Mar 13, 2019 - Researching to Build Knowledge and Teaching Others: Biodiversity in Rainforests of the Western Hemisphere
This module—intended to be used in conjunction with a Social Studies unit about Latin America...
Jan 20, 2016 - This English Language Arts Common Core video features fifth grade students from Ballston Spa, New York. This lesson features Standards RL 5.1 and RL.5.9.
Jan 20, 2016 - This English Language Arts Common Core video features fifth grade students from John F. Kennedy Intermediate School located in Deer Park, New York. This lesson features:
Focus Standard RL.5.1: Quote...
Aug 26, 2015 - Researching to Build Knowledge and Teaching Others: Inventions That Changed People’s Lives
In this eight-week module, students learn about new or improved technologies that have been developed to...
Aug 26, 2015 - Becoming a Close Reader and Writing to Learn: Stories of Human Rights
What are human rights, and how do real people and fictional characters respond when those rights are challenged? Students will...
Jul 09, 2014 - We have two videos for small groups of educators to learn from the Common Core in practice. The first video does not include captions of evidence of Common Core alignment. The second video includes...
Jul 07, 2014 - The third installment of our new video professional development series focuses on a fifth grade classroom where students are making claims using two texts with similar themes (RL.5.1 & RL.5.9)....
Jun 25, 2014 - UNIT 3, CULMINATING PROJECT: READERS THEATER: ESPERANZA RISING, FROM NOVEL TO SCRIPT
In this third unit, students will continue to apply what they have learned about human rights by creating scripts...
Jun 25, 2014 - CASE STUDY: ESPERANZA’S STORY
In this second unit, students will apply their new learning about human rights through a case study of how a fictional character responds to human rights challenges....
May 30, 2014 - MID-UNIT ASSESSMENT: EVALUATING A NOVEL VERSUS A SCRIPT
In advance: Make student notes and anchor charts from Lessons 1–3 (available for student reference during the assessment).
May 30, 2014 - END-OF-UNIT 2 ASSESSMENT: ON-DEMAND ANALYTICAL ESSAY ABOUT HOW ESPERANZA CHANGES OVER TIME
Note, because this is an on-demand assessment students will need to complete their essays independently,...
May 30, 2014 - PARAGRAPH WRITING, PART I: HOW ESPERANZA RESPONDS ON THE TRAIN (REVISITING CHAPTER 5: “LAS GUAYABAS/GUAVAS”)
In this lesson, students revisit Chapter 5: “Las Guayavas/Guavas.” In advance, reread...
May 30, 2014 - REVISITING BIG METAPHORS AND THEMES; REVISING AND BEGINNING TO PERFORM TWO VOICE POEMS
This lesson includes time for a few groups to perform their Two-Voice Poems. There is more time in Lessons 16–18...
May 30, 2014 - CONTRASTING PERSPECTIVES: SHOULD THE FARMWORKERS IN ESPERANZA RISING GO ON STRIKE? (CHAPTER 12: “LOS ESPÁRRAGOS/ASPARAGUS”)
This lesson repeats the Jigsaw structure students have used several times,...
May 30, 2014 - CONNECTING INFORMATIONAL TEXT WITH LITERATURE: BUILDING BACKGROUND KNOWLEDGE ABOUT MEXICAN IMMIGRATION, CALIFORNIA, AND THE GREAT DEPRESSION
May 30, 2014 - INFERRING ABOUT CHARACTERS BASED ON HOW THEY RESPOND TO CHALLENGES (CHAPTER 4: “LOS HIGOS/FIGS”)
This lesson builds directly on Lesson 3, and reinforces a pattern of analysis that students will use...
May 30, 2014 - INFERRING ABOUT CHARACTERS BASED ON HOW THEY RESPOND TO CHALLENGES (CHAPTER 3: “LAS PAPAYAS/PAPAYAS”)
This lesson draws directly on the knowledge students built during Unit 1 about human rights....
May 30, 2014 - GETTING TO KNOW ESPERANZA (CHAPTER 2: “LAS UVAS/GRAPES”)
This lesson introduces a new small group structure: Triad Talk. These reading and discussion groups will be used throughout the study of...
May 17, 2014 - LAUNCHING READERS THEATER GROUPS: IDENTIFYING PASSAGES FROM ESPERANZA RISING FOR READERS THEATER THAT CONNECT TO THE UDHR
Prepare for Teacher Model (use pages 46-47 from Esperanza Rising)
Note that...
May 17, 2014 - PARAGRAPH WRITING, PART II
For this writing assignment, students are not given a formal rubric. Rather, they work with the teacher to create “criteria for success.” The rationale behind this is to...
