Learn about the Wyoming gold rush that occurred in South Pass City, and explore the varied perspectives of the people who experienced the gold rush in the 1840’s-1860’s.

In the accompanying lesson plan (found in the Support Materials), students will watch a video that introduces the gold rush and the people who were impacted by it, and then hold a discussion to understand the multiple perspectives. Then, the students take part in a creative writing activity in which they create a piece of text from one of the perspectives.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will learn how to write a fictional narrative based on nonfiction resources, following a set of parameters.
Students will understand the motivations and perspectives of various people during the Wyoming gold rush.

Learn about the techniques gold miners used to collect gold ore from the area around South Pass City, as well as the hazards they faced during the mining process.

In the accompany lesson plan (found in the Support Materials), students will watch a video that explains the mining process and hazards, and then create caution signs to show their understanding of the challenges the miners faced. Finally, the students will take part in a collaborative STEM challenge to build a working hoist using a limited amount of supplies.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will understand how technology impacted the mining process of early gold miners, as well as the hazards the miners faced.
Students will define a design problem and use limited resources to solve it.

Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. This curriculum unit will introduce students to several important questions pertaining to the war.

This learning object will have your students understand how important protecting ourselves from government is and how necessary a bill or rights is.
Your students will share a google doc with their group for collaboration on a bill of classroom rights and then come together as a class to choose the top ten rights by having the students vote using surveymonkey.com to allow students to vote via a chromebook or computer. When finished have a class representative present your list of rights to the principal for ratification.

Find areas that are predicted to change because of climate change.

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.

In this lesson, students reread an excerpt from My Librarian Is a Camel about their expert group's country to learn more about how some people in that country access books. They follow an Expert Group Guide: My Librarian Is a Camel to closely reread this excerpt and complete the Close Read Note-catcher: Expert Group My Librarian Is a Camel. This note-catcher follows the same format as the Close Read: My Librarian Is a Camel, Pages 18-19 note-catcher used during the close read in Lesson 2 (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.8, SL.3.1b, L.3.4).
The close reading in this lesson is mostly student-led, so students work with their expert groups with teacher support when necessary. Because the Expert Group Guide follows the same structure for each group, consider supporting students in pacing as they work through the guides.
In Opening A, students participate in the Back-to-Back and Face-to-Face protocol. Consider how familiar students are with this protocol and reallocate class time spent introducing it as necessary.
In this lesson, the habit of character focus is working to become an ethical person. The characteristic students are reminded of specifically is integrity, in relation to completing their research reading homework.
Students practice their fluency by reading excerpts from My Librarian Is a Camel with their expert group in Work Time A.
This lesson contains an optional Language Dive for ELLs. Before the lesson, review the Language Dive materials and consider whether all students would benefit from them. Adjust the timing of the lesson as needed.
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 participate in a teacher-led close read of a complex text about animal defenses. This close read guides students through the text's challenging vocabulary and helps them understand the animals' defense mechanisms, which they will research in expert groups over the next several lessons (RI.4.4, L.4.4). In addition, students cite evidence from the text to support the answers to their questions (RI.4.1). This close read aims to gradually release students by introducing question patterns that repeat throughout the close read.
Students are also introduced to modal auxiliaries through close reading.
This lesson is the second in a series of three that include built-out instruction for the use of Goal 3 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). Goal 3 Conversation Cues encourage students to deepen their thinking. Continue drawing on Goals 1 and 2 Conversation Cues, introduced in Module 1, and add Goal 3 Conversation Cues to more strategically promote productive and equitable conversation. In Module 3, Goal 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.
Note that the student version of the "Provide reasoning and evidence" Goal 3 Conversation Cues (and expected student responses) are built into the Discussion Norms anchor chart in Work Time A. The "Challenge Thinking" Goal 3 Conversation Cues were built into the Discussion Norms anchor chart in Lesson 1. The "Think about thinking" Goal 3 Conversation Cues are not built into the Discussion Norms anchor chart, as these cues are best suited for teachers to prompt students.
Consider inviting students who need an extension opportunity to be peer coaches.
In this lesson, the habit of character focus is working to become effective learners. The characteristics they are reminded of in this lesson are perseverance and collaboration as students closely read the complex text "Fight to Survive!"

In Opening A, students are guided through a research reading share. Consider using the Independent Reading: Sample Plans (see the Tools page) if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students' growing ability to read a variety of literary and informational texts independently and proficiently (RI.3.10, RL.3.10, SL.3.1).
In this lesson, students complete a close read of pages 1-11 of Nasreen's Secret School to better understand the lesson or message and how it is conveyed through the details in the text (RL.3.1, RL.3.2, RL.3.3, RL.3.4, L.3.4). In preparation for the end of unit assessment in Lesson 11, students work in triads for this close read to answer the questions without teacher guidance. The questions are in a similar format to those on the assessment to provide students with adequate practice.
Continue to reinforce the habits of character introduced throughout the unit, particularly as students may be sensitive to the content of this story.
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 participate in a teacher-led close read of pages 11-12 of The Most Beautiful Roof in the World. This close read guides students through analyzing the structure and main idea of this excerpt (RI.5.1, RI.5.2, RI.5.4, RI.5.5, L.5.4a, L.5.4b, L.5.4c).
The close reading in this lesson is mostly teacher-led, so all students work at the pace the teacher sets, with support where necessary. Consider inviting students who need an extension opportunity to be peer coaches.
Following the close read, students read a familiar excerpt from The Most Beautiful Roof in the World to learn about a new text structure (RI.5.5). Then, students shift focus to read a new informational text about the rainforest for the gist (RI.5.4, L.5.4).
In Work Time C, refer to Finding the Gist and Unfamiliar Vocabulary: "Rainforests and Why They Are Important" (answers, for teacher reference; see supporting materials). Words students are likely to be unfamiliar with have been included in the Unfamiliar Vocabulary column, with accompanying definitions provided in the Meaning column; however, these words may vary based on students.
In Closing and Assessment, students participate in the Interactive Word Wall protocol to better understand some of the domain-specific words from the module so far (RI.5.4, L.5.4).
This lesson is designed for students to use an internet source as a text. If the technology necessary for students to complete the reading is unavailable, provide them with a printed copy of the text.
Help students understand that although it is still newly discovered for this society, indigenous people have been living in the rainforest canopy for a long time. Provide the example that the Korowai tribe in Papua New Guinea were living in the canopy long before Meg Lowman began researching. They are an example of local people who have been exploring, experimenting, building technology, and living in the canopy for many years. Consider providing information about indigenous communities that live in and explore the forest canopy. For example, show photographs of the Korowai tribe.
Students practice their fluency in this lesson by rereading an excerpt from The Most Beautiful Roof in the World with their triad in Work Time A and following along and reading silently as the teacher reads "Rainforests and Why They Are Important" in Work Time C.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristic students are reminded of specifically is collaboration, as they work in triads.

In this lesson, students complete a close read of pages 20-21 of More Than Anything Else. This book does not have page numbers, so for reference this excerpt begins with "After work, even though ..." and ends with "... the newspaper man." The focus of this close read is analyzing the figurative language in order for students to understand the challenges Booker was facing when trying to read, and some of the strategies he used to help himself overcome those challenges. This will provide them with details to support the lesson or message (RL.3.1, RL.3.3, RL.3.4, L.3.4).
During the close read, students participate in a Language Dive that guides them through the meaning and purpose of a sentence from More Than Anything Else (RI.3.1, RI.3.3). The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. Invite students to discuss each chunk briefly, but slow down to focus on the structure I am trying to jump without legs. Students then apply their understanding of the concepts in this sentence when writing their reading contracts later in the unit. A consistent Language Dive routine is critical in helping all students learn how to decipher compelling sentences and write their own. In addition, Language Dives hasten overall English language development for ELLs.
Continue to be aware and to remind students 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 as a slave 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. Some students may be uncomfortable with the continued discussion about slavery and abolition. Discuss student feelings in private and with families, formulating alternative approaches if necessary.
In this lesson, the habits of character that are focused on are working to become an effective learner and working to become an ethical person. The characteristics students are reminded of specifically are respect, empathy, and compassion as they work with a story that some students may find upsetting, and perseverance based on Booker's perseverance and asking for help in More Than Anything Else, and also based on students' own perseverance during the close read.
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.
This lesson is the second in a series of three that include built-out instruction for the use of Goal 2 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). 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. Consider providing students with a thinking journal or scrap paper.

In Opening A, students are given vocabulary logs (RL.3.4, L.3.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading both throughout the module and the school year.
Students complete a close read of pages 5-13 of Rain School to better understand the challenges faced and how they were overcome (RL.3.1, RL.3.2, RL.3.3). Continue to ensure students understand that although these are the challenges faced by Thomas and some students in Chad, not all children in Chad have the same experience. There is an option for students to use manipulatives such as play-dough and drinking straws to build a model school with a roof during the close read.
The close reading in this lesson is mostly teacher-led, so all students work at the pace the teacher sets, with support where necessary. Consider inviting students who need an extension opportunity to be peer coaches.
Recall that although this story is set in Chad, it isn't a fable, folktale, or myth from another culture and 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.
This lesson is the final 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.
Continue to use Think-Pair-Share strategically to promote productive and equitable conversation. (Refer to the Classroom Protocols document for the full version of the protocol.)
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.

This lesson is the first of six in a series of close read-alouds for the text Stone Girl, Bone Girl. In this lesson, students are introduced to Mary Anning, the real-life fossil hunter. Students use the content knowledge to kick-start their study on paleontologists and fossils. This close read-aloud provides in-depth practice on multiple literacy skills, including retelling a story and identifying characters' responses to events.
During the close read-aloud, students practice looking closely at pictures and word choices when examining small sections of the text read aloud. Close read-alouds by definition are with complex texts, so the Close Read-aloud Guide provides intentional questions to help students with comprehension. For additional information on close read-alouds, see the Teaching Notes in Module 1, Unit 1, Lesson 6.
This lesson introduces students to selected response questions (SRQs). Students are introduced to multiple strategies to help them answer an SRQ in preparation for the Unit 1 Assessment. In this and future modules, students will practice these types of questions in preparation for assessments in third grade and beyond.
In the Closing, students revisit perseverance, a habit of character, and learn about a new habit of character, initiative. Students identify these two habits of character while participating in the close read-aloud of Stone Girl, Bone Girl. Students also see a more personal application while talking about new challenges in the classroom, such as SRQs.

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

In the Opening, students review these habits of character: perseverance and initiative. Having a strong understanding of these habits of character is important because students use that understanding and apply it to situations presented by the main character of the close read-aloud.
This is the third of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students learn about character responses and begin a chart to track Mary Anning's responses to challenges in her life. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
In Work Time B, students practice retelling the beginning of the book (pages 1-8) to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students move from orally retelling the story to writing the retelling. Students repeat this process a few times before completing a chart for this story and the Unit 1 Assessment text.

Students begin to create their "Curiosity Museum," a collection of fossils and captions about them. This activity is meant to build engagement in the topic and deepen student exposure to fossils. Consider inviting students to bring in pictures or artifacts related to fossils to store in the museum (see the In Advance section for preparation).
This is the second of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students read the first two pages closely to understand the characters and setting. Students participate in several vocabulary exercises to understand the imagery created by the text. (RL.2.1, RL.2.2, RL.2.5, RL.2.7)
During the close read, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses the quantifier few to signal one challenge in the main character's life. Students then apply their understanding of the structure and meaning of this sentence when retelling the first section of the book, in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure had few friends.
Students are introduced to retelling in Work Time B, when they practice retelling the first section of the book to build mastery toward RL.2.2, RL.2.5, and SL.2.2. Because the speaking and listening standard is so closely linked to these reading standards, it has been included on the checklist for assessing students in this unit. Students continue to practice retelling in preparation for the Unit 1 Assessment.

This is the fourth of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to a series of important events in the book, including meeting the Philpot sisters, exploring the Philpot sisters' house, and Pepper's death. Students also Language Dive to better understand fossils and retelling past events. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
During the close read-aloud, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence was chosen for its use of regular and irregular past tense verbs and for its connection to current and future content. Students then apply their understanding of the structure and meaning of this sentence when thinking about the Unit 1 guiding question, "What do paleontologists do?" and in retelling using regular and irregular past tense verbs in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure that the fossils were the remains.
In Work Time B, students practice orally retelling a portion of the middle of the book to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students continue to practice retelling in preparation for the Unit 1 Assessment.
In Work Time C, students complete written answers after listening to a portion of the text read aloud. The writing focuses on an event (Pepper's death) and Mother's response to that event (selling their goods). This writing exercise reinforces student understanding of character response in a text. (W.2.8)

This is the final lesson in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to how Mary found her biggest fossil and became a famous fossil hunter. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
Students participate in two culminating tasks for the read-aloud: How Mary uses a habit of character to respond to challenge and a written retelling of the beginning, middle and end of Stone Girl, Bone Girl. These activities provide important data on student progress toward the standards being assessed in the Unit 1 Assessment. The unit assessment takes place in Lessons 8-9 to monitor students' ability to independently retell important events in a story and identify a character's response to an event. (W.2.8, SL.2.2)
In the Closing, students revisit one of the Unit 1 guiding questions: How does a character respond to major events? After working closely with this focus question in the close read-aloud, students can apply their ideas to future work and texts read in class during the module.

The structure of subsequent lessons in this unit is similar to that of this lesson: language work, read-aloud, role-play, and independent writing. The predictability of the lessons helps students focus on the rigor of the work. Pay careful attention to the routines in this lesson to apply them in later lessons.
This is the first lesson in a series of four in which students create and manipulate two types of sentences: simple and compound.
In Work Time A, students are introduced to The Lion and the Bird and complete a close read-aloud. Students continue this close read-aloud in the next lesson. In this lesson, they discuss the story elements (character, setting, and problem) and begin creating the Stories of Bird Helpers anchor chart. This anchor chart represents story elements with icons, which students will use independently in the Icon Sentences protocol and in the Unit 1 Assessment in Lesson 9. The anchor chart develops students' understanding of characters' experiences within each text, which will help them compare and contrast the experiences between texts in the Unit 1 Assessment. Students develop similar anchor charts for each text read in this unit.
The pages of The Lion and the Bird are not numbered. For instructional purposes, the page that begins with "Lion is working in his garden ..." should be considered page 4 and all pages before and after numbered accordingly.
Encourage students to use their whole bodies to participate in the Role-Play protocol. Being fully engaged in the protocol will reinforce their understanding of the story. Use this activity to assess students' comprehension of the story elements they are role-playing.
Students practice the skills learned in the Opening (simple sentences) while writing in response to the text during Work Time B. This independent writing develops the skill of using evidence from the text to support an answer--a skill heavily relied on in Units 2-3.
In the Closing, students are introduced to the Icon Sentences protocol, which allows them to get more comfortable using the icons while discussing habits of character.

In the Opening, students read along silently as the teacher rereads A River of Words. Although students do not do a close read of this rich text, it is worth a second read in order to give students a foundational understanding of the life of William Carlos Williams, which in turn will support them as they closely read the Author's Note (a more complex text) later in the lesson.
In Work Time A, students participate in a teacher-led close read of the Author's Note in A River of Words. This close read guides students through explaining what inspired William Carlos Williams to write poetry (RI.4.1, RI.4.3, RI.4.4, L.4.4).
During the close read, students participate in a Language Dive that guides them through the meaning and purpose of a sentence from A River of Words (RI.4.1, RI.4.3, L.4.4a). The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses an adverbial clause to provide information about a poets writing process. Invite students to discuss each chunk briefly, but slow down to focus on the structure by stripping away unnecessary details. Students then apply their understanding of the concepts in this sentence to reflecting on their own writing process. A consistent Language Dive routine is critical in helping all students learn how to decipher compelling sentences and write their own. In addition, Language Dives hasten overall English language development for ELLs.
The close reading in this lesson is mostly teacher-led, so all students work at the pace the teacher sets with support where necessary. Consider inviting students who need an extension opportunity to be peer coaches.
The Author's Note in A River of Words is provided in the supporting materials, so each student can have his or her own copy. This is a complex text, so closely reading it will ensure students learn more about William Carlos Williams, in particular his poetry style and how it is unique. This will be important later in shared writing sessions when students learn to extract appropriate information from the book, the Author's Note, and the timeline in A River of Words to use in their writing.
In this unit, the habit of character focus is on working to become effective learners. The characteristic they practice in this lesson is collaborate, because they will be working to together to closely read the Author's Note from A River of Words.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads A River of Words in Opening A and the Author's Note in Work Time A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and what inspires people to write. 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 make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before digging into Article 17 of the UDHR through a guided close read (RI.5.1, RI.5.4, L.5.4).
During the close reading in Work Time B, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Article 17. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. Invite students to discuss each chunk briefly, but slow down to focus on the underlined subject-predicate structure. Students can then apply their understanding of this structure as they complete future writing and speaking tasks. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations may hasten overall English language development for ELLs. Note that unlike the connected (but optional) Language Dive for ELLs included in the supporting materials of Lesson 8, this Language Dive is embedded in the Close Reading Guide to benefit all students.
Many articles of the UDHR could be applied to each chapter. Students may make suggestions other than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
After closely reading Article 17 of the UDHR, students find the main ideas and write a summary (RI.5.1, RI.5.1, RI.5.9).
At the end of the lesson, students are introduced to A Life like Mine by DK Publishing and make connections between that text and Esperanza in Esperanza Rising. The purpose of this text is to help students understand that home means different things to different people.
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation. Refer to the Lesson 3 Teaching Notes and see the Tools page for additional information on Conversation Cues.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Article 17 of the UDHR aloud during Work Time B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. 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.