Bitsbox is a learning system that teaches real coding. No coding experience necessary!! This highly engaging site may be used to quickly teach students how to create an app using a modified javascript computer language in an Hour of Code style format.

Students create a new presentation, or take an existing one, and make it interactive in Scratch.

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.

In this lesson, students begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency 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 habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
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.

In this lesson, students begin by analyzing the model poetry presentation with photographs in order to understand why the poet chose those photographs and how the photographs contribute to the audience's understanding of what inspired the poem (SL.4.5).
Students then select images for their own presentations and revise their presentations to include references to the images (SL.4.5). As they do this, students are called on to individually read aloud for the teacher a new poem for fluency for the End of Unit 3 Assessment.
It will probably take more than one lesson to listen to all students read aloud, so two lessons have been allocated for this. If students finish choosing images and revising their presentations to include those images, they can practice presenting with their images.
During the Closing and Assessment, students reflect on their learning using the Tracking Progress: Reading Fluency 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 habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they read aloud a new poem/excerpt of a poem for the End of Unit 3 Assessment, and respect as they bring in visuals (photographs, videos and objects) from home.
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.

In this unit, students learn about United States history by reading the core text, Heart and Soul: The Story of America and African-Americans, and excerpts from Let It Shine: Stories of Black Freedom Fighters and Hand in Hand: Ten Black Men Who Changed America. Throughout the unit, students grapple with the discrimination and broken promises African Americans faced, paired with the endless determination and perseverance that fueled countless triumphs to overcome unfair and unjust treatment. Through a study of slavery up through the civil rights movement, students will be challenged to think critically about different events, influential people, and how they have had a lasting impact on the America we know today. This is incredibly important for helping students not only understand America’s past, but also to understand the realities of America’s present. It is our goal that this unit, combined with others in the curriculum, will inspire a passion within students to stand up for what is right and to fight for civil rights in order to attain equality and justice for all human beings, regardless of race. The goal of this unit is not depth; rather, the focus is more on exposure and building student understanding of the history behind the civil rights movement while simultaneously building a sense of empowerment and empathy. In fifth grade, students will study the civil rights movement in depth, learning about a wider variety of influential leaders, groups, and events, especially those in which youth advocacy and fight inspired and drove change. It is our hope that the combination of both units will equip students with the tools necessary to begin to challenge injustice in their own lives.

The unit requires students to deeply analyze a text to see how an author develops different ideas and points using vivid evidence in both the text and illustrations. Students will analyze author’s word choice, the different details an author includes, and the way in which an author presents information in order to build a deeper understanding of the time period and the text. Students will also be challenged to carry information across multiple texts in order to build a deeper understanding of content and themes.

Students will use Google Slides to publish a writing piece with a partner by collaboratively typing their story, adding images to their slides, and creating links for readers to navigate their published book. This activity may take more than one class period.

EL Education created these K-5 rubrics based on an analysis of the grade-level demands of the CCSS, rubrics used by PARCC and Smarter Balanced, and EL Education's own professional expertise (including attention to the Writing for Understanding framework). The downloads for grades 3-5 includes Writing Rubrics, Informal Checklists, and the Phonics and Word Recognition Checklist.

Part 1 and part 2 of this lesson has an upper elementary create an animoto video about themselves or their family in some way.

Assignment:  Make a video with Animoto, to help us learn about YOU!

Here are the choices from which to choose:

About the author video.


Interview someone on video.


Choice - something which teaches us about you about which we didn't know.

Students will get an internet agreement chat and survey, as well as lots of tips and tricks with animoto.

Students will also learn how to take pictures and make video shorts on chromebooks.

In part 2 of this unit, kids will add features, zing, preview, publish, and edit.  They will share on projector and use padlet to reflect.