Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
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 Lesson 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 are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in triads to answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 2 of Peter Pan in Opening B.
Recall that the research reading students complete for homework helps build both their Vocabulary and knowledge pertaining to literary classics. This kind of reading continues over the course of the module.

Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
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 answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 3 of Peter Pan in Opening B.

In this lesson, students read the next chapter of Esperanza Rising, "Las Papayas," and analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before digging into Article 23 of the UDHR through a guided close read (RI.5.1, RI.5.4, L.5.4).
The lesson is written for "Las Papayas" to be a teacher read-aloud, but it can be organized in different ways to meet the needs of your students. For example, students could read the chapter in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
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).
Throughout the close read, students answer selected response questions. At the end of the lesson, they consider the strategies they used to answer those questions and the strategies are recorded on an anchor chart for reference throughout the year.
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.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Article 3 of the UDHR aloud during Opening B.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
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.

In this lesson, students read the next chapter of Esperanza Rising, "Las Guayabas," and analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before digging into Article 2 of the UDHR through a close read (RI.5.1, RI.5.4, L.5.4).
Rather than participating in a guided close read during Work Time B, students work in triads to closely read and answer questions about the article. This is gradual release in preparation for the mid-unit assessment in the next lesson. After closely reading Article 2 of the UDHR, students find the main ideas and write a summary (RI.5.1, RI.5.1, RI.5.9).
The lesson is written for "Las Guayabas" to be a teacher read-aloud, but this can be organized in different ways to meet the needs of your students. For example, students could read the chapter in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
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).
Continue to use Goal 1 Conversation Cues to promote productive and equitable conversation.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Las Guayabas" from Esperanza Rising during Opening B and Article 2 of the UDHR 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.

The goal of this assignment is for students to write an editorial, either by themselves or with a partner. This topic will be something they are interested in or passionate about and hold a particular opinion that they wish to share with others. The learning cycle will focus on students exploring topics and finding one they hold an opinion about. Further points of the cycle will involve students learning about various methods of persuasion and how to find evidence to support their position.

This video is about the College March, an EL Education tradition. On College March Day in December, seniors in EL Education public schools - where every single student is prepared for college success- march together to a local post office to mail in their college applications. This tradition inspires hope and pride in urban and rural communities, as the seniors show younger students and families a new vision of what is possible. The opening montage shows college marches from around the United States, and describes the tradition's roots in New York City Outward Bound schools. This video also features a case study of a 2016 College March at Harborside Academy in Kenosha, Wisconsin.

Explore factors that define levels of development.

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.

This video explains how to compare decimals by comparing place value and fractions.

This video explains how to compare fractions with the different denominators using modeling.

This video explains how to compare fractions with the same denominators using the meaning of a fraction.

This video explains how to compare fractions with the same numerators without using the LCD.

G1.2.1 - Apply geographic inquiry skills (acquire, organize information to analyze an issue)
G1.2.3 - Use, interpret and create maps (population, natural features, land use)
G1.3.1 - Use fundamental themes of geography (regions,movement, human-environment interaction)
G2.1.3 - Locate and describe world climates and ecosystems
(tropical wet, wet and dry, semi-arid, arid)
G3.1.1 - Interpret and compare climographs (climate graphs at different latitudes)
G3.1.2 - Explain causes of different climates (latitude)
G3.2.1 - Locate, compare/contrast major ecosystems.

When most people think of the Civil Rights Movement in America, they think of Martin Luther King, Jr. Delivering his "I Have a Dream" speech on the steps of the Lincoln Memorial in 1963. But "the Movement" achieved its greatest results due to the competing strategies and agendas of diverse individuals.

Overview
Use this lesson to review and practice consonant digraphs with your students.

This lesson will guide your students into a deeper understanding of how the three main branches of the American government check and balance each other. This activity can be utilized ideally in a classroom setting but could also conceivably be moved online in the form of a google plus or skype exercise. Student will be broken into three groups, one for each main branch;Executive, Judicial, and Legislative. The groups then must each decide on an action that they would like to take. Once they divulge the action they would like to take the other groups must peruse the Constitution and their textbooks and seek ways that their branch could check and/or balance the proposed action of the other.

The delegates at the 1787 Convention faced a challenge as arduous as those who worked throughout the 1780s to initiate reforms to the American political system. In this unit, students will examine the roles that key American founders played in creating the Constitution, and the challenges they faced in the process.

This is a pre-teaching Costa Rica quick unit. I used this to teach students about Costa Rica before reading the short novel "Robo en la Noche." It includes information as well as interactive activities.