This is a lesson using Digital Age Skills in Digital Citizenship and Web Creation

Hyperdoc playlist of activities for digital literacy lesson. Teacher will need to populate the "Guided Practice" section with updated links to current events. Check out The Sift from the News Literacy Project to get ides.

Photography, as a nonverbal language, allows students to increase their visual perception and provides a medium for creative expression. The history of photography will be evaluated in the context of historical, social, cultural and artistic developments. Students learn to understand the artistic qualities of the photographic medium while acquiring the techniques for utilizing photography for expressive purposes. Instruction includes studio and field techniques, photojournalism, fashion photography, and commercial, portrait, scientific, nature, wildlife and sports photography. In producing their own works and by studying the photographs of others, students will develop a base for making informed aesthetic judgments. Integrated throughout the course are career preparation standards which include basic academic skills, communication, interpersonal skills, problem solving, workplace safety, and technology and employment literacy.

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 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?

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.

This lesson is the third in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 3, students begin talking about and tracking Brian's feelings on an anchor chart.

This lesson is the fourth in a series of six in which students engage in a close read-aloud of The Invisible Boy. In Session 4, students explore the connection between being "invisible," Brian's feelings, and the drawings of Brian throughout the book. Additionally, students use Justin's appreciation for Brian's drawing abilities as an introduction to the habit of character respect in the closing of the Close Read Aloud

The Declaration of Independence was a product of the Second Continental Congress. Two earlier intercolonial conferences had occurred, each building important keystones of colonial unity. The Stamp Act Congress and the First Continental Congress brought the delegates from differing colonies to agreement on a message to send to the king. Each successive Congress brought greater participation. Each time the representatives met, they were more accustomed to compromise. As times grew more desperate, the people at home became more and more willing to trust their national leaders.

With all the technological innovations coming from modern Japan, it's easy to forget that even they had a Stone Age.

This WebQuest has a double focus, spanish language and Spanish Art content. It aims at making students reflect on the very nature of art taking examples from Spanish contemporary art, and also at improving Spanish language skills and art vocabulary. It promotes creativity, critical thinking, cooperative learning and uses web 2.0. tools.

The Chicago Public Schools typically operate with a $7.7 billion annual budget that now has over $2.3 billion in federal stimulus funding to address inequities, COVID-related impacts and gaping needs. That is a 30% increase beyond a typical CPS budget that normally has very little room to address historic inequities. However, there is no participatory budget process in place to allow students or CPS families to have their voices heard in the process. This unit plan is designed to change that and provide opportunities for students to directly influence the budget process at this critical moment when historic inequities have widened.

In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world’s energy future will look like if more renewable solutions aren’t found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students’ ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

As of April 16, 2021, about 37.1% of Chicago residents have received at least one dose of the COVID-19 vaccine. But the question is: WHO is getting vaccinated? In this unit, students will identify inequities in vaccine distribution in Chicago and then explore why these inequities exist. Students will then work to take action to address these inequities.