""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

I can identify strategies to overcome reading challenges to become an independent and proficient reader. (W.3.5, SL.3.5)
I can analyze someone reading aloud effectively to generate criteria for reading fluency. (RF.3.4)

This reading work booklet is designed to help your students develop their reading skills. They have to complete a series of tasks which should demonstrate how important reading is not just for everyday life; but for pleasure too.

Culminating Activity: Reading and Writing Identity (5 days)
Day 1. Memoirs: Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and reflecting as we did at the beginning of class. Narratives tell a story, but memoirs show how the event impacted the author’s life.
Characteristics of memoirs:
-Use 1st person point of view
-Use true accounts of actual events
-Describe any conflicts faced by the author
-Include the author’s feelings about the situation or event
Students will work on planning their memoir.
Day 2. Students will work on their memoirs, then share with partners.
Day 3. Finish draft
-Revise and edit your paper
-Peer revise and edit (if finished early)
-Revise some sentences to make them showing sentences
Narrative Checklist Sample
Third Grade Editing Checklist
Day 4. If you have access to technology, students could create a digital book, PowerPoint, or a different digital display.
Students will peer edit and then work on their memoir project.
Day 5. Students will move freely around the room to read each other’s memoirs. If your class needs more structure, set a time to indicate a rotating schedule.

Week 34, Day 1---Day 5
Cumulative Task: Reading and Writing Identity
"The personal narrative you will be writing will be a reflection of how you have changed as a reader and writer this year. It’s going to be like a year in review, so you will create a mini book as part of the memoir project."
Grade 4 Narrative Checklist Sample
If you have access to technology, students could create a digital book, PowerPoint, or a different digital display.

In Unit 1, students begin their study of frogs by working with a series of short, engaging poems. These poems are used as a springboard for the unit, piquing student curiosity about frogs and raising questions about these unusual creatures. For each poem, the class develops one or more questions that begin with "why." These "why" questions will be used as the base for two different types of writing throughout the module. In Unit 1, students also study pourquoi tales and write narratives to answer the questions they raised. They will revisit these questions in Unit 2 when they study informational writing about frogs.
The first half of the unit focuses on reading and analyzing poetry and pourquoi tales. Students closely read poems about frogs with a focus on vocabulary, structure of poetry, and reading fluency. They also read and analyze pourquoi tales and plan and draft a pourquoi tale answering the question "Why do polliwogs wiggle?" as a class. For a mid-unit assessment, students will demonstrate their reading skills through reading a new poem about frogs and a new pourquoi story.
In the second half of the unit, students will apply what they have learned about narrative writing to plan and draft their own pourquoi stories. They focus on the components of narrative writing: a beginning that establishes the character and situation, a middle that introduces a problem and the characters' response to the problem, and an ending that resolves the problem. Students will revise and edit their stories for word choice, including comparative and superlative adjectives and adverbs, and publish their stories to be included in their Freaky Frog books as part of the final performance task. In the End of Unit 1 Assessment, students write a new pourquoi tale that answers one of the "why" questions that arose from the first half of the unit. Unit 1 culminates in a Frog Festival.
RL.3.2, RL.3.4, RL.3.5, RL.3.10, RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.4, L.3.6

This two week unit will have students analyze and then write their own 2 Minute Mystery stories.  Students will immerse themselves in the genre of 2 Minute Mysteries, learn mystery terms, identify literary devices, and eventually write their own mysteries.

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

In Opening A, students familiarize themselves with the End of Unit 3 Assessment, Part II Prompt in order to frame the unit, as well as provide a purpose for reading More Than Anything Else.
In Work Time A, students hear More Than Anything Else read aloud. This book focuses on the struggles Booker T. Washington faced when he wanted to learn to read. Be aware that while this book is set after the civil war, the reasons for Booker's challenging conditions are as a result of his first years spent enslaved and the challenges his family faced when the United States abolished slavery, which may be a sensitive issue for students who have a background of slavery in their family or culture. A time for silent reflection is provided after reading the book to give students time to process the connections they make with the story. Be aware that these connections may be personal, and students are not required to share them.
Students are not given any context before the read-aloud. Instead, context is provided as they complete the Recounting the Story note-catcher through an additional short text that will help students better understand the issue of access in this story.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 2 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 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. See the Tools page for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 2 Conversation Cues you will see in this unit and in Module 2, Unit 1 are (with expected responses):
To help students listen carefully to one another and seek to understand:
Teacher: "Who can repeat what your classmate said?"

Student: "She said _____."

Teacher: "Who can tell us what your classmate said in your own words?"

Student: "He was saying that _____."

Note that the student version of Goal 2 Conversation Cues (and expected student responses) are built into the Discussion Norms anchor chart in this lesson. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood, whereas Goal 2 encourages students to listen carefully to one another and seek to understand. Goals 3-4 take students to deeper levels of conversation, from deepening their thinking to thinking with others. Although some of the Goal 1 cues added to the Discussion Norms anchor chart during Unit 1 may seem similar, the cue added in this lesson should be used to help students reach Goal 2.
Throughout this unit, students revisit the module guiding question: "Why are education, books, and reading important?" In this lesson, they consider why reading is important to Booker, and to themselves. Some students may not think reading is important, particularly if they are from a culture where there isn't such a heavy emphasis on reading, so be sensitive to this. Continue to emphasize college and career readiness as the reason for this focus.
In this lesson, the habit of character focus is working to become an ethical person. The characteristics they are reminded of specifically are respect, empathy, and compassion as they listen to a story that some students may find upsetting.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The lesson opens with time for students to share their reflections about the module guiding questions if they choose. Continue to be sensitive to students and families' feelings about literary classics like Peter Pan and to acknowledge that these feelings and experiences may differ. Some students may have little schema about this concept of a classic, which is also fine.
In Work Time A, students read an informational text about the author and the historical context of the story to help them understand many of the issues they may encounter (e.g., the stereotypes result from the time period in which the text was written).
After reading each chapter, students make connections between what they have read in Peter Pan and the informational text "Peter Pan: The Author and Historical Context" to ground their understanding of the issues that Peter Pan presents in a common text. This routine is introduced in Work Time B of this lesson and will be continued in later lessons. Pay careful attention to the routine in this lesson in order to apply it to subsequent lessons. Monitor your students and determine whether there are issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, or independently.
In this lesson and throughout Modules 3-4, ELL supports and the Mini Language Dives within the Meeting Students' Needs column will continue to be labeled and condensed (see Teaching Notes in Unit 1 Overview).
In this lesson, the habit of character focus is on working to become ethical people. The characteristic that students practice in this lesson is respect, because of the potentially diverse views of students in response to the guiding questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads "Peter Pan: The Author and Historical Context" in Work Time A.
In this lesson, students choose independent research reading books (RL.3.10, RI.3.10). Consider using the Independent Reading: Sample Plans if you do not have your own independent reading review routines (see the Tools page).
The research reading that students complete for homework will help build both their Vocabulary and knowledge pertaining to literary classics. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

This lesson follows a similar structure to Lesson 3. Students listen to a new text read aloud (Rain School), then reread it in triads and work together to complete the Reading for Gist and Recounting the Story note-catcher and determine the story's central message or lesson (RL.3.1, RL.3.2, RL.3.3). The story is set in Chad and focuses on the challenges a boy named Thomas faces with access to education. In the next lesson, students will gather evidence to explain how the central message/lesson/moral is conveyed by details in the text (RL.3.2).
Since students work in triads throughout this lesson, the Think-Pair-Share protocol is modified to Think-Triad-Share. Given the increase in the number of voices that must be heard during the triad share, provide additional time during this part of the protocol. Also ensure that each student gets to ask the question to another student (e.g., student A to student B, student B to student C, student C to student A).
This lesson is the second in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues 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). As the modules progress, Goal 2, 3, and 4 Conversation Cues will be gradually introduced. Goal 1 Conversation Cues encourage all students to talk and be understood. Consider providing students with a thinking journal or scrap paper.
Students who finish quickly, require an extension, or are motivated by engaging in Chadian culture could research to find out more about the country of Chad in books or on the internet.
In this unit, the habit of character focus is working to become ethical people. The characteristic students are reminded of is respect because of the sensitive nature of the text in relation to student experiences and family/cultural backgrounds.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
Recall that students are not given independent reading journals until Lesson 6. The homework reflects this by simply asking students to read their research text for at least 10 minutes. In the second half of the unit, they will begin responding to prompts in their independent reading journals.

This lesson follows a similar structure to Lesson 3-4. Students listen to a new text read aloud (Nasreen's Secret School), then reread it in triads and work together to complete the Reading for Gist and Recounting the Story note-catcher and determine the story's central message or lesson. This story is set in Herat, Afghanistan, and focuses on the challenges a girl named Nasreen has both at home and in trying to go to school. Be aware that students with family members who have lived in or are currently living in Afghanistan may be sensitive to this story or may have other stories about the country that they want to share.
In this unit, the habit of character focus is working to become ethical people. The characteristic students are reminded of in this lesson is respect. Compassion and empathy also are introduced because of the sensitive nature of the text in relation to potential student experiences and family/cultural backgrounds.
Similar to Lessons 3-4, students revisit the module guiding question: "Why are education, reading, and books important?" to consider why school and education are important to Nasreen and her grandmother, and to the students themselves. Recall that students may have a range of feelings about the importance of school and education based on their personal or cultural values and experience, so be sensitive to this.
This lesson continues the use of the Think-Pair-Share protocol. Since students work in triads throughout this lesson, the protocol is modified to Think-Triad-Share, as it was in Lesson 4.
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students hear Waiting for the Biblioburro, a story about the struggles a girl named Ana faces with access to education in Colombia and the help she gets from the biblioburro, a librarian who travels around on donkeys with books. After listening to the story read aloud, students reflect on its message and create the Experiences with Overcoming Challenges anchor chart as a vehicle to share their reflections.
In Work Time A, students participate in the Say Something protocol to complete the Recounting the Story note-catcher (RL.3.2, RL.3.3). After completing this note-catcher, students consider the central message, lesson, or moral and explain how it is conveyed through key details in the text (RL.3.2). Note that this book is based on a real-life biblioburro in Colombia; the story isn't a fable, folktale, or myth from another culture, and so it doesn't fully address the requirement of the RL.3.2 standard. This part of the standard is addressed in more detail in 3M2 with folktales.
Throughout Unit 1, students revisit the module guiding question: "Why are education, reading, and books important?" In this lesson, they consider why reading is important to Ana and to themselves. Recall that students may have a range of feelings about the importance of reading based on their personal or cultural values and experience, so be sensitive to this.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 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 1 Conversation Cues encourage all students to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. Refer to the Tools page for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):
- After any question that requires thoughtful consideration:

Teacher: "I'll give you time to think and write or sketch."

Teacher: "I'll give you time to discuss this with a partner."

- To help students share, expand, and clarify thoughts:

Teacher: "Can you say more about that?"

Student: "Sure. I think that _____."

T: "Can you give an example?"

S: "OK. One example is _____."

T: "So, do you mean _____?"

S: "You've got it./No, sorry, that's not what I mean. I mean _____."

Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 2. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2-4 take students to deeper levels of conversation, from listening to others to deepening their thinking to thinking with others.
Lessons 1-2 featured built-out instruction for Think-Pair-Share. Moving forward, this will no longer be built out within lessons. Continue to use Think-Pair-Share in this way to promote productive and equitable conversation. (Refer to the Classroom Protocols document for the full version of the protocol.)
In this unit, the habit of character focus is working to become ethical people. The characteristic they are reminded of in this lesson is: respect because of the sensitive nature of the text in relation to student experiences and family/cultural backgrounds.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
Recall that students are not given independent reading journals until Lesson 6. The homework reflects this by simply asking students to read their research text for at least 10 minutes. In the second half of the unit, they will begin responding to prompts in their independent reading journals.

This lesson follows the same reading routine for reading the next chapter of Peter Pan. Since this is the final chapter in the story, after reading students recount the entire story and determine the central message (RL.3.2).
In the Closing, students begin to consider whether they would recommend the story of Peter Pan to a friend. This sets up the homework task in which students identify reasons they would or would not recommend the story to a friend, in preparation for writing an opinion essay in the second half of the unit. Since this is done at home, students are able to discuss their opinions with their families. It also ensures anonymity, as student responses are collected without names and used to construct an anchor chart in Lesson 8 (W.3.1).
In this lesson, the habits of character focus are working to become ethical people and working to become effective learners. The characteristics that students practice in this lesson are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in pairs to recount the story and determine a message.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 16 of Peter Pan in Opening B.

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.

Padlet provides a very easy way to document the reflections of learners, as well as be able to share the learning with others. In this lesson, students will reflect on their learning using Padlet. They will be working on an informational reading text.

This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.

In this unit, students will participate in a mock trial that explores the rights and restrictions on individuals attempting to practice their own religion. Students will first familiarize themselves with the Religious Freedom and Restoration Act (“RFRA”), which was intended to further protect First Amendment rights. Students will then read and analyze case documents adapted from a real federal court case, Singh v. Carter, which involved a conflict between a soldier’s desire to exercise his religious practices and the U.S. Army’s interest in protecting its soldiers through uniform and safety requirements.

After learning about the relevant law and facts, students will participate in a mock trial that will allow them to use their knowledge to persuade judges to find either that the soldier’s religious practice is protected by RFRA, or that the Army has an overriding safety concern that forbids the soldier from exercising his religion. The mock trial allows students to assume roles as members of the plaintiff’s team, members of the defendant’s team, neutral judges, or impartial courtroom participants. This allows every student to have a substantive role in deciding or observing a dispute that remains pertinent today. Students engage in the authentic tasks of examining and weighing evidence, and using facts and evidence to formulate and present claims.

This Unit contains 7 lessons:
Lesson 1: Religious Freedom Mock Trial
Lesson 2: Articulating and Applying the Law
Lesson 3: Understanding the Evidence
Lesson 4: Developing a Theory of the Case
Lesson 5: Preparing for Trial
Lesson 6: The Trial
Lesson 7: Debrief and Reflection

Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for Grade 6 Reading students. Students will read a text to determine the author’s purpose and describe how the author’s perspective influences the text. This Remote Learning Plan addresses the following NDE Standard: LA 6.1.6.a It is expected that this Remote Learning Plan will take students 45 to complete. Here is the direct link to the Google Doc: https://drive.google.com/file/d/1lpt7gJMrlenhLV8eC2E486zlJ7Dv5qI8/view?usp=sharing

The attached Remote Learning Plan is designed for 6th Grade Language Arts students. Students will use context clues to determine the meaning of an unknown word using the IDEAS Strategy. This Remote Learning Plan addresses the following NDE Standard: LA 6.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words.It is expected that this Remote Learning Plan will take students 40 to complete.Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/13d23NUCf8s9Thd6nh7RlfkAAHKHN3798m8KviNbaSZM/edit?usp=sharing