements in their pursuit of political and legal equality under law. This lesson will highlight the role of music as a major influence through the use of audio recordings, photographs, and primary documents. Students will participate in their own oral history, examine lyrics, and work with case studies such as the Freedom Rides to gain an appreciation of how music influenced the early 1960s.

Subject:
Arts and Humanities
History
Material Type:
Lesson Plan
Provider:
National Endowment for the Humanities
Provider Set:
EDSITEments
Date Added:
04/27/2022
Fresh or Salty?
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Educational Use
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Between 70 and 75% of the Earth's surface is covered with water and there exists still more water in the atmosphere and underground in aquifers. In this lesson, students learn about water bodies on the planet Earth and their various uses and qualities. They will learn about several ways that engineers are working to maintain and conserve water sources. They will also think about their role in water conservation.

Subject:
Applied Science
Engineering
Hydrology
Physical Science
Material Type:
Activity/Lab
Lesson Plan
Provider:
TeachEngineering
Provider Set:
TeachEngineering
Date Added:
09/18/2014
Glocalization: Writing Feature Stories on Family Migration
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In this writing-based unit, students will reflect on how global issues influence their lives through the lens of migration. Students will make personal connections to migration by exploring its impact on themselves and their families through research and interviews, resulting in a feature article on the theme of “My Personal Story of Migration.” This will encourage a “citizen of the world” mindset while developing positive identity awareness.

Subject:
Business and Communication
Journalism
Material Type:
Lesson Plan
Provider:
Pulitzer Center
Author:
Donna Torres
Date Added:
01/20/2022
Government and Biographies of Famous Leaders
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This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.

Subject:
Composition and Rhetoric
English Language Arts
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Grade 5 Unit: What's News
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Unit OverviewThis unit focuses on the various modes of local, national and world news. Students will read, evaluate and integrate multiple sources of information to gain perspective and understanding of a variety of news events. Through a structured instructional sequence, students will gain knowledge about current news, discuss the events, analyze news sources, identify bias and write brief news articles or reports based on research. The unifying theme, What’s News? will guide students as they discuss the essential question, How does the news influence us?A variety of focus texts and resources are suggested. Depending on your class and available resources, other texts may easily be substituted. Teachers may develop a customized instructional sequence with alternate news articles appropriate to the needs and make-up of the community/school population.It is important teachers prepare fully by reading all resources and consider their students when planning to implement this unit. Time frames may vary depending on the daily amount of instructional time allotted, the student group and the degree of teacher support required for students to meet with success.Teacher Note: The news of today can be very graphic and disturbing. It is important you intentionally select articles and news that do not deal with violence of any kind but that does engage 5th graders. Remember to consciously be aware of this aspect of the news for the general public. Included in this plan are a variety of “kid friendly” news sites to access. You could write a letter to the parents of your class informing them of the unit’s intent and your plan for implementing it. For guidance, watch the TVO video about TKN and Media Literacy video at the bottom of the home page www.teachingkidsnews.com.The lesson models in this unit feature best practices using informational texts to address Common Core State Standards. Included are examples of text dependent questions and sample responses to guide instruction. Students will engage with technology and practice effective listening and speaking skills in collaborative groups to identify key ideas and concepts and to build deeper understanding.Additional Planning and Preparation:Read the entire unit model, associated texts, and resources.Note vocabulary, phrases, concepts, and terminology that may be challenging.Organize the class in groups or pairs for cooperative work and discussion.Access and bookmark web resources your students will use.You many choose to infuse ‘bigger’ questions into discussion such as:What does it take to overcome challenges?How do we face challenges?What kinds of challenges do we face?Are life always challenges necessary to succeed?Universal Design Principles and strategies for English Learners:Organize the class in groups and pairs for discussion and cooperative work.Use multiple modes of presentation to allow acquisition and integration of knowledge and to increase interest and motivation.Offer students choice of tasks and modes of response.Considering using a word processing program or template for students to keep notes such as Google note taking tools.IMPORTANT NOTE: No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a formal approval review to determine their appropriateness. Teachers should always adhere to Acceptable Use Policy enforced by their local school system.Text Models For Lessons and Lesson Seedshttp://teachingkidsnews.comhttps://theconnectedclassroom.wikispaces.com/NewsInterdisciplinary ConnectionsSocial Studies/Geography/Science/Health/Current EventsAdditional ResourcesTeacher ResourcesDaily News at http://www.nwf.orgWashington Post: http://www.washingtonpost.com/local/ecologists-track-dc-ospreys-long-journey-home--from-south-america-to-the-anacostia/2014/04/18/78a5dd18-c3fc-11e3-b195-dd0c1174052c_story.htmlPair these three articles – take down nest, bird rebuilds, rebuild, take down, build platform:http://www.washingtonpost.com/local/osprey-nest-blocking-md-traffic-camera-removed/2014/04/19/64623da8-c7fb-11e3-b708-471bae3cb10c_story.htmlhttp://www.washingtonpost.com/local/md-installs-nesting-platform-for-osprey/2014/04/24/c4c49eda-cbd8-11e3-b81a-6fff56bc591e_story.htmlhttp://www.washingtonpost.com/local/md-considers-nesting-platform-for-ospreys/2014/04/23/b82cf0f0-cb10-11e3-b81a-6fff56bc591e_story.htmlREADWORKShttps://www.readworks.org/passages/new-letter-alphabethttps://www.readworks.org/node/2219 batshttps://www.readworks.org/passages/classical-music-wolfgang-amadeus-mozarthttps://www.readworks.org/passages/cool-be-kind-0https://www.readworks.org/passages/endangered-animals-glancehttps://www.readworks.org/passages/finger-foodhttps://www.readworks.org/passages/homemadehttps://www.readworks.org/passages/meet-soldierScience Fridayhttp://auburnpub.com/science-friday-return-of-the-condor/article_54c3335a-cc67-11e3-acda-001a4bcf887a.htmlTime for Kids           https://www.timeforkids.com/NIEhttp://www.washingtonpost.com/lifestyle/kidspost/http://helenair.com/news/local/th-graders-keep-abreast-of-current-events-school-issues/article_8dad9ea4-cc39-11e3-8e63-001a4bcf887a.htmlhttp://www.nwf.org

Subject:
Information Science
Material Type:
Lesson Plan
Author:
Andrew Robertson
Date Added:
04/01/2022
Graphic Arts Technology Model
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A course in Graphic Arts Technology provides students with an understanding of the processes and systems common to careers in publishing, printing, and other forms of media distribution. Representative topics include graphic design concepts; art and copy preparation; image generation and editing; desktop publishing; on-demand publishing; school yearbook and magazine layout; advertising and promotion; printing technology; binding and finishing; and screen printing.Students will be committed to lifelong learning as they grow individually, participate in groups, think analytically, create artistic products, and contribute to production of a major project. Students will learn illustration design software such as Adobe Illustrator, photo editing software such as Adobe Photoshop, and page layout software such as Adobe InDesign to create projects that will be printed in traditional and digital formats.

Subject:
Arts and Humanities
Career and Technical Education
Graphic Arts
Graphic Design
Visual Arts
Material Type:
Full Course
Lesson Plan
Provider:
Butte County Office of Education
Provider Set:
CTE Online
Date Added:
04/27/2022