The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.

This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. The modules culminate in a Digital Survival Skills Workshop hosted by students where they teach these skills to their community. If you plan to complete the culminating project, we suggest introducing it briefly at the beginning of Module 1 so students know what the end goal is. See Module 4 for introduction materials.

In this module (2 of 4), students learn to distinguish misinformation from disinformation. They explore examples of each and learn about the variety of motivations that cause people to create and share both types of false information.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them.This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. The modules culminate in a Digital Survival Skills Workshop hosted by students where they teach these skills to their community. If you plan to complete the culminating project, we suggest introducing it briefly at the beginning of Module 1 so students know what the end goal is. See Module 4 for introduction materials.In this module (3 of 4), students learn fact-checking skills using the SIFT model (Stop, Investigate, Find better coverage, Trace claims to their original source) that they can employ to verify questionable information and sources online.  

**This resource is published by Learning for Justice.Digital and Civic Literacy Skills is an online website created by Learning for Justice and is a project of the Southern Poverty Law Center. The website includes videos and lessons for students to learn digital and civic literacy skills.

Students are introduced to the module guiding questions, which include how the world's freshwater is threatened, in Work Time B. Be aware that some may connect with this topic personally and deeply. Monitor students and determine whether there are any issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, independently, or with families. Students' feelings may be personal, and they are not required to share them.
In Work Time A, 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). They continue to build on the foundations of inferring the topic as they are introduced to the performance task and the module guiding questions in Work Time B.
In Work Time C, students hear a read-aloud of Water Dance and determine the meaning of unfamiliar vocabulary (RL.3.4, L.3.4). This text is meant to engage students in the topic with poetry and illustrations and to allow practice determining the central message (RL.3.2).
Students begin a class KWEL chart in the Closing. The process of adding to the chart will be repeated in later lessons. Pay careful attention to the routine in this lesson to apply it in subsequent lessons.
In this lesson, students focus on working to become effective learners as they concentrate on a characteristic of their choice.

In this lesson, students participate in the Infer the Topic protocol by engaging with the texts they will read throughout the module (RL.5.1, W.5.8, SL.5.1).
Be aware that human rights threats and the events of Esperanza Rising may be sensitive for students. Reflection time is provided during lessons and for homework to give students and families an opportunity to process connections they make. Be aware that these connections may be personal and students are not required to share them.
In Work Time B, students generate a Discussion Norms anchor chart. Ensure that all of the cues and responses suggested on the Discussion Norms anchor chart (example, for teacher reference) are added, as these will support students in having productive and equitable discussions that will deepen their understanding (SL.5.1).
In this lesson, students do not collect new vocabulary independently. New vocabulary is collected on the Academic Word Wall. Students are introduced to their vocabulary logs in Lesson 4, where they will collect vocabulary from the texts they read.
During all interaction, be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students of either gender at all during class. Let students 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 is the first in a series of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
This lesson uses cold calling, calling on students without them volunteering, as a total participation technique. Be aware that cold calling may be unfamiliar or embarrassing for 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.

Throughout this module, students revisit the module guiding questions introduced in this lesson: "How do writers capture a reader's imagination?" and "What can we learn from reading literary classics?"
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 (RL.3.1, W.3.8, SL.3.1).
In Work Time C, students begin reading Peter Pan retold by Tania Zamorsky. The routine of reading aloud as students follow along silently in their heads, and then recounting the chapter will be repeated (with gradual release) in each lesson until students have finished reading the book in Unit 2. Pay careful attention to the routines in this lesson in order to apply them to subsequent lessons.
In this module, a literary classic is defined as a story that was written a long time ago but is still enjoyed today. It is important students understand that one person's idea of a literary classic might be different from someone else's because there are no set rules about what a literary classic is.
Ensure students understand that they are reading Peter Pan as an example of a literary classic and that we can learn things about different time periods in history through reading literary classics. Also ensure that they understand the importance of studying these classics so they can learn from the narrative techniques used.
It is important to be sensitive to students' and families' feelings and experiences with regard to literary classics in the U.S., such as Peter Pan--feelings that may range from very positive to somewhat neutral to very negative. Some people love the adventure, the characters, and the descriptive writing; others find the racism and sexism offensive--for example, the way Mrs. Darling stays at home and looks after duties there while Mr. Darling goes out to work--and also the descriptions of "Indians." These issues are discussed more in the next lesson through an informational context text, but it is important to be prepared to handle them sensitively should they arise.
After reading each chapter, students have time to reflect. Monitor your students and determine whether issues are surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently.
ELL supports within the Meeting Students' Needs column have changed. Each support is labeled and fully explained the first time it is used, then labeled and condensed in subsequent lessons (see the Unit 1 Overview).
Note that the Mini Language Dive format has changed to reflect a more student-centered approach (see the module overview).
Beginning in this lesson and throughout much of Units 1-2, students are asked to follow along silently as you read the text aloud or to read chorally as a class or with partners. This builds their fluent reading skills. In this lesson, students follow along, reading silently in their heads as the teacher reads Chapter 1 of Peter Pan aloud during Work Time C.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 4 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 4 Conversation Cues encourage students to think with other students to expand the conversation. Continue drawing on Goals 1-3 Conversation Cues, introduced in Modules 1-2, and add Goal 4 Conversation Cues throughout Modules 3-4 to more strategically promote productive and equitable conversation. Refer to the Tools page for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 4 Conversation Cues you will see in the remaining modules are (with expected responses):
To encourage students to compare ideas:
Teacher: "How is what _____said the same as/different from what _____ said? I'll give you time to think and write."
Student: "_____ said _____. That's different from what _____ said because _____."

To encourage students to agree or disagree and explain why:
Teacher: "Do you agree or disagree with what your classmate said? Why? I'll give you time to think and write."
Student: "I agree/disagree because _____."

To encourage students to add on to others' ideas:
Teacher: "Who can add on to what your classmate said? I'll give you time to think and write."
Student: "I think that _____."

To encourage students to explain others' ideas:
Teacher: "Who can explain why your classmate came up with that response? I'll give you time to think and write."
Student: "I think what she's saying is _____."

Note that Goal 4 Conversation Cues are not built into the Discussion Norms anchor chart, as these cues are best suited for teachers facilitating student conversations.

In this unit, students will analyze how climate change affects migration around the world and the policies that could be effective in addressing the issue. To start, students will investigate what motivates people to move in general. Then students will read “The Great Climate Migration” by Abrahm Lustgarten and Meridith Kohut, where they will be introduced to how climate change may affect migration in the future. Students will then investigate how climate change is impacting migration by reading and presenting about specific scenarios around the globe. Finally, students will begin to research how policy can address climate migration to avoid disastrous outcomes in the future.

Students will explore how not all distances are equally distant.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

Designed to increase students' understanding of, appreciation for, and ability to do documentary photography and photojournalism. Each three-hour class is divided between a discussion of issues and readings, and a group critique of students' projects. Students must have their own photographic equipment and be responsible for processing and printing: either by student or commercial lab. Students must show basic proficiency with their equipment. Readings include Susan Sontag, Robert Coles, Ken Light, Eugene Richards, and others. Previous photographic experience required.

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

Opinion Writing
BrainVentures are engaging & interactive, digital, enrichment activities meant to supplement your standard aligned curriculum. They can be used as indepent or collaborative practice as well as remotely or on campus.

This is a writing assignment designed specifically for the special education setting.  It involves having the students watch a high-interest video with teacher supported discussion.  Students will use the information from the video along with three informational articles that they read.  One article is provided for them.  They need to find two articles on their own and read them.  There are no citation requirements for this paper, however, that could easily be added.

This could easily be modified for the general education classroom adding the following Standards:  RI5, RI6, RI7, W4, W7, and W8.

Bullying is a hot topic in schools today. Helping students understand bullying and how to react to bullying situations is difficult. Using the website Students Against Bullying students will explore the topic of bullying.

The 1780s has often been termed the "critical period" for the new nation. The dangers posed by economic crisis and the disillusionment that came with the collapse of Revolutionary expectations for dramatically improved conditions combined to make the decade a period of discontent, reconsideration, and, in the end, a dramatic new proposal for redirecting the nation. Just as the Revolution had been born of diverse and sometimes conflicting perspectives, even among the Patriots, so too, ideas about the future of the United States in the 1780s were often cast in dramatic opposition to one another.

Using Abcya!Paint, and NickJr. Free Draw, students will become digital artists as they create artifacts, using web based painting tools

A complete listing of EDSITEment's lessons on the causes, the course and the consequences of the American Revolution and Independence

This lesson is the fifth in a series of six in which students engage in a close read aloud of The Invisible Boy. In Session 5, students use a Language Dive to see the cause of and change in Brian's feelings. Additionally, students use Justin's kindness toward Brian as an introduction to compassion, a habit of character.

This lesson is the final one in which students engage in a close read-aloud of The Invisible Boy. Students learn that Brian is happier at school because of the new friendship he has built with Justin. This final session allows students to practice recognizing significant events that cause a response in the main character.

This lesson is the first in a series of six in which students engage in a close read-aloud of The Invisible Boy. This book provides another example of school to help students define and clarify the purpose of school. In this book, students learn that school helps us to appreciate other people's abilities and underscores the importance of treating others kindly. Additionally, students track the main character's change of emotions to better understand the impact of their words and actions on their classmates.

This lesson is the second in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 2, students focus their attention on a smaller chunk of the text that dives deeper into understanding the main character, Brian, and an example of something that makes him feel invisible.