In this unit students study the Civil Rights Movement through the eyes …
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.
This lesson introduces the difference between literal and figurative language and then …
This lesson introduces the difference between literal and figurative language and then gives an overview on similes, metaphors, idioms, hyperbole, onomatopoeia and alliteration. The attached PowerPoint explains each of the figurative language with an example
Students use the Literary Glossary to define and explore figurative language then …
Students use the Literary Glossary to define and explore figurative language then apply it by reading a short story where they need to find and breakdown figurative language and it's meaning. I remixed the original lesson to supplement the ideas with application through reading a short story that relies heavily on figurative lanague. This also give student the chance to research and explore figurative lanague online.
Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements …
Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.
Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements …
Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.
This video is part of the Continue to Know with WHRO TV …
This video is part of the Continue to Know with WHRO TV series. Watch Claire Verdillo teach about how to determine the main idea and supporting details of nonfiction text.
A plot is a series of events that flow from one point …
A plot is a series of events that flow from one point to another. In programming, a computer must utilize a set of instructions (sequence of events) to create an outcome. In a story, the plot is a sequence of events (basically a set of instructions) to get from the inciting incident to the resolution. It is a series (loosely) of IF/THEN situations that help the character determine the next set of events. If you are following the unit, then students have their character and are ready to create their plot. Students will plot the main events on a plot diagram to show the FLOW OF CONTROL in the story.
This unit continues the yearlong theme of what it means to be …
This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.
In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.
In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.
As 5th grade students are learning about force and motion in science, …
As 5th grade students are learning about force and motion in science, these comprehension “mix-ups” are a great way to monitor students’ understanding of the content along with checking reading comprehension.
Written and illustrated with sensitivity and gentle humor, Free Phonetic Readers features …
Written and illustrated with sensitivity and gentle humor, Free Phonetic Readers features short and long vowels. Stories introducing children from a variety of backgrounds along with their families, friends, pets and other critters introduce phonics to the beginning reader.
Making and eating fry bread is a special event for many Native …
Making and eating fry bread is a special event for many Native American people. People began to make fry bread because sometimes in the past they only had a few things to make meals with. This lesson leads students through the history and heritage of fry bread with the book Fry Bread– A Native American Family Story by Kevin Noble and consider the similies and metaphors within the story, and then reflect on family traditions in their own culture and household through a flowchart of pseudocode. This lesson was created through a partnership between CodeVA and the Virginia Tribal Education Consortium (VTEC).
During this lesson, students will make connections between Computer Science, as it …
During this lesson, students will make connections between Computer Science, as it rEnglishtes to real-world situations and texts. They will collaborate with other students to share ideas and create their own sequenced algorithm, based on finding relevant information through research. Students will organize the information and write in their own words using transition words. Once finished creating their research product, they will effectively communicate their final product with others. As reflection on their acquisition of computer science vocabulary taught, students may complete a peer questionnaire.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
