Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.

In this lesson, students This lesson begins a two-day close reading cycle with a new chunk of Bullfrog at Magnolia Circle. Yet these two lessons focus on page 32, which is structured much more like a "typical" informational text, with expository paragraphs and a glossary.

This lesson follows the same structure as Lesson 2, and begins a two-day close reading cycle with a new chunk of Bullfrog at Magnolia Circle. This time, the focus is on bullfrog reproduction and life cycle, and physical characteristics. Students again linger on just one section for two lessons, in order to both build their awareness of choosing words for effect.

Misty Copeland is an American ballet dancer for American Ballet Theater. In 2015, Copeland became the first African American woman to hold the highest-ranking ballet position at the dance company. In this informational text, Sara Matson discusses Copeland’s journey to success. As students read, they take notes on the challenges that Misty Copeland has faced as a ballet dancer.

Misty Copeland is an American ballet dancer for American Ballet Theater. In 2015, Copeland became the first African American woman to hold the highest-ranking ballet position at the dance company. In this informational text, Sara Matson discusses Copeland’s journey to success. As students read, they take notes on the challenges that Misty Copeland has faced as a ballet dancer.

In this lesson, students learn cause-and-effect relationships by using of a variety of picture books by Laura Joffe Numeroff. They use online tools or a printed template to create an original comic strip for a given writing prompt.

The Inuit are a group of people who have lived in the Arctic regions of Greenland, Canada, and Alaska for over a thousand years. In this excerpt from “Inuit,” Carol White describes the Inuit people’s way of life. As students read, they take
notes on how the Inuit survive in their cold environment.

In this lesson, students learn to identify and analyze the compare and contrast text structure within expository texts.

Students read a paragraph about Rikki-Tikki-Tavi and write the main idea and supporting details. An answer key is included.

Students read a paragraph about the Meerkat and write the main idea and two supporting details. An answer key is included.

This resource provides a blended learning multi-day station rotation for teaching the main idea in reading.

During this component students are engaged in a variety of expository texts to fortify their understanding and deepen their knowledge of global poverty. Students will read and classify information from news articles related to poverty on a character map using the five subtopics (causes, effects, challenges, emotions and hopes). After guidance and modeling of an article about homeless children in Colorado, students will operate in learning teams to become experts on a different news article. Teams will read and collaborate to create a poster showcasing their new learning about a person or group of people living in poverty. Working in diverse teams provides students with the opportunity to take charge of their learning while promoting higher-level thinking, oral communication and leadership skills ("Collaborative Group Work" 2012). This lesson was developed by Karie Gregory as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will use a safe search engine for kids on their own computers and work with a partner to gather information about an assigned land form or water form. Students will complete a graphic organizer in which they will use later to write an informational piece on their African topic.This lesson was developed by Anjali Nair as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy

This lesson is possibly three to five class periods. Student groups will select an endangered Asian animal from the teacher approved website and animal list. During this lesson students will begin researching and collecting information about the animal. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn to find main idea in a nonfiction text about endangered rhinoceroses. Main idea should be taught prior to this lesson using reading strategies. Students should already know main idea is what the text is mainly about in one sentence. Students should be able to locate the main idea in the topic sentence, heading, last sentence of the text, and know it may be found in text features. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Description: This lesson plan engages students by applying what they have learned about main idea and extends their learning about endangered animals like the rhinoceroses in Africa and the Indian python snake from India. Students review main idea and learn to use the boxes and bullets strategy to organize the notes they find while reading nonfiction texts. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson the students will complete an anticipation guide and then read and discuss A Long Walk to Water by Linda Sue Park. The teacher will read the book aloud to the students. As part of the reading the students will answer questions as they go along. This lesson was developed by Margaret Derrick as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This scientific article explains the historical background and the spreading of the legend. It starts with lady Kunigunde who, after the death of her husband, falls in love with Albrecht the Handsome from Nuremberg. After a misunderstanding she kills her two children from the first marriage. Albrecht leaves her and she dies of sorrow over her dead and her fate. Ever since she has been spooking in the Plassenburg castle. The legend spread in variations as one of the most popular ghost stories all over Germany and into England. The article is written for native speakers 9 years and up.

This article is divided into four parts. The first parts explains the structural features of bones and their role to physically support an organism. The second part focuses on the self-healing ability of bones and how broken bones are medically attended. The third part exemplifies how the sceletal and muscular system are connected with the example of the shinbone. The last part explains the astonishing fact that the number of bones shrinks with growing age, since separate bones during infantry grow together later in life into one bone. The text is written for native speakers age 9 and up.

This article provides information about the adaptation of cacti to drought and protection, as well as basic facts about age, distribution, and varieties. Pictures support the text that is written for native speakers age 8 and up.