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- This document contains the curriculum plan for grades 3-5 ELA from Expeditionary Learning. See also: Texts from Expeditionary Learning
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- The Grade 5 curriculum modules are designed to address CCSS ELA outcomes during a one-hour English Language Arts block. The overarching focus for all modules is building students’ literacy skills as...
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- 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...
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- BUILDING BACKGROUND KNOWLEDGE ON HUMAN RIGHTS What are human rights? Why do we have them and how are they protected? This unit is designed to help students build knowledge about these questions while...
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- Building Background Knowledge on Human Rights: Close Reading of Article 1 of the Universal Declaration of Human Rights (UDHR) This lesson includes many simple protocols or “routines” that support...
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- Building Background: A Short History of Human Rights Display learning targets on board, chart paper, or document camera Cut one copy of The Short History of Human Rights handout into 8 sentence...
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- Vocabulary Introduction: Human Rights Review Vocabulary strategies and Think Pair Share and Write- Pair-Share protocols (see Appendix 1) For Work Time 2B (flash cards), the focus is on how to make...
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- Close Reading: The Introduction to the Universal Declaration of Human Rights This lesson reinforces the vocabulary work from Lesson 3, and introduces a new vocabulary strategy: using morphology (word...
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- Mid-Unit 1 Assessment: Explaining Human Rights Review Quiz-Quiz-Trade in Vocabulary Strategies (Appendix 1) Review Write-Pair-Share and Fist to Five protocols (Appendix 1) If students finish the Mid-...
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- Close Reading: “Unpacking” Specific Articles of the UDHR In this lesson and Lesson 7, students will become “experts” on 11 specific Articles from the UDHR. These Articles were chosen specifically...
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- Close Reading: Becoming Experts on Specific Articles of the UDHR This lesson builds directly on Lesson 6. Students use the Close Reading protocol with increasing independence to build and share...
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- Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version Review Vocabulary strategies and Write-Pair-Share protocols (see Appendix 1)
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- Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific Articles of the UDHR In this lesson students continue to work with the firsthand account they...
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- End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account "From Kosovo to the United States” is a challenging text. Consider having ELLs or struggling readers read through section 1 (...
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- 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....
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- BUILDING BACKGROUND KNOWLEDGE: LEARNING ABOUT THE HISTORICAL AND GEOGRAPHICAL SETTING OF ESPERANZA RISING (CHAPTER 1: “AGUASCALIENTES, MEXICO, 1924”)
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- 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...
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- 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....
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- 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...
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- CONNECTING INFORMATIONAL TEXT WITH LITERATURE: BUILDING BACKGROUND KNOWLEDGE ABOUT MEXICAN IMMIGRATION, CALIFORNIA, AND THE GREAT DEPRESSION
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- CONTRASTING TWO SETTINGS (CHAPTER 6: “LOS MELONES/CANTALOUPES”) This lesson begins to introduce students to the idea of central metaphors (or symbols) in the novel. This purpose links directly to RL....
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- POINT OF VIEW: COMPARING ESPERANZA’S AND ISABEL’S PERSPECTIVES ABOUT LIFE IN THE CAMP (CHAPTER 7: “LAS CEBOLLAS/ONIONS”) This lesson includes a close reading of pages 116–117, which is done as a full...
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- UNDERSTANDING THEMES IN ESPERANZA RISING This lesson goes into more depth on the concept of theme, which was briefly touched on in Lesson 6. Students may not have time in Part B of work time to...
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- MID-UNIT 2 ASSESSMENT AND DISCUSSING THEMES IN ESPERANZA RISING: (CHAPTER 9: “LAS CIRUELAS/PLUMS”) Review Chapter 9, “Las Papas/Plums” from Esperanza Rising, and the answers to Mid-Unit 2 Assessment...