In this unit, students explore the meaning of family, community, and identity by reading the core text One Crazy Summer. Through the eyes of eleven-year-old Delphine, readers experience life in Oakland, California, in 1968, the height of the Black Panther movement. Delphine and her two younger sisters, Vonetta and Fern, spend a summer in Oakland visiting their estranged mother who sends them to spend their days at a camp run by the Black Panthers. Over the course of the summer, the girls learn about what it means to be part of a revolution, what the Black Panther Party was fighting for, and why the Black Panther Party was important during this time period. Through it all, they build confidence in themselves and their relationships with others as they learn to challenge and respond to social issues in the community. It is our hope that this unit, in conjunction with others in the series, will help students understand the way experiences shape our identities and beliefs, and how children can help bring about change in the community.

In reading, this unit continues to build on reading strategies and skills covered in previous units. It is assumed that students are able to quote or paraphrase accurately from the text, interpret figurative language, and summarize sections of the text. These skills should continue to be spiraled throughout the unit; however, the main focuses for this unit are determining theme and analyzing how it is developed over the course of the novel or poem, analyzing point of view and the impact it has on the way events are portrayed, and comparing characters and their responses to situations.

Out of My Mind is a chapter book that I read aloud to my upper elementary students. It is about a girl named Melody that has an amazing memory. She is extremely bright, but is unable to communicate verbally. She was born with cerebral palsy which affected her speech and her ability to move and function without the use of a wheelchair and communication board. She is very limited in what she can express and do, and for that reason, people treat her as if she is not smart or capable of learning.   

In this unit, students grapple with common second grade themes through reading the easily relatable series Pinky and Rex. Through connecting with Pinky and Rex, students will learn that it's okay to be different and to be proud of who they are, no matter what others may think. Students will also learn about what it truly means to be a good friend and how friends can support and stick up for one another in a variety of ways. They will also see that it's okay for boys and girls to be friends, even best friends. This unit builds onto multiple units from first grade in which students learned what it means to be a good friend and a good person. It is our hope that this unit deepens the understandings developed in previous grades by giving students characters to connect with. These connections are especially important for students who are struggling with some of the same issues and aren't sure how to process or talk about them.

In reading this unit is a transition from units that were predominately read aloud into a unit that is almost entirely shared or independent reading. Pinky and Rex are perfect texts for second graders, not only because of the important themes they teach but because of the way in which James Howe develops character and plot over the course of the series. As readers, students will be challenged to notice the descriptive details James Howe includes to show how characters feel in response to different problems and challenges. They will also be challenged to notice how a character's dialogue shows what they are truly feeling and how the different'said' words James Howe includes deepens that understanding. Students will also begin to analyze why certain words in a text are written in italics and what that shows about how a character is feeling. This deep dive into character will allow students to truly understand the characters and the lessons that they are learning. By reading four books in the series, students will also have the chance to see how characters develop over the course of multiple texts. By the fourth text, students will have a deeper, more nuanced understanding of all three characters.

This guided reading of Edgar Allan Poe’s “The Pit and the Pendulum” (1842) focuses on expanding vocabulary, developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening writing skills.

In this unit, students explore how plastic pollution is choking the world's oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it's so hard to remove plastic from the ocean once it's there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.

In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.

 The teacher will review the six phases of plot (exposition, inciting incident, rising action, climax, falling action, and resolution). The teacher will read a story of choice out loud, identifying the phases of the plot. Students will then create their own plot comic strip, labeling each phase of plot. Students may create the comic strip on the provided comic strip template, or generate a digital version using the provided Plot Comic Strip Google Slide presentation. Students will share their plot comic strips out loud, identifying each phase of plot in their reading. 

This vocabulary exercise introduces students to the works of Edgar Allan Poe while also expanding their vocabulary of the words Poe invented. Students will identify meanings, parts of speech, and parts of the word through context clues in the text and using word-reference materials.

In this unit, students explore the power of reading and writing around the world. Over the course of the unit, students will grapple with and explore the power involved with education and reading, and why so many people across the world seek the power to read. Students will also discover that not all people have equal access to education and that in many places receiving a high-quality education is not an easy feat. As a connection to the informational unit on continents, when the setting is clearly defined by the author either in the author's note or directly in the text, make sure to reference it and challenge students to notice features of the culture or country. It is important to note that many of the texts in this unit are fiction; therefore, large generalizations about an entire culture or country should not be made based on the books alone. Students should, however, be challenged to think about the ways in which the author portrays the characters' struggles and desire for education and what we can learn from the characters' experiences. It is our hope that this unit, in connection with other units in the sequence, will begin to open students' eyes to the world around us and the ways in which values are similar and different around the world.

In reading, it is assumed that students are inquisitive consumers of the text and are able to retell stories, including key details, using both the illustrations and words as a guide. Therefore, in this unit students will be pushed further to notice more nuanced central messages, particularly related to the idea of education and reading. Students will also be pushed to notice the words and phrases an author includes to suggest feeling and appeal to the senses. In Unit 3, students were exposed to the skill of compare and contrast by comparing and contrasting similar versions of the same story. In this unit, students will be pushed to the next level by comparing and contrasting more nuanced experiences and messages across multiple stories.

In writing, students will continue to write daily in response to the text. In every piece of writing, students should be expected to correctly answer the question and provide details from the text to support their answer. In this unit, students will begin to learn how to explain their evidence and thinking in a way that shows a deeper understanding of the question or text. By the end of the unit, most students should be able to score a 3 on the Reading Response rubric.

This guided reading of Edgar Allan Poe’s “The Raven” (1845) focuses on developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening expository and persuasive writing skills.

This unit challenges students to view history with a critical lens, and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the New World. Students will explore the hardships faced by the colonists, both on the ship and once they arrive in the New World, and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag valued, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe. Then students will be pushed to analyze what really happened at the first Thanksgiving, and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621.

In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner's son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of diffference can help dismantle stereotypes.

It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers' fight for justice and equity.

As 4th grade students have been learning about weather in science, this lesson integrates the content of weather phenomena (tornados) as well as the reading strategy of reading the author’s words and determining whether the information is directly stated (right there) or inferred based on clues from the author’s words.

In this third-grade literature course, students explore the concepts of courage and friendship, beginning in Unit 1 with an author study of Roald Dahl. Even though Roald Dahl is known for writing silly, exaggerated stories with highly engaging characters, his stories have important themes and messages embedded in them.

In addition to launching a year-long exploration of the themes of friendship and courage, these texts will also help establish a positive classroom culture as students analyze what it means to help others, be a good person, and show courage. We hope this unit, in connection with all of the units in our third-grade literature course, will help students develop a deep and nuanced understanding of both friendship and courage.

In reading and writing, this unit focuses on setting a strong foundation for text analysis. Students will dive deep into characters and study the ways in which authors develop characters. They will analyze author's word choice, both as a strategy for figuring out unknown words and as a way to improve their own narrative writing. Roald Dahl's fun and playful writing style also allows for an exploration of how reading with expression and fluency helps develop comprehension.

This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.

This unit is focused on three classic fairy tales: The Three Little Pigs, The Three Bears, and Little Red Riding Hood. With each fairy tale, students are first exposed to the classic version, familiarizing themselves with the basic plot and lessons. Then students explore the ways authors change setting, characters, and plot while still maintaining the overall essence of the classic story. Some of the changes the authors make reflect the nuances of different cultures and environments, while others are made for entertainment and humor. Either way, students will explore the idea that different authors can use their own perspective and culture to shape the stories they write or retell. By reading multiple versions of the same classic fairy tale, students will also be able to grapple with the bigger lessons of each tale—the importance of not talking to strangers, how hard work and patience pay off, and the importance of respecting others' property and privacy. Over the course of the unit, students will be challenged to think about how each of these unique themes is portrayed and how in each different version of the fairy tale the characters may learn the lesson in slightly different ways. It is our hope that this unit, in connection with others in the sequence, will help students see the power of storytelling and how simple stories can be changed and improved based on an author's ideas and preferences.

In reading, this unit builds directly onto the reading strategies from unit 2. Students will continue to be pushed to be inquisitive consumers of text, asking and answering questions about characters, setting, and plot as they listen to and engage with a text. Students will also continue to work on retelling stories and including key details. Similar to units 1 and 2, students will continue to think deeply about characters and setting and how the details an author includes in the illustration and text help a reader better understand both. Because most of the focuses for this unit are a repeat of similar focuses from units 1 and 2, students should be pushed to a much higher level of rigor and understanding than in previous units. One new focus of this unit, however, is on comparing and contrasting the adventures and experiences of characters in stories. Students will be asked at multiple points to use information they have learned about key events, characters, and setting to compare and contrast different versions of the classic fairy tale. Students should be pushed beyond just superficial comparisons across the different stories. At the end of the unit, students will also have a chance to retell and act out the different fairy tales, putting their own'artistic' spin on the fairy tale.

In writing, students will continue to write daily in response to the text. In unit 2, students began to write answers that correctly answered the questions using facts. In this unit, students will be pushed to continue to focus on correct answers that may show some level of inferential or critical thinking. Students will also begin to learn how to include details from the text in their answers. At this point in the year, it is not important that students have the best evidence but rather that they are including some details that support the answer to the question in one way or another. Structure and grammar feedback during this unit should be based on assessment data from units 1 and 2.

This unit serves as a launch to fifth grade literature. By reading the core text, Seedfolks, students will explore what it means to be part of a community and how the actions of one person can positively impact an entire community. Students will grapple with how being part of a community can help a person change and evolve as they discover new things about themselves. Students will also wrestle with how prejudice and racism impact the way people treat each other and the ways in which both can influence an entire community. It is our hope that this unit helps establish a strong classroom community and that the characters in Seedfolks can serve as a model for how people from all walks of life can come together to be part of a strong, productive community.

The text Seedfolks was chosen not only because of its portrayal of the power of community, but also because of the unique structure of the text. Each chapter is told from a different character's point of view and shows how as the garden grows, the character's hearts grow bigger and their worldview and compassion grow. The structure of the text allows for students to begin exploring two key fifth grade standards, comparing and contrasting two or more characters and describing how a narrator's or speaker's point of view influences how events are described. Since this is the first unit of the year, an underlying focus of the unit should also be on establishing expectations for annotation, discussion, and vocabulary.

In this unit, students begin to grapple with the overarching question of how a person develops values, identities, and beliefs while reading the novel Shiloh. Marty, the main character in Shiloh, sees someone mistreating a dog and thinks it's his right and responsibility to step in to save the dog, even if the dog doesn't belong to him. His action raises a question for readers about when an individual should step in to take a stand against what he/she believes to be an injustice. His action also causes readers to consider how different people, depending on their values, identities and beliefs, may have different opinions on what constitutes an injustice. Students will be challenged to take a stand on both of these ideas, based on the experiences and opinions of the different characters in Shiloh. Students will also be exposed to the idea of courage, and what it means to show courage, especially in situations where you are standing up for what you believe in. It is our hope that this unit will inspire students to grapple with these questions at a deeper level and understand the power of showing courage to fight for the things they believe in, no matter what obstacles they may face.

Shiloh was chosen as the text for this unit not only because of the powerful themes, but because of the way in which Phyllis Reynolds Naylor artfully develops the setting, characters and plot. In this unit, students will be challenged to think deeply about how the details an author includes help a reader better understand a character's thoughts and actions. The setting of Shiloh in rural West Virginia in the 1970s allows students to deeply analyze how an author develops setting, and how the setting of a text influences the characters. Finally, students will begin to notice how the point of view of a story influences the way a story is told.

In this folktales unit, second graders explore Spider, or Anansi, folktales from Western Africa. Folktales have been used for generations to teach important lessons about human nature and the consequences of good and bad behavior in a way that is clear, convincing, and easily relatable. Through reading and learning about Spider, students will be able to debate and analyze what it means to be a good person and the importance of hard work and cooperation. Studying the actions of Spider, a character with whom it is easy to connect and empathize, allows students to begin to develop a sense of moral behavior and understanding of the world around them by learning from the actions of others. It is our hope that this unit, in connection with others in the sequence, will help students begin to develop a strong moral compass and understanding of what constitutes'right' and'wrong.'

This resource provides Summative extension activity options for an existing resource entitled: A Raisin in the Sun by Lorrain Hansberry. Teachers work with the original resource first to guide their main unit-instruction: https://goopenva.org/courses/a-raisin-in-the-sun-by-lorraine-hansberry-2/view

Next, they can review the Summative extension options provided in this resource to produce creative sythensis activities designed to extend the depth of knowledge students will gain from this lesson.

This resource provides Summative extension activity options for an existing resource entitled: A Raisin in the Sun by Lorrain Hansberry. Teachers work with the original resource first to guide their main unit-instruction: https://goopenva.org/courses/a-raisin-in-the-sun-by-lorraine-hansberry-2/view

Next, they can review the Summative extension options provided in this resource to produce creative sythensis activities designed to extend the depth of knowledge students will gain from this lesson.