Match Fishtank

Grounded in best practices for teaching and learning, our curriculum is designed to prepare students for postsecondary success. All our lessons are built around rigorous objectives with target tasks, questions and anchor problems that push students to think critically and make meaning. Our central goal is to help students become excellent readers, writers, problem-solvers, creative thinkers, and community members.

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Accepting Ourselves and Others
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In this unit, students read the core texts The Hundred Dresses and Garvey’s Choice as a way of exploring what it means to be accepting and tolerant of themselves and others. The Hundred Dresses challenges students to think about the different roles associated with bullying through the eyes of the narrator, who struggles with her own involvement with a classmate who is bullied. Garvey’s Choice illustrates the way others influence the way we see ourselves, both positively and negatively, and the power of accepting ourselves by tracing Garvey’s path to self-discovery and acceptance. Both texts are full of moments and messages that are easily relatable for students at this grade level. Therefore, it is our hope that the experiences of the characters in both texts will serve as a neutral launching point for deeper discussions about bullying, tolerance, acceptance, and forgiveness.

In reading, the main focus of the unit is on identifying and tracing the central message across a longer text. Over the course of the text, students will develop a deep understanding of each character’s thoughts, feelings, and motivations, which will help them identify and explain how the central message is developed and conveyed through the characters. Students will also begin to understand how successive parts of a text build on each other to push the plot forward. Particularly with Garvey’s Choice, students will analyze the genre features of novels written in verse and how each part helps build and develop the central message. This unit also focused on point of view. Students will begin to notice the point of view in which a story is told and compare that with their own point of view.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
American Revolution
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In this unit students continue the exploration of factors that influence change by examining the events that led up to the American Revolution. Over the course of the unit, students will build a deeper understanding of the significant ideas and values at the heart of the American Revolution, what drove the colonists to seek independence, and how conflict between England and the colonists ultimately influenced change in our country. Students will see the American Revolution from multiple perspectives, starting with analyzing the difference in perspectives between the British and the colonists and how each side’s actions often instigated each other. Students will also explore how class structure influenced colonists perspectives. Later in the unit, students will think about the perspectives of black people, women and Native Americans who were forced to choose a side and why they may have had a different point of view of the events of the revolution.

An important part of this unit is pushing students to focus on seeing history from multiple different perspectives. The core text Liberty! How the Revolutionary War Began offers one perspective on events, however, the prespective is limited to that held by white elite colonists. Therefore, students also read excerpts from A Young People's History of the United States in order to build a deeper understanding of all sides of the Revolution.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Ancient Egypt
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In this unit, students explore ancient Egypt. Over the course of the unit students learn and explore different characteristics of ancient Egypt and what the ancient Egyptians valued. Through learning about the daily routines, structures, and rituals of ancient Egypt, students will be challenged to draw conclusions about what the civilization valued and how those values compare to society today. Students will also learn about the role that mummies and pyramids played in ancient Egyptian society and why archeologists and scientists have been intrigued by them ever since. In second and third grade, students will continue their exploration of ancient civilizations by learning more about ancient Greece and ancient Rome. It is our hope that this unit, in conjunction with the others in the sequence, will help students understand and appreciate early civilizations that have had a lasting impact on the world.

In reading, this unit focuses on understanding the reasons and evidence an author uses to support points in a text. Being able to determine the reasons and evidence an author uses to support a point requires a deep understanding of cause and effect, informational text features, using illustrations to learn new details, and identifying the main topic and key details. These strategies have been introduced and practiced in previous units and should be reinforced and highlighted as needed in order to synthesize and identify the reasons an author uses to support points in a text. An additional focus of this unit is on using details from two texts to build a deeper understanding of content. Students will compare and contrast the similarities and differences between texts at the end of the unit but should be challenged to notice similarities and differences as they encounter new texts over the course of the unit.

In writing, students will continue to write daily in response to the text. At this point students should be fluid in writing about the text in a structured way. Therefore, the focus of this unit is on pushing students to include the best and most accurate evidence and then to explain the evidence with inferences or critical thinking.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Ancient Rome
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In this unit students explore the rise and fall of the ancient Roman Empire. Over the course of the unit, students learn about different characteristics of the Roman Empire, what lead to the Empire’s growth and success, and what eventually lead to the Empire’s demise. Through learning about the daily routines, structures, and rituals of the Roman Empire, students will be challenged to draw conclusions about what the civilization valued and how those values compare to societal values today. This unit builds onto the 2nd grade nonfiction unit on ancient Greece, in which students began to think about how the daily routines, structures, and rituals of a civilization show what they value. This unit, in conjunction with the second grade unit on ancient Greece, will help students understand early influences in the world and the first republics.

The mentor texts for this unit, Ancient Rome and Pompeii: A Nonfiction Companion to Magic Tree House and Eye Wonder: Ancient Rome, allow students to practice multiple informational reading strategies in two very different text structures. In both texts, but predominately in Eye Wonder, students will practice using a multitude of text features and illustrations as a way of learning new information about a topic. Over the course of this unit, students will constantly be thinking about how the information from one text builds on and connects to the information in the other text. Then at the end of the unit, students will be asked to critically analyze the similarities and differences between the two texts.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Animals
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In this science-based unit, students begin their exploration of animals and animal adaptations. Using next generation science standards as a guide, students explore three main topics: how different animals use their body parts and senses in different ways in order to survive, the ways in which the behavior of different animal parents and offspring help the offspring survive, and the similarities and differences among individual animals of the same kind. This unit is part of a larger progression on understanding animals and the animal kingdom. In kindergarten, students learn about how animals meet their basic needs for survival and how that varies depending on the season. In second grade, students learn about different habitats and how animals in the habitat rely on the environment for survival. Then in third grade, students study animal adaptations and the different ways animals adapt in order to survive, especially when threatened by environmental changes. It is our hope that this unit, in combination with others in the sequence, will help students develop a deeper understanding of the animal kingdom and life science.

This unit includes a mix of read-aloud texts and shared-reading texts. Students will focus on different skills depending on the method in which the text is consumed. During read aloud, students will refine their skills in describing the connection between ideas and pieces of information, figuring out the meaning of unknown words, distinguishing between information provided by the pictures and information in the text, and identifying the reasons an author gives to support points in a text. During shared reading, students will predominately focus on identifying the main topic of a section of a text, retelling key details that match the main topic, and using text features to locate key facts and information. Because the shared reading days are meant to be student driven, not teacher driven, the target tasks are at a more accessible, independent level for students. There are also not a lot of key questions already planned for shared reading days. Questions should be written and spiraled in based on student needs and student reading levels.

In writing, this unit builds on the work students did in unit one. Students will continue to write daily in response to the text, with a focus on correctly answering questions and adding an inference or critical thinking.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
The Beauties of Fall
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In this unit, students begin a year-long exploration of the seasons and how weather, plants, and animals are different depending on the season by studying the beauties of fall and fall harvests. Students launch the unit by setting up an ongoing weather experiment in order to understand the patterns of fall and how weather changes during fall. While gathering on-going data about the changing weather in fall, students will learn and observe what happens to leaves in the fall and notice the difference between various types of leaves. In the second half of the unit, students explore the different harvests of fall, particularly apples and pumpkins, and discuss the basic life cycles of both. This unit is a chance for students to stop and think about the changes that are happening in the natural world around them and why the changes happen. It is our hope that by the end of the year, after studying winter and spring in subsequent units, students will have a deeper understanding of the unique features of each season.

In reading, this is students’ first introduction to informational texts and reading to learn information. Students will continue to develop their inquisitive side by being challenged to ask and answer questions about the content and text they are interacting with. This unit exposes students to a subject matter that is present in their day-to-day lives; therefore, they should be challenged to ask questions and make connections between what they are reading and learning and what they are seeing outside. Additionally, while listening to stories, students will learn how to use the text and illustrations to determine the key details of a text and then use those details to retell what the text was mostly about. Students will also continue to understand the author’s and illustrator’s roles in writing texts and should be able to identify and explain both by the end of the unit. In this unit, students will also begin to explore the content in-depth by participating in labs and projects. These teacher-created projects will allow students to interact with and synthesize the material they are learning at an even deeper level.

In writing, students will continue to write daily in response to the text. As with units 1 and 2, students are focusing on using correct details from the text to answer the question. Students should be using a combination of words and pictures, depending on the student’s development as a writer. Daily teaching points, based on student data, should be included to ensure that students are progressing as writers.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
The Beauties of Winter
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In this unit, students explore the beauties of winter. In the first part of the unit students pretend to be meteorologists as they learn about different weather forecasts and the words that meteorologists use to describe the weather in winter. Students start by exploring generic weather words and then transition into winter-specific words. In the second part of the unit, students explore how animals survive in the winter and the ways in which animals meet their basic needs, even when the ground is covered with ice and snow. In the last part of the unit, students read a variety of Jan Brett texts and use what they have learned about snow and animals to make inferences about what is happening with the different winter animals in the text. By the end of the unit, students should have a strong grasp of what makes winter unique and the different ways plants and animals survive in the winter. Due to the timing of this unit, it is our hope that students will have plenty of opportunities to interact with the vocabulary and content in the natural world around them. When outside for recess or anytime that it snows, students should be pushed to use the vocabulary and content they are learning in the unit so that the content can fully come to life.

In reading, this unit is predominately a collection of informational texts and builds on skills and strategies from earlier units. At this point it is assumed that students are inquisitive consumers of text and are able to ask and answer questions about a text in order to deepen understanding of the content. In this unit, students will continue to be challenged to identify the main topic of a text, retell the key details that connect to the main topic, describe the connection between ideas in a text, and use the illustrations and words to describe and retell what is happening in a text with varying levels of teacher support. Students will also begin to use strategies to ask and answer questions about unknown words in a text, specifically those connected to weather and snow. As part of daily text introductions, students will also continue to explore the purpose behind text features, specifically the front cover, back cover, and title page of a book, and how each feature supports understanding of the text. Many of the skills and strategies in this unit are spiraled from earlier units or will be spiraled through upcoming units; therefore, it is up to the teacher to decide what level of support students need with the particular strategy and scaffold accordingly.

In writing, students will continue to write daily in response to the text. At this point in the year, students should be using a combination of drawing and words to correctly answer the question. Pick focus teaching points based on data from previous units and individual student needs.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Biographies: Martin Luther King and Rosa Parks
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In this unit, students begin to explore African-American history and the civil rights movement by studying Rosa Parks and Martin Luther King Jr. and their influence on the nation. Students will begin the unit by thinking about the ways in which people are similar and different, including skin color, and how those differences should not define who we are or how we are treated. In the second part of the unit, students will learn about the discrimination and injustices faced by African-Americans during the civil rights movement and why it was necessary to fight for change. Finally, students will explore Rosa Parks and Martin Luther King Jr. and study how their influential leadership drove the civil rights movement and influenced and inspired others to fight for change. It is our hope that this unit will help instill the values of diversity and fairness, and that it will serve as a launch for further discussions around discrimination, fairness, and valuing individuals. This unit also falls during the month of February. Therefore, it will give students a chance to explore and deepen their understanding of Black History Month and why studying and celebrating black history is an important part of our nation’s history.

In reading, this unit exposes students to the genre of biography. For each influential leader, students will read multiple biographies, noticing the ways in which authors use specific details to support points in a text. Students will also be pushed to think about which details are key details, how details are connected, how illustrations connect to particular points and ideas in a text, and the meaning of unfamiliar words. After reading multiple biographies, students will then compare and contrast the ways in which the authors present points in both texts. Students will also be challenged to think about the themes that develop across the biographies, particularly in regards to what makes the person an influential leader and the lessons that can be learned from studying each person.

In writing, this unit pushes students to begin answering questions using words and sentences, and, therefore, rely less on picture support. Students will also continue to work on answering the question and including an inference or critical thinking that shows a deeper understanding of the text. At this point, all structure focus correction areas should be taught; therefore, the focus of this unit should be on providing individualized feedback to students who are not at a 3 or 4 on the rubric.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Biographies: You Can Be Whatever You Want to Be
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In this biography unit, students read and learn about a diverse assortment of artists, musicians, and dancers. By reading a wide variety of biographies, students will be challenged to think about where people get their inspiration, how a person’s decisions and actions can change his or her life, and how hard work and determination can change a person’s life, especially when facing instances of prejudice and discrimination. Students will also be challenged to think about the ways in which a person can be influential and how reading about other people’s lives can help them in their own lives. It is our hope that this unit will help students realize they can be whatever they want to be if they are determined and work hard, and that no obstacle, no matter how big it may feel, can stop someone from achieving something they are determined to achieve. It is also our hope that this unit will open students’ eyes to different life paths and passions, particularly those in the arts.

In reading, this unit builds onto the work done in previously informational units. It is assumed that students are inquisitive consumers of an informational text, asking and answering questions about key details. It is also assumed that students are able to find the main topic of a text and retell key details that fit with the main idea. In this unit, students will focus deeply on cause and effect and describing the connection between individuals, events, and information from the text. Another main focus is on identifying the reasons an author gives to support points in a text. Students will be challenged to think about the big ideas of a text and what details the author includes in both the text and illustrations to support the key ideas.

In writing, students will continue to write daily in response to the text. At this point, students should be fluid in writing about the text in a structured way. Therefore, the focus of this unit is on pushing students to include the best and most accurate evidence and then to explain the evidence with inferences or critical thinking.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Biographies of Famous Leaders
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In this biography-based unit, second graders explore biographies of famous leaders and change agents. The unit has three main sections. In the first section students research and learn about people who have changed the world by inventing things. In this section students will explore the ways in which inventions can change the world and what it takes to turn an idea into action. In the second section students research and learn about people who have changed the world by standing up for what they believe in and fighting for what others think is impossible. In this section second graders explore the ways some leaders have persevered in the face of obstacles and stood up for themselves or ideas when many had stopped believing in them. In the third section students research and learn about people who have changed the world by making the world and environment a better place for everyone. In each of the sections, students read biographies that expose them to a wide variety of themes, content, and history. It is incredibly important that the necessary framing is done prior to reading a text so that students can deeply engage with the biographies and fully understand the challenges and successes of the different people being studied. Without framing or context, students may miss why each person’s actions are inspirational. It is our hope that this unit will open students’ eyes to the multitude of ways in which a person, regardless of race or gender, can influence and inspire change.

For readers, this unit is a combination of read-aloud and shared reading. At this point in the year second graders have been exposed to almost all of the high-frequency informational reading standards; therefore, this unit is a chance to review some standards and skills students need to practice. Two new standards that are a focus in this unit, however, are describing how reasons support particular points the author makes in a text and also comparing and contrasting the most important points presented by two texts on the same topic. Compare and contrast in this unit should go deeper than text features and structures. Although students can note differences in text features, the main focus should be on comparing and contrasting the different points and the reasons the authors use to support the points in two texts about the same person.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
The Breadwinner
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In this unit students explore the Taliban influence on the Middle East through the eyes of multiple young women. In the core text, The Breadwinner, students experience how the Taliban presence in Afghanistan drastically altered Parvana and her family’s life. Students will be challenged to think about what constitutes basic human rights and the way in which the Taliban violated the human rights of many Afghanistan citizens. Students will also be challenged to think about women’s rights, especially in regard to education and freedom, and how both were constantly at risk under Taliban rule. Finally, students will realize that a positive attitude, dedication to family, and drive to be self-reliant can help people survive, and thrive, in the worst of situations. In the second part of the unit, students read about the experiences of real children living in Afghanistan after the Taliban left. Through those experiences, students explore how education and women’s rights are still restricted in Afghanistan and grapple with what it will take to create a society where women have access to the same basic freedoms as men. In the last part of the unit, students meet Malala Yousafzai and analyze how her positive attitude and drive help her fight for women’s rights in Pakistan despite facing incredible challenges and threats. Over the course of the entire unit, it is our hope that students will build a deeper understanding of the importance of women’s rights and access to education around the world, particularly in the Middle East.

As readers, this unit builds onto unit one by pushing students to compare and contrast characters and analyze character point of view at an even deeper level. Students will be challenged to close read the text, make accurate annotations, and quote accurately in order to develop theories about key characters in and across texts. In this unit, students will also begin to use informational texts, particularly memories and first-person accounts, to help build a deeper understanding of fiction texts. The focus for informational reading is similar to the focus for fiction, and students will analyze how the point of view influences the way in which events are described.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Bud, Not Buddy
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In this historical fiction unit, students learn about the Great Depression through the eyes of a ten-year-old African-American boy by reading the core text Bud, Not Buddy. In Bud, Not Buddy, students join Bud on his quest to find his father. In doing so, students are exposed to what life was like during the Great Depression, especially for African-Americans. Over the course of the novel, students will grapple with lying, and if lying is always bad or if it can sometimes be a good thing, as they witness Bud lying as a way to survive. Students will also analyze and explore the idea of maturity and what it means to act one’s age versus acting more mature as Bud finds himself in situations most ten-year-olds will never experience. The theme of compassion and kindness also arises over the course of the novel. Students will analyze how the compassionate actions of others help Bud on his journey, while deepening their understanding of why it’s always important to help others, even when times are tough. It is our hope that this unit, in conjunction with the rest of the fourth-grade sequence, will help students develop empathy and understanding for the experiences of others.

As readers, this unit serves as the culminating unit for the year. Therefore, the majority of the unit focuses on spiraling strategies. Students should be pushed daily to summarize key events, analyze characters and setting, and figure out the meaning of unknown words. Students should also be pushed to use the information they learn from the nonfiction text about the Great Depression to confirm and deepen their understanding of what life was like during the Great Depression.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Charlotte's Web
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In this unit, students will explore the meaning of true friendship by reading Charlotte’s Web by E.B. White. Charlotte’s Web, a classic novel written in 1952, clearly illustrates how difficult and scary it can be to make a friend, yet how rewarding a true friendship really is. Over the course of the novel, students will consider what it means to be a good friend, whether or not friendship is always easy, and whether or not conflicts and struggle really are an important part of strengthening friendships. By deeply connecting with the characters, students will learn about the power of helping others, how creativity and determination can help solve problems, and that people can and do change. Students will also begin to understand the cycle of life and beauty, and the emotional responses that come with death through the eyes of Wilbur. It is our hope that this unit, in connection with other units, will provide the foundation for developing empathy and understanding about true friendship and life.

Charlotte’s Web was chosen not only because of the strong theme of friendship and life, but because it is a classic in children’s literature. Charlotte’s Web was written in the early 1950s and contains themes and language that are more archaic than other texts from the year. Therefore, students will learn how to analyze themes, settings, characters and language that are less familiar and relatable.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Cinderella Stories
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In this first unit of second grade, students read multiple versions of a classic fairy tale, Cinderella. Through reading various versions of the same story, students are not only exposed to a wide variety of cultures, but they are also challenged to think about how the culture, or setting, of the story influences the plot. In first grade fiction, students took a trip around the world, exploring a wide variety of themes and stories from all over, in order to build a foundational understanding that our world is made up of many diverse and unique cultures. This unit builds on the exposure to new cultures students received in first grade and provides an opportunity for students to explore the idea that even though cultures may appear to be different, there are many things embedded within the unique characteristics of different cultures that make them similar. Storytelling, and the role of storytelling, is one of those similarities. It is our hope that this unit, in connection with others in the sequence, helps students build empathy and understanding of the world around them.

The different versions of Cinderella help students understand the components of a fairy tale and the lessons associated with traditional fairy tales. Over the course of the unit, students will be challenged to ask and answer questions about the text and illustrations as a way of deepening their understanding of plot, setting, and characters. In the first section of the unit, students will focus deeply on the setting, characters, and plot of the different versions of Cinderella, learning to compare and contrast the nuances across different versions. In the second section of the unit, students will read Cinderella stories that vary from the traditional plot structure but still include the underlying theme that a person’s actions (good or bad) influence his/her life outcomes. In this section students will dive deeply into three texts to analyze different characters’ traits and how the author uses those traits to help reveal the lesson of the story.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Comparing and Contrasting Greek Myths
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In this unit students dive into the world of Greek mythology. Over the course of the unit students will read the classic myths of Pandora, Arachne, and Echo and Narcissus. In reading the myths, students will gain a deeper understanding of the gods and mortals in ancient Greece and how the ancient Greeks used mythology as a way to make sense of and interpret the world around them. Students will also continue the thematic exploration from previous units about how a person’s beliefs, ethics, or values influence that person’s behavior.

Over the course of the unit, students will read multiple versions of the classic myths. The primary focus of this unit is on close reading and analyzing the differences among the versions and critically analyzing an author’s choice of genre. In doing so, students will be challenged to think about how the structural elements of different genres, particularly prose, drama, and verse, allow a reader to better understand a story or text. Students will also explore how the point of view in which a story is written, either third-person point of view or first-person point of view, changes the way a story is told and the depth of information that a reader knows. Another focus of this unit is determining the central theme of the myths. Because the stories in this unit are shorter than the novels students have read so far, this unit offers students practice in finding the theme of a shorter text and explaining how the author uses evidence to develop the theme.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Energy
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In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world’s energy future will look like if more renewable solutions aren’t found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students’ ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Exploring Immigration
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In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Exploring Mars
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In this unit, students study the rovers Spirit and Opportunity and their remarkable missions to Mars. Through a combination of reading, analyzing images and photographs, and participating in engineering and design labs, students will begin to understand the complexity, preparation, and diligence involved in space missions. Students will grapple with why the engineering and design process, particularly continually planning, trying, and evaluating, is a crucial part of a successful mission. This unit also allows students to make connections between content learned in math and content learned in previous science units, solidifying the importance and value of STEM. It is our hope that this unit inspires students to explore engineering and STEM not only in space but in the world around them.

In this unit, students build their skills in consuming scientific and technical texts. Students will practice explaining the connection between two or more scientific ideas or concepts in a text. Additionally, students will be challenged to draw on and integrate information from two or more texts in order to describe a scientific idea, concept, or process in depth. This unit also continues the study of point of view and analyzing how the point of view influences what and how information is presented to a reader. The Mighty Mars Rover is written to captivate and engage a reader, while the NASA press releases are written to inform the public of the progress and findings of the Mars rover missions. Students will be challenged to compare and contrast the point of view of each text and the strategies each author uses based on the point of view and desired audience. Since this is the culminating unit of the course, all other informational standards will be spiraled throughout the unit.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Falling in Love with Authors and Illustrators
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In this unit students explore and experience the works of five award winning authors and illustrators; Grace Lin, Yuyi Morales, John Parra, Monica Brown and Jerry Pinkney. Students learn about each author or illustrator’s life and his or her inspiration for becoming an author and/or illustrator. Students will think critically and make connections between the author or illustrator’s life and the stories he or she writes or illustrates, and how each author’s unique personality is reflected in the words or pictures. By studying a wide variety of authors and illustrators, it is our hope that the foundations will be set for a life-long interest in reading and books. Author studies help students develop a deeper attachment to books while also noticing and identifying the many different ways in which authors write. It is also our hope that students will use the authors in this unit as writing mentors, mimicking the author’s style while also building confidence in their own writing and unique ideas. Another underlying focus of this unit is on helping students identify and explain why certain books win awards, and the types of awards that are given. In future units and grades students will read additional award winning stories written or illustrated by the different authors and illustrators from the unit.

In reading this unit builds on the first three units and assumes that students are inquisitive consumers of text, asking and answering questions while listening to and enjoying a story. Students will continue to work on retelling a story, including key details about setting, characters and major events. Students will also continue to be challenged to “read” the illustrations and think about how the illustrations help a reader better understand what is happening in the story. At the end of this unit, students should also be able to clearly articulate and define the role of the author and illustrator and why they are both important.

In writing students will continue to write daily in response to the text. At this point, students should be able to draw or write an answer that correctly answers the question. In this unit, students will be challenged to details to their writing to show a deeper understanding of the question. Over the course of the unit students will also write opinion pieces about which book by the author or illustrator was their favorite and why.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Familiar Stories
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In this unit, students are exposed to familiar stories with predictable patterns and illustrations. Exposure to predictable texts is incredibly important for beginning readers as they begin to explore the world of reading independently. Predictable texts are incredibly engaging for students, allowing them to anticipate words, phrases, and events on their own and better follow the storyline sequence of a story. The story patterns also allow students to try and read the stories on their own, using the repetitive texts and pictures as a guide for either reading or pretending to read the story. Predictable texts are also incredibly important for exposing students to phonological awareness concepts in context, particularly rhyme, rhythm, and fluency. In order for students to reap these benefits, however, they need to deeply engage with the stories. This means that the stories need to be read, reread, retold, and reread some more so that students are able to build the confidence they need to pretend to read or read the text on their own. Within the context of this unit, students are only exposed to the text once; therefore, it is the responsibility of the teacher to find ways to bring the stories to life in other parts of the day so that students are able to reap the rewards of engaging with predictable texts or, if necessary, to slow down the pacing of the unit in order to include multiple readings of a text.

In reading, students will continue to be challenged to ask and answer questions about the texts they read daily. Students will begin to work on retelling what happens to the characters in the story, using key details from the text and illustrations. Because the stories are repetitive in nature, this unit provides a strong foundation for teaching how to retell a story. Another focus of this unit is on understanding how authors and illustrators use illustrations and repetition to help a reader understand the main events in a story. Students will learn how to closely “read” illustrations for subtle clues about character feeling or foreshadowing clues for what is going to happen next in a story. In order to engage deeply in the content, students will continue to develop active participation and discussion habits, allowing them to learn from and with one another.

In writing, students will continue to write daily in response to the text. In Unit 1, the focus was on establishing the routines and procedures necessary for daily writing about reading. In this unit, students will continue to write daily in response to the text with a focus on using words and pictures to correctly answer the question.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Fighting for Change
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In this unit students begin to explore the concepts of fairness and justice. Over the course of the unit students are exposed to numerous ordinary people who worked together to overcome injustice and fight for a better future for others. Students will grapple with what it means if something is fair and just, particularly in regard to race, class, gender, and ability. Then students will be challenged to think about the different ways in which people showed courage, patience, and perseverance in order to challenge things that were fundamentally unfair. Over the course of the unit it is our hope that students are able to acknowledge and realize that things aren’t always fair in the world around them, but that doesn’t mean that it always has to be that way. It is our hope that students see that identifying the problem is only the first step and that anyone who has the right mindset and beliefs can inspire others to work together to create a more just future for everyone. Essentially, we hope that this unit begins to plant the seed within our students that they can be activists and take charge of their own lives and communities. No one is too young to inspire change. It is important to note that this unit primarily focuses on big-scale changes. Additional projects and lessons should be added to help students understand how what they learned connects to change on a smaller scale.

In reading, students will continue to work on developing their informational reading strategies, particularly when reading a collection of narrative nonfiction texts. The focus of this unit is on reinforcing and practicing targeted informational strategies in the context of a narrative structure. In particular, students will be pushed to describe the connection between individuals, events, and pieces of information. Students will also be challenged to think about the reasons an author gives to support a point and how those reasons look slightly different in a narrative informational text than in a scientific or history-based informational text.

In writing, students will continue to work on writing responses to the text that provide relevant and accurate information along with some evidence of inferential or critical thinking.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Fighting for Change: Children of the Civil Rights Movement
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In this unit students study the Civil Rights Movement through the eyes of the youth and children who experienced the struggles, hardships, victories, defeats, and possibilities firsthand. Students will be challenged to analyze the key characteristics shared by children who participated in the Civil Rights Movement, particularly their courage, commitment, bravery, and unending commitment to fighting for the cause. Over the course of the unit students will realize that through community organizing and a strong desire for justice, regular people, especially youth, were able to come together to use a variety of nonviolent tactics to fight for change, even when faced with resistance, oppression, and violence on a daily basis. The stories and experiences in the unit will highlight that the Civil Rights Movement was driven by the heroism of regular people and that anyone can participate in the fight against injustice. It is our hope that this unit, in conjunction with other units from the sequence, will empower students to notice and challenge the injustices, relying on their knowledge of history and the lessons they’ve learned from those who have fought before them.

In this unit students refine their skills as critical consumers of texts by analyzing the point of view from which a text is written and noticing how the point of view influences what and how information is presented to a reader. Students will read multiple accounts of the same topic or event and be challenged to notice the similarities and differences in the points of view they represent and how the author uses evidence and reasons to support a particular point of view. Photographs are an important part of the texts in the unit. Students will be pushed to analyze photographs as a source of information to support an author’s point. Students will also continue to practice determining one or more main ideas of a text and explaining how they are supported by key details, summarizing a text, and explaining the relationship between one or more events or individuals in a historical text. Over the course of the unit students will also be required to access information from multiple sources in order to integrate information and draw conclusions about an event or topic.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Folktales and Stories
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This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Government and Biographies of Famous Leaders
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This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Habitats
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In this unit second graders explore different habitats (forest, desert, water, rainforest, and wetland) and investigate how different plants and animals survive in each the habitat. Rather than just learning facts about the habitats, students examine come to understand the connection between parts of each habitat and how those connections are crucial for survival. Using the Next Generation Science Standards as a guide, students are challenged to use the information they learn about different habitats to compare how different plants and animals depend on their surroundings and other living things to meet their needs. Students will also be challenged to compare the differences in the kinds of living things that are found in different areas and why those differences exist. This unit builds on the first grade Animals unit, in which students learned about different types of animals and their characteristics, and prepares students for a third grade unit in which they will analyze animal adaptations with regard to animal habitats.

This unit uses the Bobbie Kalman Introducing Habitats series as mentor texts. These texts were chosen because of their clear representations of the different habitats and their accessibility. The texts in this unit support student understanding of key genre features while also allowing multiple opportunities to develop fluency. Over the course of the unit the majority of heavy thinking and analysis should be on students. By the end of the unit, students should have a deeper understanding of key components of informational texts, and students should be able to transfer those understandings to other complex informational texts.

Students will also write daily in response to the text, with a focus on making a correct claim to answer the question. Students will also begin writing longer informational texts in which they synthesize and teach back the content they are learning about the different habitats.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Heart and Soul: The Story of America and African Americans
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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.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Hispanic and African American Folktales
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This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
History of the Earth: Dinosaurs
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In this science/history-based unit, students learn about the history of the earth by studying fossils and dinosaurs. In the first part of the unit, students learn about how fossils are formed and how paleontologists study fossils in order to learn about ancient history. In the second part of the unit, students study what makes dinosaurs unique and fascinating creatures by learning about various species of dinosaurs and how they adapted in order to meet their basic needs for survival. Students will also be challenged to think about what earth was like at the time of the dinosaurs and how learning about dinosaurs helps them better understand the earth’s history. In the last part of the unit, students read a collection of fiction texts, each with a unique perspective on what happened to the dinosaurs and if dinosaurs really are extinct. In this part of the unit, students should be pushed to use what they have learned from the informational texts in order to confirm or deny the statements the author makes in the fiction texts.

In reading, this unit exposes students to both informational and fiction texts. When reading informational texts, students will focus on explaining the connection between two or more pieces of information in a text, particularly in regard to retelling how fossils are formed or how scientists uncover fossils. Students will also be pushed to describe the relationship between the illustrations and the text in which they appear, specifically describing what new or additional information they learn from reading the illustrations. Additionally, students will continue to practice determining the main topic of a text and asking and answering questions about unknown words. When reading fiction texts, students will focus on retelling the story and making connections between the story and the facts they’ve learned from the informational texts.

In writing, students will continue to write daily in response to the text. Written responses should focus on including an inference or critical thinking that shows understanding of the text and/or question and on using more words than pictures to communicate the answer to a question. This unit also includes two longer writing assignments: one research writing assignment and one narrative writing assignment.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Indigenous Peoples: Then and Now
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There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Insects
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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.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Joey Pigza Swallowed the Key
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In this unit students meet Joey Pigza, a loving boy with attention deficit hyperactivity disorder (ADHD), in the core text Joey Pigza Swallowed the Key. The novel, written in Joey’s point of view, gives readers a glimpse into Joey’s mind and shows what the life of a child with ADHD can be like. The novel is heartbreaking at times and vividly shows how much of a struggle it is for someone with ADHD to behave and do the right thing when they cannot get their body to listen. Over the course of the novel, students see firsthand how having ADHD not only influences the way Joey feels about himself but also the way that others interact with him, both positively and negatively. It is our hope that this unit will begin to raise awareness and understanding of ADHD and how to cope with it, both in and out of the classroom. It is also our hope that this unit will begin to humanize things that are hurtful and help in continuing to strengthen our students’ understanding of empathy and the importance of being empathetic towards others. It is important to note that this book is fictional and told by an often-unreliable narrator. Therefore, in order to ensure that students get the correct impression and understanding of ADHD, special education, and the role of medication, discussions will need to be included throughout the entire unit that challenge and elaborate on what Joey shares in the text. Without these conversations, students could leave the unit with misunderstandings that could potentially reinforce the stereotypes and stigma assigned to people with ADHD and other disorders.

This novel allows students to genuinely connect with a character and fully immerse themselves in the mind of a character. Therefore, the main focus of this unit is on deeply understanding character, character relationships, and how relationships can both positively and negatively impact the way a character views himself or herself. The author, Jack Gantos, includes a lot of incredibly powerful descriptive and figurative language to help readers connect with Joey. Therefore, another focus of this unit is on analyzing the author’s use of figurative language and description, and noticing how it deepens a reader’s understanding of characters and plot.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Keena Ford
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In this unit students learn about making mistakes, honesty, and the power of forgiveness by reading the core texts Freckle Juice and Keena Ford and the Second-Grade Mix-Up. In Freckle Juice, students explore what peer pressure is and the ways in which people can influence the decisions that we make. In Keena Ford and the Second-Grade Mix-Up, students explore what it means to be honest, especially when it may seem difficult to tell the truth. Students will also explore the value of friendship and how jealousy can sometimes come between friends. Andrew in Freckle Juice and Keena Ford are both highly relatable characters who are struggling with issues that are common in second grade. Therefore, these books will give students a chance to grapple with and explore the nuances of peer pressure, honesty, friendship, and jealously in a non-threatening way.

For readers, this unit begins the transition from early chapter books that have an equal balance of words and pictures into chapter books where the picture support is removed. Therefore, over the course of the unit students will work on using the strategies they have learned to help build stamina in order to read longer texts. Besides building stamina, there are a few main focuses of the unit. One is on deeply understanding characters, including character motivations, perspectives, and relationships. Keena Ford shares lots of insight into how and why she does the things that she does, which will make it easier for students to internalize what it means to notice and track character over the course of a longer text. Another focus is on holding onto the plot across multiple chapters. This is the third chapter book that students will be reading, but the plot of this text is slightly more nuanced. Finally, students should continue to work on using context to figure out the meaning of unknown words and using the illustrations to deepen their understanding of the text.

As writers, students will continue to work on writing strong, focused text-based answers in response to the text. In this unit students will be pushed to include inferential and critical thinking to support their answers. They will also begin to use transition words as a way to support organizational structure and evidence. All grammar Focus Correction Areas in this unit are a review; therefore, students should be receiving weekly individualized feedback.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Migrant Workers' Fight for Justice
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In this unit students study the California migrant farm workers’ fight for justice. Lead by Cesar Chavez and Dolores Huerta, this time period is often referred to as the start of the Latino civil rights movement. Over the course of the unit students will explore what life was like for migrant farm workers in the 1960s and the barriers that prevented them from obtaining better wages and equitable working conditions. Students will then learn about how the farm workers were able to band together under the leadership of Larry Itliong, Cesar Chavez, and Dolores Huerta to launch a multi-year movement focused on using nonviolent tactics as a way of making meaningful, long-lasting change. In particular, students will analyze how different types of nonviolent protests (boycotts, pickets, marches, strikes, and fasting) helped educate the public and influence change. Understanding the history of migrant farm workers and their struggle for justice is important for helping students understand the world around them. It is important to note that this unit is based in history. Many of the ideas and concepts in this unit are connected to current events; however, the focus of the unit is on this period in history.

In reading, this unit helps students continue to build their informational reading skills. Over the course of the unit students will be pushed to think about the connection between two or more historical events and people. Unlike previous units, this unit contains a variety of primary sources and videos that require students to use different reading and speaking and listening strategies in order to synthesize and summarize key ideas.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Natural Disasters
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Natural disasters such as volcanoes, earthquakes, hurricanes, and wildfires happen all over the world. Understanding how natural disasters happen and why helps children feel less anxious and more prepared. Therefore, this unit focuses on teaching students the science behind each natural disaster while also explaining what to do if they live in an area prone to a particular natural disaster. Over the course of the unit, students hear about many famous natural disasters, but the unit places more of an emphasis on how the disasters happen rather than exploring the devastation or destruction caused by previous natural disasters. The unit provides many opportunities for students to learn more about recent natural disasters, including a culminating research project.

The texts in this unit were chosen because of their wide variety of text features, content, and accessibility. Over the course of the unit, students will read texts that are very technical and rely heavily on text features, diagrams, and illustrations, as well as texts that are written as informational narratives. Students will be challenged to think about the structures the authors use to help the reader interact with and learn the content. Additionally, students will learn the importance of referring to specific details from the text and using those details to explain and teach back the newly learned material. This unit serves as the foundation for building strong reading habits and routines and setting high expectations for text consumption. Clear models should be included in the unit to help students build a deeper understanding of how to actively read and annotate informational texts for key ideas, text features, and vocabulary. This unit also serves as a launching point for strong discussions. Students will frequently be challenged to debate questions from the text; therefore, strong habits of discussion need to be introduced over the course of the unit.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
One Crazy Summer
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In this unit, students explore the meaning of family, community, and identity by reading the core text One Crazy Summer. Through the eyes of eleven-year-old Delphine, readers experience life in Oakland, California, in 1968, the height of the Black Panther movement. Delphine and her two younger sisters, Vonetta and Fern, spend a summer in Oakland visiting their estranged mother who sends them to spend their days at a camp run by the Black Panthers. Over the course of the summer, the girls learn about what it means to be part of a revolution, what the Black Panther Party was fighting for, and why the Black Panther Party was important during this time period. Through it all, they build confidence in themselves and their relationships with others as they learn to challenge and respond to social issues in the community. It is our hope that this unit, in conjunction with others in the series, will help students understand the way experiences shape our identities and beliefs, and how children can help bring about change in the community.

In reading, this unit continues to build on reading strategies and skills covered in previous units. It is assumed that students are able to quote or paraphrase accurately from the text, interpret figurative language, and summarize sections of the text. These skills should continue to be spiraled throughout the unit; however, the main focuses for this unit are determining theme and analyzing how it is developed over the course of the novel or poem, analyzing point of view and the impact it has on the way events are portrayed, and comparing characters and their responses to situations.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Pinky and Rex
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In this unit, students grapple with common second grade themes through reading the easily relatable series Pinky and Rex. Through connecting with Pinky and Rex, students will learn that it’s okay to be different and to be proud of who they are, no matter what others may think. Students will also learn about what it truly means to be a good friend and how friends can support and stick up for one another in a variety of ways. They will also see that it’s okay for boys and girls to be friends, even best friends. This unit builds onto multiple units from first grade in which students learned what it means to be a good friend and a good person. It is our hope that this unit deepens the understandings developed in previous grades by giving students characters to connect with. These connections are especially important for students who are struggling with some of the same issues and aren’t sure how to process or talk about them.

In reading this unit is a transition from units that were predominately read aloud into a unit that is almost entirely shared or independent reading. Pinky and Rex are perfect texts for second graders, not only because of the important themes they teach but because of the way in which James Howe develops character and plot over the course of the series. As readers, students will be challenged to notice the descriptive details James Howe includes to show how characters feel in response to different problems and challenges. They will also be challenged to notice how a character’s dialogue shows what they are truly feeling and how the different “said” words James Howe includes deepens that understanding. Students will also begin to analyze why certain words in a text are written in italics and what that shows about how a character is feeling. This deep dive into character will allow students to truly understand the characters and the lessons that they are learning. By reading four books in the series, students will also have the chance to see how characters develop over the course of multiple texts. By the fourth text, students will have a deeper, more nuanced understanding of all three characters.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Plastic Pollution
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In this unit, students explore how plastic pollution is choking the world’s oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it’s so hard to remove plastic from the ocean once it’s there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.

In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
The Power of Reading
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In this unit, students explore the power of reading and writing around the world. Over the course of the unit, students will grapple with and explore the power involved with education and reading, and why so many people across the world seek the power to read. Students will also discover that not all people have equal access to education and that in many places receiving a high-quality education is not an easy feat. As a connection to the informational unit on continents, when the setting is clearly defined by the author either in the author’s note or directly in the text, make sure to reference it and challenge students to notice features of the culture or country. It is important to note that many of the texts in this unit are fiction; therefore, large generalizations about an entire culture or country should not be made based on the books alone. Students should, however, be challenged to think about the ways in which the author portrays the characters’ struggles and desire for education and what we can learn from the characters’ experiences. It is our hope that this unit, in connection with other units in the sequence, will begin to open students’ eyes to the world around us and the ways in which values are similar and different around the world.

In reading, it is assumed that students are inquisitive consumers of the text and are able to retell stories, including key details, using both the illustrations and words as a guide. Therefore, in this unit students will be pushed further to notice more nuanced central messages, particularly related to the idea of education and reading. Students will also be pushed to notice the words and phrases an author includes to suggest feeling and appeal to the senses. In Unit 3, students were exposed to the skill of compare and contrast by comparing and contrasting similar versions of the same story. In this unit, students will be pushed to the next level by comparing and contrasting more nuanced experiences and messages across multiple stories.

In writing, students will continue to write daily in response to the text. In every piece of writing, students should be expected to correctly answer the question and provide details from the text to support their answer. In this unit, students will begin to learn how to explain their evidence and thinking in a way that shows a deeper understanding of the question or text. By the end of the unit, most students should be able to score a 3 on the Reading Response rubric.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Rediscovering Thanksgiving
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This unit challenges students to view history with a critical lens, and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the New World. Students will explore the hardships faced by the colonists, both on the ship and once they arrive in the New World, and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag valued, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe. Then students will be pushed to analyze what really happened at the first Thanksgiving, and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017
Return to Sender
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In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner’s son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of diffference can help dismantle stereotypes.

It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers’ fight for justice and equity.

Subject:
English Language Arts
Composition and Rhetoric
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Unit of Study
Provider:
Match Fishtank
Provider Set:
Fishtank ELA
Date Added:
01/01/2017