The 3-5 Sample Schedules are sample schedules that outline advantages and considerations to give leaders ideas about how to incorporate EL Education's 3-5 Language Arts Curriculum (2 hours daily for Grades 3-5) into a school schedule. This document shows options for school days with 7, 6.5, and 6 hours of daily instruction.
In this unit, students will be introduced to poetry. Students will learn about the different types of poetry characteristics through the use of poetry books, prezi presentations, music, and spoken word.
In this unit, students begin reading a retold version of the literary classic Peter Pan to build their understanding of how the historical context of a literary classic can have an impact on the content and also to analyze how writers develop characters to capture a reader's imagination. In the first half of the unit, students read an informational text to build background knowledge about the author, J.M. Barrie, and some of the relevant aspects of society in Great Britain at the time the original novel was written. Students then focus on analyzing how the events in each chapter build on what came before and consider how the illustrations in the first four chapters of Peter Pan contribute to the meaning of the text. After reading each chapter, students make connections between the historical context and the content of the chapter.
For the mid-unit assessment, students closely read a new chapter of Peter Pan and answer selected response and short-constructed response questions about the text. In the second half of the unit, through teacher-guided close reading, independent close reading, and discussion, students analyze the characters by carefully examining their traits, motivations, actions, and points of view. They also analyze figurative language, word relationships, and nuances in word meaning to gain a deeper understanding of the meaning of the text. For the end of unit assessment, students closely read another new chapter of Peter Pan, answer selected response questions, and complete a table to analyze the character traits, motivations, actions, and points of view.
RL.3.1, RL.3.2, RL.3.4, RL.3.5, RL.3.6, RL.3.7, RL.3.10, L.3.4, L.3.5.
The true tale of the Recycled Orchestra of Paraguay, an orchestra made up of children playing instruments built from recycled trash. The resources 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: Students will create their own musical instruments with recyclable materials.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.
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.
In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.
This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 3 (roughly equivalent to grades 3 to 4.5 in the K-12 system). Every chapter within the three units includes a level-appropriate, high-interest reading of between 350 and 500 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. For students using this program in a self-paced format, there are audio clips embedded throughout the course pack. These clips narrate the denser sections of text. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.
This reader, written specifically for adults, contains eight chapters about Langston Hughes' family history and personal life. It includes excerpts from many of Hughes' poems and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 2. This level 2 reader, one of a series of six readers, is roughly equivalent to grades 1.5 to 3 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.
This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 3. This level 3 reader, one of a series of six readers, is roughly equivalent to grades 3 to 4.5 in the K-12 system. New vocabulary and word patterns are highlighted throughout each story, and then summarized at the end. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.
This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 3. This level 3 reader, one of a series of six readers, is roughly equivalent to grades 3 to 4.5 in the K-12 system. New vocabulary and word patterns are highlighted throughout each story, and then summarized at the end. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.
Tony Sarg was a puppeteer and marionette master who invented the first, larger than life, helium balloons for the annual Macy’s Thanksgiving Day Parade. 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 Challenges include: (1) Dash/Sphero: Develop a Macy’s Day Parade route using tape on the ground with a partner. Then, switch routes with another group and program the robot of your choice to navigate the parade route using code. (2) Ozobot: Develop a synchronized dance routine for both Ozobots for the stage of the Macy’s day parade using https://ozoblockly.com/editor (3) Create a moveable puppet that will be featured in the Macy’s Day Parade.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
The true, inspiring story of Beauty, the bald eagle, who was shot, rescued, and received a 3D-printed prosthetic beak. 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 Challenges: (1) Use paper and pencil to design a prosthetic body part for a human or animal. Then use tinkercad.com to create a prototype. Finally, use a 3D printer to print the prosthetic. (2) Have students research animals who use prosthetics. Then, improve the design in Tinkercad and 3D Print.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Book tasting can be adapted to any grade level. It is designed to promote interest in voracious reading by presenting attractive and interesting books that students may not have noticed on their own.
Using scrap metal and spare parts, William Kamkwamba created a windmill to harness the wind and bring electricity and running water to his Malawian village. 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 way to harness the wind by designing with Strawbees.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Ralph Baer’s family fled Nazi Germany for the US when he was a child. Using wartime technology, Baer thought outside the box and transformed the television into a vehicle for gaming. His invention was the birth of the first home console, the Odyssey, a precursor to the Atari gaming system. 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 Challenges: (1) Think outside the box. What’s something you use everyday, but not for its “intended” purpose? Examples: A broom to clean the snow off your car windshield, a trash bag as a sled. Now, think of a problem you might have at school, home, et al. Invent an item that would solve this problem. (2) Let’s think outside the box! Design the latest and greatest technology for kids to hit the market! Make it the *most* fun anyone has ever had. You may NOT use anything on the market - any technology currently on the market is off limits. Use your imagination, do not put limitations on it, and be as creative as you can. (3) Use household items to create a prototype of your new invention.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
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 Lesson 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 are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in triads to answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 2 of Peter Pan in Opening B.
Recall that the research reading students complete for homework helps build both their Vocabulary and knowledge pertaining to literary classics. This kind of reading continues over the course of the module.
Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
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 answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 3 of Peter Pan in Opening B.
It’s easy to take today’s ubiquitous colored crayons for granted, but they were the result of one individual’s innovation. Biebow introduces Edwin Binney—a mustachioed man and head of a carbon black factory—who wished to make color-pigmented wax crayons that reflected the world outside. 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: Think about the school/community/world in which you live and identify a problem that could be solved with a new invention.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.