In this lesson, students read the next chapter of Esperanza Rising, "Las …
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, …
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.
Students hone their teamwork skills and play off each other's writing strengths …
Students hone their teamwork skills and play off each other's writing strengths as they participate in prewriting activities for a story to be written collaboratively by the whole class.
This resource guide begins by outlining the theory underlying the literacy work …
This resource guide begins by outlining the theory underlying the literacy work and then lays out the framework for the supports included in the Readers series. Subsequent chapters describe and illustrate the specific content literacy and language development strategies that have been chosen as being of particularly high impact. Although most of the strategies can be used in multiple ways, we have chosen to present them as occurring "Before, During and After Reading" because of the importance of this mental model in effective content literacy instruction.
This is a resource to give to students about expectations for college …
This is a resource to give to students about expectations for college writing, including links and resources for writing papers, emails, and more in an academic and professional manner.
Transdisciplinary Theme: How We Express Ourselves: An Inquiry into the ways in …
Transdisciplinary Theme: How We Express Ourselves: An Inquiry into the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Students will investigate how color communicates and inspires. This is a transdisciplinary IB unit that integrates literacy, math, science, and social studies.
A guide to support students in grades 6-8 during intervention or in …
A guide to support students in grades 6-8 during intervention or in a supplemental setting, including suggestions for additional work with related text, word study and vocabulary, fluency, grammar and syntax, and independent reading.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and …
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois' The Souls of Black Folk.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and …
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan's First Inaugural Address and Secretary Hillary Clinton's 2011 APEC Address.
The goal of the Listening and Learning Strand is for students to …
The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
The Skills Strand teaches the mechanics of reading. Students are taught systematic …
The Skills Strand teaches the mechanics of reading. Students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound spelling correspondences in the English language and are able to decode written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand. A downloadable story "Kits Hats" with illustrations is provided for instruction.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and …
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
The goal of the Listening and Learning Strand is for students to …
The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
The Skills Strand teaches the mechanics of reading. Students are taught systematic …
The Skills Strand teaches the mechanics of reading. Students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound spelling correspondences in the English language and are able to decode written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand. A downloadable story "Kits Hats" with illustrations is provided for instruction.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
Document Publishers’ Criteria for the CCSS in ELA/Literacy for Grades K-8 Provides …
Document Publishers’ Criteria for the CCSS in ELA/Literacy for Grades K-8 Provides criteria for publishers and curriculum developers as they work to ensure alignment of materials in grades K-8 with the Common Core State Standards in English language arts and literacy for history/social studies, science, and technical subjects. 9-pg PDF.
This lesson teaches the difference between common and proper nouns. The teacher …
This lesson teaches the difference between common and proper nouns. The teacher will first go over what a noun is with the class and tell them that there are some nouns that are special, and they are called proper nouns. A good rule to remember is that Proper nouns are always capitalized. Use the attached PPT “Nouns Proper or Common” to go over the difference between a common and proper noun. Hand them two index cards and have them write “common” on one card and “proper” on the other one. Display the common and proper nouns ppt. slide show. Now tell students that they will see a picture of a noun, they will have to decide whether it is a common noun or a proper noun. If the noun on the slide show is common noun then they will show the index card that says, “common” but if the noun they see is a proper noun then they will show the card “proper”. During the slide show remind them again that proper nouns always start with a capital letter.
If doing this lesson virtually, you can share this ppt. slideshow and have students stand up if they think the noun is a proper noun and stay seated if it is a common noun.
After teaching the lesson with the ppt. hand them the sorting worksheet to do independently or with a partner.
This textbook follows California Language Arts Standards for grades 9-12 to provide …
This textbook follows California Language Arts Standards for grades 9-12 to provide a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.
Week 32, Day 1---Day 5 Compare/Contrast "This week we are going to …
Week 32, Day 1---Day 5 Compare/Contrast "This week we are going to write three different compare and contrast pieces. We are going to structure our compare and contrast pieces as descriptive writing. We are going to tell about how two things are the same and how two things are different. Over the last few days we have read different versions of Cinderella. We read one from France, one from Egypt, and one from the Algonquin." visuals: Compare/Contrast Graphic Organizer 1 Compare/Contrast Graphic Organizer 2 Compare/Contrast Linking Words Descriptive Checklist Sample Second Grade Editing Checklist
In this unit students dive into the world of Greek mythology. Over …
In this unit students dive into the world of Greek mythology. Over the course of the unit students will read the classic myths of Pandora, Arachne, and Echo and Narcissus. In reading the myths, students will gain a deeper understanding of the gods and mortals in ancient Greece and how the ancient Greeks used mythology as a way to make sense of and interpret the world around them. Students will also continue the thematic exploration from previous units about how a person’s beliefs, ethics, or values influence that person’s behavior.
Over the course of the unit, students will read multiple versions of the classic myths. The primary focus of this unit is on close reading and analyzing the differences among the versions and critically analyzing an author’s choice of genre. In doing so, students will be challenged to think about how the structural elements of different genres, particularly prose, drama, and verse, allow a reader to better understand a story or text. Students will also explore how the point of view in which a story is written, either third-person point of view or first-person point of view, changes the way a story is told and the depth of information that a reader knows. Another focus of this unit is determining the central theme of the myths. Because the stories in this unit are shorter than the novels students have read so far, this unit offers students practice in finding the theme of a shorter text and explaining how the author uses evidence to develop the theme.
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