The purpose of this lesson is to introduce students to the planet Mars. This lesson will begin by discussing the location and size of Mars relative to Earth, as well as introduce many interesting facts about this red planet. Next, the history of Martian exploration is reviewed and students discover why scientists are so interested in studying this mysterious planet. The lesson concludes with students learning about future plans to visit Mars.

Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.

Short pieces of chenille stem arranged inside a box look like a random jumble of line segments—until viewed in the proper perspective.

Note: This activity is detail oriented and time intensive. It’s done by threading a long length of fishing line through twenty small holes, and then attaching short pieces of chenille stem to create a suspended pattern. When you look through a viewing hole, that random-looking pattern resolves into the form of a chair. If you think being a watchmaker is something you’d hate, then you might want to rethink doing this Snack!

This lesson explores the authors' craft and structure through and event that directly affects students.

This lesson explores authors craft and structure through and event that directly effects students. Students will understand that writers use structure to create meaning in a text and will do this by reading a recent New York Times article and evaluating the craft of the author’s argument. Students will understand that comparing our experiences to others can help us gain our own insights.

Students will look at data showing how the “millennial” generation differs from other generations. They will analyze and evaluate social changes evident in the data. Then they will work with a partner to compose a newsletter.

In this lesson, students begin to focus on the character reactions to events/situations in Esperanza Rising. They begin by considering individual reactions and, as the unit progresses, they will begin to compare character reactions in writing. In this lesson, the event they consider is moving into the cabin in the camp. (RL.5.1, RL.5.3).
At the end of the lesson, students listen to a read-aloud of new pages of A Life Like Mine and make connections between that text and Esperanza in Esperanza Rising. The purpose of this text in this lesson is to help students understand children's rights in regards to work.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 74-77 of A Life Like Mine aloud during Closing and Assessment A.
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 Ciruelas," 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 analyzing character reactions to the situation of Mama being ill (RL.5.1, RL.5.3).
Although the lesson is written for "Las Ciruelas" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
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 aloud "Las Ciruelas" during Opening A.
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, "Los Duraznos," and they analyze how the chapter fits into the overall structure (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 analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Duraznos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising threatened? anchor chart (example, for teacher reference).
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 aloud "Los Duraznos" during Opening 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.

In this lesson, students read the next chapter of Esperanza Rising, "Los Esparragos," and they analyze how the chapter fits into the overall structure (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 analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Esparragos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
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 aloud "Los Esparragos" during Opening 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.

Students will explore maps containing census data from 1950 through 2000. They will analyze how education levels and median household incomes have changed over time and determine how the two might be correlated. Students will also come up with ideas for policies that could help address issues related to income and education.

By analyzing Dear AbbyŐs ŇrantÓ about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and ŇproperÓ language use are intertwined.

Students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text.

Learning Outcomes:
1) Students will be able to analyze informational text of increasing complexity to determine the central idea.
2) Students will be able to find and to cite evidence to support the central idea or claim.
3) Students will be able to ask questions of the text and discuss these questions with their peers.
4) Students will be metacognitive about their gaps in understanding a text's vocabulary and language.
5) Students will be able to determine a text's intended audience and purpose.

Students begin this lesson with a mini lesson on writing a summary in which they revise the summaries written on exit tickets in the previous lesson (RL.4.2).
In this lesson, students continue reading Love That Dog to analyze what happened in those pages and how Jack felt about it (RL.4.1, RL.4.3). Students then read "The Tiger" by William Blake to identify characteristics of poetry (RL.4.5).
Note that in this lesson, students do not determine the theme of "The Tiger" as only one stanza is read. Without seeing the rest of the poem, students would find it very difficult to determine the theme.
At the end of this lesson, students compare poetry to prose using the characteristics of poetry (RL.4.5).
Writing instruction has been carefully designed across the module. In this unit, the focus is on writing a paragraph summarizing a poem. Then, in unit two, the focus shifts to writing a full essay--an introduction paragraph, two proof paragraphs, and a conclusion paragraph. These basic structures are introduced to students in this module and built upon throughout the school 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 Love That Dog aloud during Work Times B and C.
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.

Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

Students analyze images of Oscar Wilde used to publicize his 1882 American lecture tour. They then compare a caricature to another researched image, sharing this analysis in a podcast.

Unit 3: Unit Rates and Percentages
Lesson 2: Anchoring Units of Measurement

This lesson is optional. Students have worked with standard units of length since grade 2, and standard units of volume and mass since grade 3. This lesson is designed to anchor students’ perception of standard units of length, volume, weight, and mass with a collection of familiar objects that they can refer to in later lessons in preparation for using ratio reasoning to convert measurement units.

The main task of this lesson is a card-sorting activity in which students match common objects with their closest unit of length, volume, mass, or weight to establish anchor quantities for each unit of measurement. Since this lesson reinforces standards from previous grade levels instead of introducing grade 6 standards, if you believe that your students already have a firm grasp of these units of measurement, you may choose to skip this lesson.

In this activity, students discover the relationship between an object's mass and the amount of space it takes up (its volume). Students learn about the concept of displacement and how an object can float if it displaces enough water, and the concept of density and its relationship to mass and volume.

This particular roadmap features all of the COLLABORATIVE designed activities for the "Ancient Civilizations Roadmap Unit View (revised)" resource. You could distribute this roadmap to students for work that they complete synchronously with partner(s) as part of their learning path in the unit map.