With KSPS's Injustice at Home: Overcoming Discrimination and Adversity (a series of four educational videos and a curriculum unit), grade school students will learn the stories of Frank C. Hirahara, Kazuko Sakai Nakao, Kaz Yamamoto, and Fred Shiosaki through oral history interviews. As survivors of the Japanese Incarceration
Camps during WWII, the powerful stories of these survivors reveal the damaging nature of racial discrimination upon the Japanese American community.

Throughout the unit, Grades 4-6 students will witness the fortitude and courage of those who suffered racial discrimination but overcame it due to the resiliency of their culture and character. Students will analyze paintings and poetry made by incarcerated Japanese American youth to determine the diverse impact on their daily lives. Students will conclude the unit by creating a biographical presentation of one of the survivors and demonstrate what can be learned from those who have experienced and overcome
discrimination.

Here at Innovation Classroom, we curate the latest and greatest in education technology as a resource for all teachers. See how education apps are changing the way we interact with students. Browse our collection of lesson videos to learn techniques you could be using in your classroom to engage your students in a new way. Search by lesson subject, teacher, grade level, device or app to find exactly what you're looking for. Technology that is integrated appropriately can open up a world of support, excitement and higher standards for all learners and educators in classrooms worldwide.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

An activity sheet with bibliographic information, an annotation, and ideas for extending the book with children. 2016 CLEL Bell Award Book for the early literacy practice, WRITE.

Either during or after the reading of Out of the Dust or another book that takes during the Dust Bowl, students will play the PBS Dust Bowl interactive activity. During the activity, students will pretend they are living in the states affected by the Dust Bowl. They will get to choose where they live and make decisions like whether or not to expand their farms or even move to California. After they find the results from their game, they will read other accounts of real people during the Dust Bowl. Then, using the results from the interactive activity, they will create their own Dust Bowl story, writing in first person and using correct historical details.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2, L.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can print many lowercase letters.
I can write the letter or letters for most of the consonants I hear.
I can write the letter or letters for most of the short vowel sounds I hear.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can segment onset and rime in a single-syllable word.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. (RF.K.1) I can create a new rhyming word by changing the first sound. (RF.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can print many lowercase letters.
I can write the letter or letters for most of the consonants I hear.
I can write the letter or letters for most of the short vowel sounds I hear.

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can identify and say the first phoneme (sound) in a word that has three phonemes.
I can identify and say the final phoneme (sound) in a word that has three phonemes.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /a/, /p/, /t/, /n/, /g/, /r/. (RF.K.3)
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can identify a keyword for the consonant digraph "ch." I can act out the events from the Letter Story: "ch." (RF.1.3)
I can look at each consonant and say its sound.
Opening B: I can follow along in a shared text (poem/tongue twister) (RF.K.1) and search for digraphs. (RF.1.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can break apart a CVC word into individual phonemes. (RF.K.2)
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can listen to a CVC word and produce the initial phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the final consonant phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the middle vowel phoneme (sound) in the word.

In Opening A, students are given vocabulary logs, and identifying the meaning of unfamiliar vocabulary is a big focus of the lesson (RL.5.4, L.5.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading.
By reviewing homework questions in this lesson, students are held accountable for their homework and reminded of what happened in that chapter of the novel. This helps to provide a purpose for introducing the UDHR (RL.5.1).
In Opening B, students receive an affix list to refer to throughout the rest of the year when determining the meaning of unfamiliar vocabulary (L.5.4b, L.5.4c). Consider laminating this resource for students, as it will be referred to frequently.
Students are introduced to the UDHR through Article 3 and a video that outlines the story of human rights. They read Article 3 for gist and to determine the meaning of unfamiliar vocabulary (RI.4.5, L.5.4).
Students are given their own student-friendly copy of the Universal Declaration of Human Rights for reference throughout the module, and they add symbols to the articles to help them remember what each article is about. They then make connections between "Las Uvas" and articles of the UDHR (RL.5.1, RI.5.1).
Please note that the term threatened has been used on the anchor chart rather than violated, as this is applicable to more events and situations; however, where human rights have been violated, for example with the death of Papa in this chapter, it is important to recognize this.
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 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 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.

This pathway outlines blended steps that lead students through analysis of words, sounds and visuals around Michael Jackson's "Man in the Mirror" song and video.  The concept of empathy will be introduced and will carry thematically throughout the entire unit.  Students will learn abou tthe literary terms: 

Theme, symbolism, imagery, repetition, annotation, connotation, denotation

This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.

The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.

This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.

The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.

This unit is designed to develop foundational skills needed to prepare students for learning and making meaning of a variety of text types. The unit will provide students with opportunities to listen to and explore a variety of everyday print materials such as storybooks, poems, and informational texts to engage in interactive discussions of the messages and meaning of texts. This unit teaches students that they are readers and have a vital role in their classroom community.

Students will continue practicing routines necessary for learning:
• Working productively in the meeting area
• Working with a partner to Think-Pair- Share
• Book handling and learning about the parts of texts
• Selecting texts for independent reading
• Using everything in the classroom for reading support

This 1-2 hour module provides participants with an introduction to the key shifts required by the Common Core State Standards for ELA / Literacy.

This course investigates the uses and boundaries of fiction in a range of novels and narrative styles--traditional and innovative, western and nonwestern--and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms. Toward the end of the term, we will be particularly concerned with the relationship between art and war in a diverse selection of works.

Video introduction to simple comics reading, how comics are representational, and the vocabulary of comics. Also includes a brief list of the possible jobs in creating a comic such as writer, artist, penciler, and inker.

This pathway is an introduction to short story with a focus on the literary terms and devices of characterization, theme, juxtaposition, setting, structure, alliteration and diction.  By the end of this unit, students will be able to summarize and analyze the listed elements of short story.  Students will be asked to identify important words and explain why these words are significant to the overall message.  Students will engage with both text and visual representations to foster discussions about how diction and images influence meaning.  Finally, students will compare and contrast "The Last Flower" literary elements with another self-chosen short story.