Before students read Out of the Dust or another novel that takes place during the Dust Bowl, students will gain background information on the Dust Bowl, Dust Bowl Migration, Mass Exodus, and Black Sunday. They will experience the Dust Bowl through a short video and pictures.

This lesson is intended to provide Outdoor Education or Physical Education students an opportunity to learn how to use a dutch oven while cooking in the outdoors.

Early Warning Intervention and Monitoring System (EWIMS) is an evidence-based, data-driven, decision-making process that is often leveraged as part of a district’s Multi-tiered System of Supports framework. Within the process schools use a continuum of tiered supports for students (Tier 1, Tier 2, Tier 3), each with demonstrated evidence of effectiveness. At Tier 1, schools implement evidence-based practices to support attendance, positive social emotional and behavioral well-being and high course performance for all learners. EWIMS also helps educators systematically identify students who are showing signs that they are at risk of dropping out of school. EWIMS examines the underlying causes of risk, matches student needs to interventions, and monitors student progress and the success of the interventions. Fundamentally EWIMS is an ongoing cycle of examining data and making decisions about supports and interventions to help students get back on track for graduation.

This is a lesson plan designed for third graders on entrepreneurship and the steps to becoming an entrepreneur.

Students will view this slideshow online as the first activity in a blended unit. The activity is meant to introduce the author and some of his works, including several that the students will read as part of the unit. It is primarily intended to spark student interest in the unit. However, it will also aid the students in that they will be better poristioned to read the author's works if they have some sense of what to expect in terms of themes.

     The choice to include such as introductory tool into the unit was based upon prior observations regarding the difficulty of getting students engaged in any lesson when nothing had been done to sprak their interest beforehand.

Conviértete en un detective para resolver el Caso de la Mochila con Mal Olor! Actúa las pistas y saca conclusiones para resolver el misterio.

Cuando el detective Bentley no puede entender por qué su mochila huele mal, recorre los acontecimientos de su día para encontrar pistas. Asumiendo el papel de detectives, los espectadores representan los eventos del día de Bentley y usan pistas textuales para resolver el caso.

Objetivo de Aprendizaje:
Sacar conclusiones de los hechos presentados en el texto y respaldar esas afirmaciones con evidencia textual.

This activity explores patterns and characteristics of El Niño and effects on global climate.

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.

¡Aprende sobre los logros de George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta actuandolos!

Sawyer, un estudiante de la clase de historia, se imagina que presenta un programa de entrevistas con los invitados George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta. Cuando Sawyer entrevista a estas figuras históricas sobre sus logros, los espectadores actúan frases que representan cada uno de sus legados.

Objetivo de Aprendizaje:
Identificar las contribuciones de las figuras históricas George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta.

This is a multi-day research project for Introductory Physics or Physical science students that allows them to research about Electromagnetic Waves and the electromagnetic spectrum. This intends for students to 'dive deep' into one wave type and then present their research to their class through a Ted Talk style presentation.

Overview:This unit is presented as a series of cooperation, team buidling, and problem solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class. Standards 4 and Standards 5 are addessed in this unit. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs. Learning Tasks can be implemented across grade levels using different extensions and refinements.  Modifications and accomodations specific to your learners are strongly recommended. The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book.

For this lesson students will learn the different parts of the elements of a story. They will be able to watch a catchy movie explaining the parts and apply their knowledge to an interactive website.

In this lesson, students revise their pourquoi tales with a specific focus on comparative and superlative adverbs (L.3.1g). While student work may or may not feature comparative and superlative adverbs, this is a time to learn and practice the rules associated with the use of these words.
In Opening A, students' Mid-Unit 1 Assessments are returned with feedback. The purpose of this is for students to have the opportunity to see how they performed in order to improve in their next assessment, and to ask questions if they don't understand the feedback.
Not much time has been given to the revision of pourquoi tales for comparative and superlative adverbs, as it is unlikely that students will have many examples or opportunities for examples in their tales.
It is unlikely that all students will be able to read their narratives in this lesson. As a result, time has been allocated for Frog Festival, Part II in Lesson 14. Divide the group accordingly.
In this lesson, the habit of character focus is working to become ethical people. The characteristic they are reminded of specifically is respect, as they will be participating in the Frog Festival and will need to be respectful performers and audience members.
The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to frogs and specifically frog adaptations. 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.
Some students practice their fluency in this lesson by reading their pourquoi tale aloud during the Frog Festival.

In this lesson, students complete the end of unit assessment, in which they complete two different tasks: having a group discussion about the threats to human rights in Chapters 4-6 of Esperanza Rising (RL.5.1, RI.5.1, W.5.9a, SL.5.1, SL.5.1a, SL.5.1b, SL.5.1c) and answering short response questions requiring students to quote accurately from the text and to examine how the structure of "Las Cebollas" contributes to the overall structure of the novel (RL.5.1, RL.5.1).
To hear all students discuss, create groups of five and provide 7 minutes for each group's discussion. When students are not involved in the discussions, they should complete Part II of the assessment independently.
After the end of unit assessment, students reflect on their learning using the Tracking Progress: Collaborative Discussion recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristics that students practice are respect, empathy, and compassion, as they participate in a text-based discussion, and integrity, as they work independently on assessments.
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 these two lessons, students complete the End of Unit 2 Assessment, Parts I and II. In Part I, students read aloud a new excerpt from The Most Beautiful Roof in the World (RF.5.4). In Part II, they write a literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" (RL.5.1, W.5.2, W.5.9a).
The assessment is spread over two lessons to provide students the time to plan and write their literary analysis essay (Part II) and to provide the time to assess each student individually as they read aloud the excerpt of text (Part I).
Since the assessment is spread over two lessons, students should complete the Tracking Progress: Informative Writing recording form during the Closing and Assessment A at the end of Lesson 13. At the end of Lesson 12, students should use this time to reflect on their work in Lesson 12 using the Tracking Progress: Informative Writing form to see how they can improve in the next lesson. Completing the tracking progress recording form is meant to provide students with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
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 perseverance, as they will be working independently on their assessments, which may be challenging for some of them.

In these two lessons, students complete the End of Unit 2 Assessment, Parts I and II. In Part I, students read aloud a new excerpt from The Most Beautiful Roof in the World (RF.5.4). In Part II, they write a literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" (RL.5.1, W.5.2, W.5.9a).
The assessment is spread over two lessons to provide students the time to plan and write their literary analysis essay (Part II) and to provide the time to assess each student individually as they read aloud the excerpt of text (Part I).
Since the assessment is spread over two lessons, students should complete the Tracking Progress: Informative Writing recording form during the Closing and Assessment A at the end of Lesson 13. At the end of Lesson 12, students should use this time to reflect on their work in Lesson 12 using the Tracking Progress: Informative Writing form to see how they can improve in the next lesson. Completing the tracking progress recording form is meant to provide students with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
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 perseverance, as they will be working independently on their assessments, which may be challenging for some of them.

In this lesson, students begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. 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 begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency recording form. This exercise is meant to provide them with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. 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 complete the End of Unit 3 Assessment. In Part I, they answer selected-response questions about forming and using verbs in the perfect tense. For Part II, they revise their monologue group's Directors' Note for task, purpose, and audience and for use of verbs in the perfect tense. Note that even though students wrote this text as a group, they will work independently to revise and edit it for the assessment. As they work on Parts I and II, they will be called to work one-on-one on Part III of the assessment: reading aloud an excerpt from Esperanza Rising (W.5.4, W.5.5, L.5.1b, RF.5.4).
It may take more than one lesson to listen to all students read aloud, so more time has also been allocated in the next lesson for Part III of the assessment.
In this lesson, the habit of character focus is on working to become an effective learner. The characteristic that students are reminded of specifically is perseverance as they work through their assessment independently.
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.
How it builds on previous work:

Students revised their monologues for use of the perfect verb tenses and for task, purpose, and audience earlier in the unit. In this lesson, they are assessed on these skills.
In previous lessons, students generated criteria for reading fluently and practiced reading their monologues aloud fluently. In this lesson, they are assessed on this skill.
Throughout Unit 1, students were introduced to various total participation techniques (for example, cold calling, equity sticks, Think-Pair-Share, etc.). When following the directive to "Use a total participation technique, invite responses from the group," use one of these techniques or another familiar technique to encourage all students to participate.

Presentation to teach that we use food as fuel and to introduce the joule.