FOCUS QUESTIONIs compassion the basis for morality?STUDENT OUTCOMESStudents will:examine and interpret the definitions of morality and compassion as presented in a variety of textsread, analyze, and discuss quotations and/or multimedia sourceswrite an original definition of a moral person (This definition will be used later in an argument paper which cites Atticus Finch's acts of compassion as evidence of his morality.) Image source: "Mockingbird" by skeeze on Pixabay.com.

During days 3-6 of the unit, students will complete a short, focused research assignment to learn about the characteristics of Sourthern Gothic Literature and to begin to view To Kill a Mockingbird through that lens.  As is true with the rest of the unit, the three day time frame is a suggestion only and can be adjusted based on your schedule and the needs of the students.Image source: "Mockingbird" by skeeze on Pixabay.com.

Students will read and analyze a short story from the Southern Gothic genre entitled "The Life you Save May be Your Own" by Flannery O'Conner.  They will continue to explore the ideas of human compassion and morality by examining the apparent  lack of compassion in the characters of Mr. Shiftlet and the old woman, Lucynell Crater.  Students will use close reading strategies to identify examples of indirect characterization that contribute to their analysis of these two central characters in the text. Image source: "Mockingbird" by skeeze on Pixabay.com.

These short films by Stourwater Pictures are accompanied by activities for classroom and remote teaching and learning about the story of Japanese American WWII exclusion and incarceration on Bainbridge Island and Washington State.

Financial Education & ELA, K-5Discover how children’s picture books can be used to teach personal finance! This resource-based training will introduce participants to the FEPPP Library, a diverse collections of titles with personal finance themes and SEL opportunities, as well as the Bilingual Spanish Library, featuring bilingual read-alouds and dual language resources. In addition, educators will receive Lesson & Resource Guides featuring no- or low-prep text-aligned lessons and activities.Webinar recorded on August 14, 2023

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

This unit has been developed to guide students and instructors in a close reading of Lincoln’s “Gettysburg Address.” The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Lincoln’s speech through a series of text dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core State Standards.

The Global Digital Library (GDL) has been developed to increase the availability of high-quality reading resources in underserved languages worldwide where there is currently a lack of quality early grade reading resources. The site primarily hosts reading instruction books and storybooks for leisure reading, but the GDL will also link to more interactive resources, such as literacy games.

This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero.

Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"

In this lesson, students will read and analyze "The Interlopers" by Saki (H. H. Munro). Lesson 1 from the Author's Craft unit focuses primarily on character. Students will examine how the motivations of Georg and Ulrich drive the plot, develop the theme, and enhance the irony. The lesson requires student to collect evidence, discuss, and complete a writing assignment. It also offers additional stories to extend the lesson. Image source: "Forest" by flo222 on Pixabay.com.

In this lesson students will read and analyze “The Flowers” by Alice Walker. Lesson 2 from the Author’s Craft unit focuses on diction.  Students will examine how Walker’s word choice creates tonal shifts in the story that support the theme. The lesson requires student to collect evidence, discuss, and complete a writing assignment in which they continue the story while using diction to maintain the tone. Image source:  "Rose" by Kapa65 on Pixabay.com.

Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.

This is a high school unit designed to teach students about the enduring qualities of heroism and how that influences today’s heroes, both in fiction and in reality. Once students understand the concepts, the unit provides teachers with a variety of activities to further strengthen student learning as well as make contemporary connections to the heroic ideal. This unit should take approximately 3-4 weeks.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach first grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons

While we hope that most students have mastered basic decoding skills by grade three, some students will need additional support. The purpose of this guide is to provide resources for you to assess and differentiate for students’ needs in phonics, sight word recognition, fluency, and phonemic awareness. This will help students to meet the foundational standards in the Common Core, to meet reading standard 10 (independently read complex text at grade level), and most importantly, to become successful readers and scholars. The primary goal of the instructional activities in this guide is to support students in developing proficiency and automaticity with decoding skills. Decoding (reading) and encoding (writing) are closely related skills, and the activities in this guide address both. Because of the pivotal and primary role reading plays in academic success, you will want to pay particularly close attention to students’ proficiency with decoding and fluency.

As a teacher of students in third grade or beyond, you won’t want to provide whole-class phonics instruction – though more advanced word study such as word analysis should be a part of your curriculum. Rather, you’ll want to identify the needs of individual students and meet those needs through small group and individual instruction. This is because many of your students will already have mastered the phonics skills they need.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach kindergarten students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach second grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

How does the media influence peoples’ opinion of the government during a national crisis? Students will read several articles on a current (or historical) national crisis and write an argumentative essay analyzing how the media influences the opinion of the people toward the government during a national crisis using relevant evidence from both current and historical resources.