*Please see link included for a more detailed planning document.

Students will be designing a graphic based on the book they have finished reading in their guided reading group.   They will use the app, Canva (www.canva.com),  to create the graphic.  The graphic will include key details, descriptions, themes, plot, summary, as well as other text evidence we have discussed throughout our guided reading time together.  Students will create their graphics, and present them in a gallery walk for the rest of the class.

The content on their graphics will come from our guided reading group questions and discussions . They will record answers in their Google Classroom, based on the questions I post.  Questions will be text dependent, and focus on comprehension, main idea, key details, point of view, and connections. Students will then synthesize the information and discussion topics to create a graphic about their book.

In this unit, students learn about United States history by reading the core text, Heart and Soul: The Story of America and African-Americans, and excerpts from Let It Shine: Stories of Black Freedom Fighters and Hand in Hand: Ten Black Men Who Changed America. Throughout the unit, students grapple with the discrimination and broken promises African Americans faced, paired with the endless determination and perseverance that fueled countless triumphs to overcome unfair and unjust treatment. Through a study of slavery up through the civil rights movement, students will be challenged to think critically about different events, influential people, and how they have had a lasting impact on the America we know today. This is incredibly important for helping students not only understand America’s past, but also to understand the realities of America’s present. It is our goal that this unit, combined with others in the curriculum, will inspire a passion within students to stand up for what is right and to fight for civil rights in order to attain equality and justice for all human beings, regardless of race. The goal of this unit is not depth; rather, the focus is more on exposure and building student understanding of the history behind the civil rights movement while simultaneously building a sense of empowerment and empathy. In fifth grade, students will study the civil rights movement in depth, learning about a wider variety of influential leaders, groups, and events, especially those in which youth advocacy and fight inspired and drove change. It is our hope that the combination of both units will equip students with the tools necessary to begin to challenge injustice in their own lives.

The unit requires students to deeply analyze a text to see how an author develops different ideas and points using vivid evidence in both the text and illustrations. Students will analyze author’s word choice, the different details an author includes, and the way in which an author presents information in order to build a deeper understanding of the time period and the text. Students will also be challenged to carry information across multiple texts in order to build a deeper understanding of content and themes.

This is a lesson plan to celebrate the life of Marting Luther King Jr. and apply his concept of citizenship to the student's own life.

Learning to Share Information (5 days)
1.Today we are going to start a research project on Greek gods. We started reading A True Book: Ancient Greece in shared reading today. One of the things that was really important to the ancient Greeks was religion. They believed in many gods and they believed that their gods looked and acted like humans, but had incredible powers and lived forever.
2. Yesterday you chose which god you were going to be an expert on. I have the list up here. Also, you started to research and write notes on your graphic organizer. I showed you how to make sections to take notes in and how to add more to each section as you read through different sources.
3. For the past two days, you have been working hard to gather information about your gods. All of you have several sections filled in. Some of those sections have lots of information and some of those sections only have one or two facts. Today we are going to talk about deciding which information to keep and which information to get rid of.
4. Yesterday you worked on choosing information to share in your infographic. Today you will need to begin planning how you will want your infographic to look.
5. Yesterday you used your graphic organizer to plan your infographic. Today you can start making your infographic.
Sharing

WEEK 9, DAY 1
Learning about Informative Writing
WEEK 9, DAY 2
Learning to Evaluate Informative/ Writing
WEEK 9, DAY 3
Learning to Write Informative Pieces
WEEK 9, DAY 4
Learning to Write Informative Pieces
WEEK 9, DAY 5
Learning to Write Informative Pieces

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.

The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.

In this lesson, students participate in the Infer the Topic protocol to familiarize themselves with the module topic, using resources from the texts they will be reading throughout the module (RI.3.1, W.3.8, SL.3.1).
Throughout this module, students will revisit the module guiding questions introduced in this lesson. It is important to be sensitive to students' and families' feelings and experiences with regard to education, books, and reading and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative. This issue is discussed more in the next lesson, but it is important to be prepared to handle it sensitively should it arise. The main point students should understand by the end of this module is that education, books, and reading are important for college and career readiness, and that is the reason for the emphasis on education, books, and reading in this module. Students reflect on the module guiding questions at home with their families.
This lesson is the first of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
During all interaction, be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for students from other cultures. In addition, some students may believe it is inappropriate to speak with other students at all during class. Let them know that in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions.
This lesson uses cold calling, or calling on students without them volunteering, as a total participation technique. Be aware that cold calling may be unfamiliar or embarrassing to some students. Prepare students and their families by telling them that cold calling in the United States is common and is a protocol that helps to ensure that all student voices are heard and respected. The protocol also provides the teacher with one way to assess what students know.
This lesson uses total participation techniques for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).

In this blended unit students will review the parts of a story including characters, setting, beginning, middle, and end. Students will analyze a character based on their words, actions and thoughts. Students will describe complex characters, and identify character motivation giving supporting details from the text. They will explain how a character changes over the course of a narrative. Students will describe a setting and the events of a story using details from the text. Students will make inferences related to the details given in the story.

Students evaluate the advantages and disadvantages of different mediums and then compare and contrast the structure of the texts they have viewed/read to consider how the texts use different structures to convey similar ideas.

This lesson introduces students to lateral reading, a strategy for investigating who's behind an unfamiliar online source by leaving the webpage and opening a new browser tab to see what trusted websites say about the unknown source. Students watch the teacher model lateral reading and then have a chance to practice the strategy to determine who is behind a website and, ultimately, whether that website is trustworthy.

Lateral reading is challenging, and an approach that may work for one type of source might not work for another. This lesson is designed to provide students with the opportunity to practice lateral reading with a variety of sources.

This lesson is designed to be taught after the Intro to Lateral Reading lesson.

When trying to determine who is behind online information, students may be inclined to read vertically—to make judgments based on features internal to a website like its URL, design, functionality, or content. However, these features are not effective ways to evaluate a site and need to be explicitly challenged. This lesson asks students to evaluate a website and a post on social media by engaging in both vertical and lateral reading to see how they compare.

This lesson is designed to be taught after the Intro to Lateral Reading lesson.

Once students have completed the Intro to Lateral Reading lesson, they need opportunities to practice the strategy and develop flexible approaches for using it. This lesson is designed to provide students with focused practice reading laterally with articles from fact-checking organizations. Students are briefly introduced to fact-checking organizations and then practice reading laterally about a website using a fact-checking site.

This lesson provides students with opportunities to practice reading laterally with news stories. This lesson is designed to be taught following the Intro to Lateral Reading lesson.

In this lesson, students are introduced to using Wikipedia as a resource for lateral reading. This lesson is designed to be taught following the Intro to Lateral Reading lesson.

Different approaches to teaching the reading comprehension strategy of inferring in K-5 classrooms are identified in this article. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which is structured around the essential principles of climate science.

We all look forward to occasions that give us time to spend time with family and friends and to give thanks for all the blessings they bring to your life. This project will result in the creation of a Life Story video honoring a family member or someone else special to you. The following list of activities will provide you with background and information you need to complete this project.