In this lesson, students read the next chapter of Esperanza Rising, "Los Aguacates," and they 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 parts of the chapter in more detail to answer questions about the text (RL.5.1, RI.5.1).
The content of this chapter has a significant focus on discrimination, which is why students read it more closely to answer questions. Students are given the opportunity to share stories about discrimination after answering the questions. To finish the lesson on a positive note, students hear a read-aloud of pages of A Life Like Mine that are focused on identify in order to celebrate diversity and identity.
Although the lesson is written for "Los Aguacates" 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 characteristics that students practice are respect, empathy, and compassion 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 Aguacates" during Opening B, and pages 100-103 of A Life Like Mine 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

The reading strategy known as making connections can greatly enhance students' understanding of any text. This article offers resources that teachers can use to instruct K-5 students in using the strategy. The free, online magazine Beyond Weather and the Water Cycle integrates science and literacy instruction. Each issue contains lessons and activities that combine literacy and science experiences.

Goal/Objective:The students will construct meaning of an informational text while developing a multicultural perspective. Overview:This comprehension lesson focuses on a variety of reading skills, including making predictions and inferences, comparing/contrasting, answering inferential/critical questions, applying context clues and word structure to determine the meaning of words, and making text-to-self/text-to-world connections. All of these skills are taught alongside students learning about the Civil Rights Movement, the impact it has had on our nation, and the importance behind the story of Ruby Bridges.Grade Level:This lesson focuses on 4th grade standards, but can be adapted for any upper elementary classroom. Modifications/Accommodations:This lesson can be modified/accommodated for students with special needs. The lesson is derived from the ReadWorks.org website. If teachers create a free account to the website, students can have the passage, as well as the comprehension questions, read aloud to them.

This article discusses the reading instruction strategy of predicting and shows how it applies to science learning in the elementary school grades. It appears in the free online magazine Beyond Weather and the Water Cycle, which provides a first introduction to the Seven Essential Principles of Climate Literacy.

This blog post outlines a unique approach to narrative writing that can be used with writers of all ages. The author outlines the approach and provides examples from her work with middle school students. The post links to a detailed lesson plan for idea generation, as well as narrative accounts of several other mini-lessons that could be incorporated into the unit, depending on the needs of the students.

This blog post outlines a unique approach to narrative writing that can be used with writers of all ages. The author outlines the approach and provides examples from her work with middle school students. The post links to a detailed lesson plan for idea generation, as well as narrative accounts of several other mini-lessons that could be incorporated into the unit, depending on the needs of the students.

An interactive lesson about letter sounds Mm, Kk, Pp, Jj, Bb, Ii, Ff, Uu, and Rr.

This plan was created by Jean Harper as part of the 2020 ESU-NDE Learning Plan Project. Educators worked with coaches to create plans.

The attached plan is designed for Grade 6 English Language Arts students. Students will read and comprehend texts that are complex.. This plan addresses the following NDE Standard: NE LA 6.1, LA 6.1.6.f, LA 6.1.6.o

It is expected that this plan will take students 60 minutes to complete.

Tells the story of how the Slinky, the most popular toy in American history, was invented. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Develop a commercial about the Slinky.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

This kit explores how people in the United States have perceived social justice movements over the past 180 years and how the U.S. media have constructed that public perception.

In this lesson, students read the next chapter of Esperanza Rising, "Las Almendras," 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 (RI.5.1).
Students then analyze metaphors in the chapter and answer questions about what they mean (RL.5.1, L.5.5a).
Although the lesson is written for "Las Almendras" 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 "Las Almendras" of Esperanza Rising 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.

This lesson follows a similar arc to Lesson 2. Students read the next chapter of Esperanza Rising, "Las Papas," and they 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 (RI.5.1).
Students then interpret metaphors about Abuelita's blanket across the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).
Although the lesson is written for "Las Papas" 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 Papas" 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, "Las Uvas," and 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 (RI.5.1).
Students then interpret the river metaphors in the novel in expert triads (RL.5.1, L.5.5a). They use their interpretation of the metaphors to identify themes (RL.5.2).
Although the lesson is written for "Las Uvas" 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 "Las Uvas" 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.

This document provides background information on key elements of these newly revised middle school ELA units. Educators are encouraged to read all information prior to accessing the unit overviews and suggested lesson plans, which are linked at the bottom of the document.

Students previously looked at maps of Michigan and discussed some of the cities and regions in our state. In reading, students began to read narratives, both fiction and nonfiction. For the entry event, students were asked to select an artifact that represented a special, small moment they experienced within the state of Michigan.

Students shared their artifacts and stories and plotted the setting from their stories on a map of Michigan. We realized our stories represented many regions in Michigan and could be used to describe many aspects of life as a Michigander. Students wanted to share these stories with others, so we began learning about narrative writing.

Typically, I use Google Slides for a mini-lesson, to allow students time to work on a specific, standard related task that will help build their Michigan small moment story, and then pull them together to share a few examples of student work. Students sometimes work alone, but often work with a partner or small group to brainstorm ideas, revise, and edit.

After, students will publish their ideas on Google Docs. When completed, they'll put their doc onto Google Sites or Google Slides and incorporate other media to enhance their story. Then, we'll print the story and create book covers using the iPad app Canva. We'll use both models to share with other classes within our school and hopefully with students from another country (I'm still working on finding an international school).

This project is meant to be a flexible way for students to research Michigan with student choice and voice. Feel free to modify it to suit your students' needs.

In this lesson, students complete the mid-unit assessment, in which they read Article 13 of the UDHRto identify unfamiliar vocabulary, to identify the main ideas, and to write a summary (RI.5.1, RI.5.2, RI.5.4, RI.5.9, L.5.4).
To appropriately set up the reading of this article, students read "Los Melones" in Esperanza Rising. To make time for the assessment, rather than students making connections between Esperanza Rising and the UDHR themselves, this link is made for them and is explained before they complete the assessment.
To provide adequate time for the assessment, nothing is added to the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart or the Structure of Esperanza Rising anchor chart during this lesson. This will happen during the next lesson.
After the Mid-Unit 1 Assessment, students reflect on their learning using the Tracking Progress: Reading, Understanding, and Explaining New Texts 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 characteristic that students are introduced to is integrity, as they work independently on assessments.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads "Las Melones" from Esperanza Rising during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and 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:

In the lessons leading up to this one, students have practiced using strategies to identify the meaning of unfamiliar vocabulary, identifying the main ideas, and writing a summary, which are the skills they will practice independently in this assessment.

In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

In Work Time A, students complete Part II of the mid-unit assessment, in which they read and watch a video of a new poem called "Job" about the aftermath of the January 2010 earthquake in Haiti (RL.5.1, RL.5.2, RL.5.4, RL.5.7, L.5.4a, L.5.5c). Since it is a long, relatively complex poem, with religious references in the second half, students work only with the first half of the text for the assessment; however, they do watch the whole video before they begin so that they don't feel unsatisfied. As they complete their assessment, students are called on to individually read aloud an excerpt of the poem for the teacher for fluency for Part I of the assessment.
Note: This poem contains references to religious figures. It is important that this reference is acknowledged in the context that some people, in times of hardship, find strength in their religious beliefs to get through it. This is also a good opportunity to emphasize working to become ethical people and respecting others' beliefs, which may not be the same as our own, and practicing tolerance. The fluency excerpt students read for Part I of the assessment does not contain religious references.
It will likely take more than one lesson to listen to all students read aloud, so two lessons have been allocated. If students finish Part II of the assessment, encourage them to use the time to add new vocabulary from "Job" to their vocabulary logs.
After the assessment, students use the Tracking Progress: Reading, Understand, and Explaining New Text recording form to formally keep track of and reflect on their own learning.

In this lesson, students complete the mid-unit assessment, in which they analyze Esperanza's and Isabel's reaction to her not being crowned Queen of the May, and they also analyze the metaphor of the heartbeat of the land and identify the theme that it represents (RL.5.1, RL.5.2, RL.5.3, W.5.9, W.5.9a, L.5.5, L.5.5a).
In Opening A, students' End of 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.
The lesson ends with students reading the Author's Note and making connections between what the author describes and the content of the story. Time is provided for silent reflection, but be aware that some students may be upset to know that some of the novel is based on real experiences.
Although the lesson is written for the Author's Note 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.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice us integrity, as they work independently on assessments.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud the Author's Note of Esperanza Rising 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.