In this lesson, students reread "Rainforests and Why They Are Important" to determine the main idea and describe the structure. Working in pairs, students use a graphic organizer to record their thinking about the structure of the text and plan a summary of it. Students then work as a class to write a shared summary of the text (RI.5.1, RI.5.2, RI.5.4, RI.5.5, W.5.8).
In Work Time B, students participate in a modified Rank-Talk-Write protocol to determine the main idea of "Rainforests and Why They Are Important" (RI.5.2, SL.5.1b).
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, give students a printed copy of the text.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads "Rainforests and Why They Are Important" in Work Time A.
The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to the rainforest. 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, 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 pairs.
Continue to use Goals 1 and 2 Conversation Cues to promote productive and equitable conversation.

In this lesson, students explore the module anchor text, My Librarian Is a Camel. They discuss what makes it different from the literary texts read in Unit 1 and read and find the gist of an excerpt of this text. This text will be used throughout the unit as students build their understanding of how people around the world access books (RI.3.4, L.3.4).
Boyds Mills Press, publisher of My Librarian Is a Camel, has granted permission to make facsimiles of pages or use brief quotes, in context, for classroom use. No adaptation or changes in the text or illustration may be made without approval of Boyds Mills Press. The following credit must be used: From My Librarian Is a Camel by Margriet Ruurs. Copyright (c) 1994 by Nancy Springer. Published by Boyds Mills Press. Reprinted by permission.
In Opening B, students return to the module guiding questions to help focus their work and build a bridge between Units 1 and 2 (SL.3.1b).
Throughout this unit, students learn about countries around the world and how some people in these countries access books. Consider researching students' countries of origin and help all students make connections between their country of origin and how books are accessed, if they are. Example: Consider asking students and their families to give a brief presentation on their country of origin or to bring in mementos to share.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads excerpts from My Librarian Is a Camel in Opening A and Work Times A and B.
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.

Using voice-to-text features to complete written assignments.  Students with reading/writing difficulties often struggle with getting their thoughts on paper.  Using a voice-to-text feature allows students to better focus on their thoughts and less on the mechanics of fine motor skills, spacing and spelling.

In Opening B, students reread Eight Days: A Story of Haiti in reading triads. The focus of reading this time is to practice reading fluency, so students provide kind, specific, and helpful feedback to their triad peers using the criteria on the Fluent Readers Do These Things anchor chart (RF.5.4).
As a class in Work Time A, students analyze the illustrations in the text for how they contribute to the meaning, tone, and beauty (RL.5.7).
In the Closing, students complete a QuickWrite to explain how the illustrations in Eight Days: A Story of Haiti contribute to the meaning, tone, and beauty of the text (RL.5.1, RL.5.7).
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion as they participate in a peer critique of reading fluency.

In Opening A, students watch the video and read aloud the song lyrics to
"In the Water Where the City Ends" in reading triads (RF.5.4). This song is about the tsunami that devastated Japan's Tohoku area after an earthquake in 2011. After reading, students identify the meaning of unfamiliar words and phrases (RL.5.4, L.5.4). Note: Although the video accompanying this song is an abstract animation, students may find the representation of devastation to homes and people upsetting. Please preview the video and determine whether any students--such as those who have experienced a natural disaster--need to be prepared in advance to watch it.
In Work Time A, students answer text-dependent questions in their reading triads. The purpose of answering these questions is to help students dig deeper into the human impact of a natural disaster, including how the speaker in a poem reflects upon a topic (RL.5.1, RL.5.2). Students also practice using synonyms, antonyms, and homographs to better understand words (L.5.5c).
In the Closing, students analyze how the visuals in the video contribute to the meaning, tone, and beauty (RL.5.7). They then complete a QuickWrite to explain their ideas (RL.5.1, RL.5.7).
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion if classmates are upset by events in the text.
Students who finish quickly or require additional challenge can analyze the excerpt of text in the second row of the chart for Question 6 on the text-dependent question sheet, and then add to their QuickWrite.

In Opening A, students watch part of a video, read part of the first stanza of the poem "O' Beautiful Storm," and then identify the meaning of unfamiliar words and phrases (RL.5.4, L.5.4). This poem is about Hurricane Katrina, which caused severe devastation along the Gulf Coast of the United States from central Florida to Texas in 2005, with some of the most significant devastation in New Orleans, Louisiana.
Note: The video is called "Katrina: Don't Let Her Go" and the poem is called "O' Beautiful Storm," so there are references to both throughout this lesson.
Note: Only the first seven lines of the first stanza of this poem have been used because later lines contain inappropriate content for students of this age. As a result, students do not view this video on their own devices.
The images accompanying the first stanza of the poem are video footage of the damage taken after the hurricane. Preview the video before showing it to your students and determine whether any students need to be prepared in advance to watch this video (those who have experienced a natural disaster, for example).
In Work Time A, students answer text-dependent questions in their reading triads. The purpose of answering these questions is to help students dig deeper into the human impact of a natural disaster, including how the speaker in a poem reflects upon a topic (RL.5.1, RL.5.2). Students also practice using synonyms, antonyms, and homographs to better understand words (L.5.5c).
In the Closing, students analyze the visuals in the video for how they contribute to the meaning, tone, and beauty of the text (RL.5.7). They then complete a QuickWrite to explain their ideas (RL.5.1, RL.5.7). To gradually release students in preparation for the mid-unit assessment in the next lesson, they work in triads without teacher guidance to complete the three-column Meaning, Tone, and Beauty Chart before completing their QuickWrite.
In this lesson, students focus on working to become ethical people by showing respect, empathy, and compassion if classmates are upset by events in the text.

In Unit 1, students launch their learning about the sun, moon, and stars by focusing on literary texts about these celestial objects. In the first part of the unit, students explore the unit guiding question--"Why do authors write about the sun, moon, and stars?"--by participating in a cycle of inquiry through observations and literature. The unit begins with a lesson focused on noticing and wondering about the sun and moon with close viewing of both photographs and time-lapse videos. Students then generate questions about these celestial objects and begin reading literature that centers on these objects.

During the second part of the unit, students complete a series of focused read-alouds, in which they explore a number of literary texts. Each text is read over the course of two lessons: students answer text-dependent questions, complete a Story Elements board to track the elements of the text, participate in role-playing to better make sense of what they are reading, and write in response to text. Students also gather language from these stories and begin to build a Word Wall with words used to describe the appearance and movement of the sun and moon. This will later support the students in their performance task. For the Unit 1 Assessment, students listen to Kitten's First Full Moon by Kevin Henkes read aloud, and then write in response to the text about its characters, setting, and major events using key details from both the text and illustrations.

This media literacy unit was designed and piloted with junior English classes at the start of the school year. Activities can easily be adapted to suit secondary students at various levels. Within the unit, students analyze corporate logos, corporate advertising, movie trailers and stereotypes found in media related to Native American culture. Within the unit, students also learn how to consider the ways in which media appeals to ethos, pathos and logos and how to identify the tone of a piece of media.

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)

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.

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.

Students consider place-based hazards using remote-sensed data.

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.

The lesson begins with a rereading of "The Milliner" from Colonial Voices: Hear Them Speak. This is meant to focus students on the Loyalist perspective to provide a purpose for reading more about Loyalists in the rest of the lesson.
In Work Time A, students read a new informational text, "Loyalists," for gist and unfamiliar Vocabulary in preparation for using it to research information in response to a question in Work Time B (RI.4.3, W.4.8). They also analyze the structure of the text (RI.4.5).
In Closing and Assessment A, students synthesize their reading about Loyalists in an informational paragraph (RI.4.1, W.4.9b). The elements of writing a paragraph are reviewed from Modules 1-2, specifically producing complete sentences (L.4.1f) and using commas and quotation marks to mark quotations from a text (L.4.2b).
In this lesson, students focus on working to become effective learners by collaborating in pairs.
For students who finish quickly and need an additional challenge, invite them to reread "Revolutionary War, Part I" and to add research notes from that resource.

Resist Painting A Lesson Developed by Anna AlcaldeObjectives: 1. To learn about the art method of resist2. To create a painting using the art resist method3. To use the art elements of line, color and negative and positive space to create art and manipulate art materialsAudiences:This lesson would be appropriate for all ages—children to senior citizens.