This activity aligns to a novice-level unit about families. It focuses on numbers and basic family relationships. Two versions are included: One with instructions in English, and one with instructions in Spanish.

The purpose of Design Dilemma is to encourage students to use resourceful and creative behaviors to think like a scientist. Students will demonstrate these behaviors to design and build a suitable structure for a fourth little pig. Although the use of the book The Fourth Little Pig is helpful, the module may be taught without it. This module is meant for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

OverviewThe purpose of Thinking Big is to immerse students in a series of research-based cognitive behaviors that are foundational to school and life success: creativity, logical reasoning, memory, and spatial reasoning.Thinking Big was developed by Frederick County Public Schools and is made up of single-day experiences designed to instruct students in the behaviors and elicit them without additional prompting. While arranged in order of difficulty, lessons may also serve as “stand-alone” experiences throughout the year grouped by cognitive focus. Most lessons use mathematical thinking prompts and manipulatives. The focus of the unit is not on math, but on thinking and reasoningThe lessons have also been mapped to the relevant gifted behaviors that are taught and observed through the PTD Program. There are two scoring guides: one that allows the observer to record the names of those students who exhibit a command of the cognitive behavior(s); and a REPI-aligned continuum, which allows the observer to note the affective behavior that undergirds a student’s high-level completion of the cognitive behavior. This module is meant for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually-impaired students, where appropriate.

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Essential Question:  How effectively did George Washington respond to domestic and foreign challenges?EL Modifications:  Image source:  "George Washington" by Gilbert Stuart from the Clarkart.edu. Item is in Public Domain

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences. Day 2 Overview:  These plans are for Day 2 of the Writers on Writing Unit. On Day 2, students focus on strong sentences and paragraphs, beginning with student rewriting of mentor sentences, and culminating in analysis of a basic vs. elaborate paragraph from a literacy narrative. Students discuss how description improves meaning in narratives, and look at successful authors to prepare for their own work.Source Citation:  Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. Boston: Anti-Slavery Office, 1849.

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  

Unit Overview:  The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  Days 11 to 15 Overview:  These plans are for Days 11 to 15 of the Writers on Writing Unit. In this lesson, students expand their written literacy narratives into digital storytelling skills, drawing on all previous lessons and professional videos and narratives to compose their own multimedia videos for presentation. Image source:  "Be creative" by Ramdlon on Pixabay.com

Unit Overview:  The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  Days 3 to 5 Overview:   These plans are for Days 3 to 5 of the Writers on Writing Unit. On day 3, students listen to podcasts about different perspectives on struggling to read. They then complete a pre-assessment, reading and analyzing a literacy narrative with guided style analysis notes. Students will then review the pre-assessment activity in preparation for reading their own selections of professional literacy narratives on day 2. The lesson will culminate with students writing an analysis of a professional literacy narrative. Image source: "Idea" from Pxhere.com

This is a REMIX of the MSDE Grade 1, Unit 1 Environment Lesson Plan 1. In this lesson, the students will be going on a nature walk to identify what is in their environment. Students will continue to develop an understanding of the word, environment, throughout the lesson and unit. They will listen to a story read aloud about how the Earth was created.

Students will participate in either a cooperative learning activity (jigsaw strategy) or a teacher directed activity to help students gather information about the different habitats on earth. Students will share and discuss the information gathered in order to identify some commonalities among all habitats and relate this understanding to environments. Then the teacher will guide the students in developing generalizations about habitats and their connections to environments overall. (A habitat is an animal’s home. A habitat includes all of the things the animal needs to survive. A habitat it found in the surrounding environment. They are connected.)

In this lesson, the students will listen to The Lorax read aloud. Students will answer text-dependent questions during the read aloud. In addition, they will identify how the environment has been negatively changed throughout the story.

This lesson focuses on the essential question: How do I harm the environment? As students listen to the story, The Wump World, read aloud, they will identify ways the environment was harmed. Students will make connections to other texts read in this unit and write about ways they could help the environment.

These introductory plans will springboard students into the fictional text, Night of the Twister.  This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980.  The modified text was created using more simplistic language while keeping the main idea intact.  Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us? This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines.  Students will use response strategies to identify how nature can impact us.  Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read.  Included are examples of text dependent questions and sample questions to guide instruction.  Contained in this plan are day-by-day lessons.

This lesson opens the unit and prepares learners for the structure of the instructional routines. The anchor text for this lesson is, Words Set Me Free by Lesa Cline-Ransome. This literary nonfiction text chronicles the story of Frederick Douglass' early life and includes events that influenced both his life and those of others. The students should listen for examples of how actions speak louder than words. The initial read will allow students an opportunity to comprehend on a literal level. The subsequent readings provide opportunities for students to analyze and interpret figurative language throughout the book. Specifically, the students will identify how similes and metaphors enhance the reader's understanding of the life of Frederick Douglass. Students will routinely write in a response log to demonstrate understanding of the theme of this unit, Actions Speak Louder than Words. In addition, students will use their knowledge of figurative language in their writing.

Unit OverviewThis unit focuses on the various modes of local, national and world news. Students will read, evaluate and integrate multiple sources of information to gain perspective and understanding of a variety of news events. Through a structured instructional sequence, students will gain knowledge about current news, discuss the events, analyze news sources, identify bias and write brief news articles or reports based on research. The unifying theme, What’s News? will guide students as they discuss the essential question, How does the news influence us?A variety of focus texts and resources are suggested. Depending on your class and available resources, other texts may easily be substituted. Teachers may develop a customized instructional sequence with alternate news articles appropriate to the needs and make-up of the community/school population.It is important teachers prepare fully by reading all resources and consider their students when planning to implement this unit. Time frames may vary depending on the daily amount of instructional time allotted, the student group and the degree of teacher support required for students to meet with success.Teacher Note: The news of today can be very graphic and disturbing. It is important you intentionally select articles and news that do not deal with violence of any kind but that does engage 5th graders. Remember to consciously be aware of this aspect of the news for the general public. Included in this plan are a variety of “kid friendly” news sites to access. You could write a letter to the parents of your class informing them of the unit’s intent and your plan for implementing it. For guidance, watch the TVO video about TKN and Media Literacy video at the bottom of the home page www.teachingkidsnews.com.The lesson models in this unit feature best practices using informational texts to address Common Core State Standards. Included are examples of text dependent questions and sample responses to guide instruction. Students will engage with technology and practice effective listening and speaking skills in collaborative groups to identify key ideas and concepts and to build deeper understanding.Additional Planning and Preparation:Read the entire unit model, associated texts, and resources.Note vocabulary, phrases, concepts, and terminology that may be challenging.Organize the class in groups or pairs for cooperative work and discussion.Access and bookmark web resources your students will use.You many choose to infuse ‘bigger’ questions into discussion such as:What does it take to overcome challenges?How do we face challenges?What kinds of challenges do we face?Are life always challenges necessary to succeed?Universal Design Principles and strategies for English Learners:Organize the class in groups and pairs for discussion and cooperative work.Use multiple modes of presentation to allow acquisition and integration of knowledge and to increase interest and motivation.Offer students choice of tasks and modes of response.Considering using a word processing program or template for students to keep notes such as Google note taking tools.IMPORTANT NOTE: No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a formal approval review to determine their appropriateness. Teachers should always adhere to Acceptable Use Policy enforced by their local school system.Text Models For Lessons and Lesson Seedshttp://teachingkidsnews.comhttps://theconnectedclassroom.wikispaces.com/NewsInterdisciplinary ConnectionsSocial Studies/Geography/Science/Health/Current EventsAdditional ResourcesTeacher ResourcesDaily News at http://www.nwf.orgWashington Post: http://www.washingtonpost.com/local/ecologists-track-dc-ospreys-long-journey-home--from-south-america-to-the-anacostia/2014/04/18/78a5dd18-c3fc-11e3-b195-dd0c1174052c_story.htmlPair these three articles – take down nest, bird rebuilds, rebuild, take down, build platform:http://www.washingtonpost.com/local/osprey-nest-blocking-md-traffic-camera-removed/2014/04/19/64623da8-c7fb-11e3-b708-471bae3cb10c_story.htmlhttp://www.washingtonpost.com/local/md-installs-nesting-platform-for-osprey/2014/04/24/c4c49eda-cbd8-11e3-b81a-6fff56bc591e_story.htmlhttp://www.washingtonpost.com/local/md-considers-nesting-platform-for-ospreys/2014/04/23/b82cf0f0-cb10-11e3-b81a-6fff56bc591e_story.htmlREADWORKShttps://www.readworks.org/passages/new-letter-alphabethttps://www.readworks.org/node/2219 batshttps://www.readworks.org/passages/classical-music-wolfgang-amadeus-mozarthttps://www.readworks.org/passages/cool-be-kind-0https://www.readworks.org/passages/endangered-animals-glancehttps://www.readworks.org/passages/finger-foodhttps://www.readworks.org/passages/homemadehttps://www.readworks.org/passages/meet-soldierScience Fridayhttp://auburnpub.com/science-friday-return-of-the-condor/article_54c3335a-cc67-11e3-acda-001a4bcf887a.htmlTime for Kids           https://www.timeforkids.com/NIEhttp://www.washingtonpost.com/lifestyle/kidspost/http://helenair.com/news/local/th-graders-keep-abreast-of-current-events-school-issues/article_8dad9ea4-cc39-11e3-8e63-001a4bcf887a.htmlhttp://www.nwf.org

This lesson guides students in an examination of a poet's use of figurative language and word choice to convey themes of belonging and identity.  Students will delve into the concept of the unit theme, “Belonging” and the essential question, "In what ways does our need to feel a sense of belonging conflict with our individuality?" Students will write a short essay analyzing the ways in which a poet uses figurative language and word choice to convey the speaker's sense of him/herself as an individual and as someone who feels he/she is not accepted. Image source:  "Attain" by Nick Youngson from TheBlueDiamondGallery.com at http://thebluediamondgallery.com/tablet-dictionary/a/attain.html  Creative Commons 3 - CC BY-SA 3.0

This two-day lesson focuses on the reading and analysis of “The Circuit” by Francisco Jiménez. The goal of this lesson is for students to make inferences about the challenges and changes required of the story’s character, Panchito, and to find evidence of the author’s craft that develops the narrative.Students will reflect upon the relevance of the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) to the narrator's experience.  In particular, students should recognize that the reality of the narrator's individual situation acts as an impediment to his efforts to belong to a community.Although "The Circuit" is classified as a work of fiction, the author states that the stories represent the lives of his family members.  Students will appreciate Jimenez's descriptive, character-driven writing. 

This lesson focuses on the chapter “Chinatown” from Laurence Yep’s memoir, The Lost Garden.  Students will consider the factors that contributed to Yep’s struggle to find a sense of belonging with his peers and in his community.  Students will determine in what ways the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) is relevant to Laurence Yep’s experience as he describes it in “Chinatown”.

Lesson Overview Each student will write a journal entry about how motivation and perspective influence a dream. In addition, students will focus on how these influences can lead to a flawed dream. Students will read, analyze, and discuss the poem, “Dreams” by Langston Hughes, Martin Luther King’s “I Have a Dream” speech, excerpts from Chasing Lincoln’s Killer—Introduction—From 1861 through 1865 and pages 138-139, and the article, “Booth’s Reason for Assassination” by Christopher Hamner. Students will write an  essay about John Wilkes Booth. In successive days, students will draft, revise, edit, and publish their essays. Image source:  "Dream" by EvelynGiggles on Flickr.com. Licensed with CC-BY-2.0

In this lesson, students will read chapters 9-14 in James L. Swanson’s, Chasing Lincoln's Killer to analyze and discuss how Swanson presents the repercussions of John Wilke’s Booth’s assassination of President Abraham Lincoln.  Students will also compare Swanson’s account to a multimedia version of Booth’s escape after the assassination of Lincoln. Cover image source: "John Wilkes Booth Wanted Poster" edited from the original from the Library of Congress at https://www.loc.gov/item/96521960/