Students will be instructed to read a passage from the New York Times titled "A List of Previous Disasters in Haiti, a Land All Too Familiar With Hardship" by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Erin Plummer 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 be assigned to read a passage from the New York Times titled A List of Previous Disasters in Haiti, A Land All Too Familiar With Hardship by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Marissa Piersanti 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 participate in partner and group discussion based of their ideas and thoughts sparked from reading a story about Haiti as well as two thought provoking statements. *This lesson is the 6th lesson of an 8 lesson unit on non-fiction texts as well as Haiti. It can not stand alone and needs to be completed with the unit. This lesson was developed by Kate Quigley 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.

Everyone wants to help, but how? To whom should you give money? What kinds of aid will help the most now and in the long term? Students work together to communicate their ideas and decide what next steps should be taken. *This lesson is the end of an 8 lesson unit on non-fiction texts as well as Haiti. It can not stand alone and needs to be completed with the unit. This lesson was developed by Kate Quigley 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 have the opportunity to come up with possible solutions to an environmental issue. Students will conduct research using the internet to discover a variety of environmental issues. Students will choose an environmental issue that is of most interest to them, create a solution, and present their poster to the class. They will complete this lesson with a learning poster that demonstrates their understanding and learning of environmental issues, along with a solution. These include but are not limited to: pollution, wasting energy, littering, wasting water, and deforestation. Students will collaborate within small groups to explore and discuss environmental issues that not only occur locally, but globally as well. This lesson was developed by Christina Hartzell 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.            

A lesson about Global Warming for students in a 5th grade class. Students will be researching the causes and affects of Global Warming and will show their findings to the class in a presentation and discussion.

This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension. This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play. This approach engages students throughout in active participation and collaboration. Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection.

In this lesson, students read The Houdini Box by Brian Selznick. Students then follow the steps of the writing process to create a new ending for this book. Students gain experience brainstorming, drafting, editing, and polishing their writing. Because their story endings must flow well with the rest of the book, students must understand what the book is about. The goal is for them to understand what they’re reading and to demonstrate their knowledge of the book’s content and their own creativity through a writing piece.

This problem based learning (PBL) activity allows students to become educated on how excess waste can harm the environment. This activity then has the students form a plan on how their school can limit trash output in their cafeteria, and then sending a letter to their principle describing their plan.

This Project GLAD unit will address human body systems and their interactions.  It is an integrated science and ELA unit for 5th grade.  Students will know major body systems, their parts, and how those systems work together in the human body.

This unit is designed for students to learn to make judgments and decisions based on facts, and to use informational and imaginative speech to present their personal viewpoint and opinion to others. Students experience, first hand, taxation without representation, and will develop a very real sense for the need to preserve the inherent freedoms of man. Using the American flag as a graphic organizer, students will develop a clear understanding of the actions and reactions of the American colonists to British rule and to our most important national holiday, the 4th of July. Historically significant events will be studied and organized through exploration of facts and opinions and interaction with informational text and class discussion.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this lesson,students work to transform narrative-style letters into poetic format and they are forced to think carefully about where to end each line. Students begin by discussing letters they have written and working with an online tool as an introduction to letter poems. As a group, students look at a letter form of “This is Just to Say” by William Carlos Williams and add line breaks to turn it into a poem. They then compare the poem they created with the original, discussing why the poet made the line break choices he did. Next, students
work in small groups to rewrite another letter as a poem and then compare the various groups’ results with the original poem. Students then use a Venn diagram to compare letters and poems. Finally, they compose their own letter poems.

In this lesson using Ben’s Dream, a picture book by Chris Van Allsburg, students highlight ten major landmarks of the world: the Statue of Liberty, Big Ben, the Eiffel Tower, the Leaning Tower of Pisa, the Parthenon, the Sphinx, St. Basil’s Cathedral, the Taj Mahal, the Great Wall of China, and Mount Rushmore. After reading and discussing Ben’s Dream, students identify the landmarks shown in the book and examine photographs of them. Working in small groups, students select one landmark to research. Using their research skills, students locate these famous landmarks, conduct further research on them, publish their findings using an online tool, and share that information with the class.

In this lesson, students will compare John Smith's account of the Powhatan Indians with other primary source material about the Powhatans. They will then compare ideas and facts from each source to determine similarities and differerences.

Students will have an in-depth veiw of Patriots vs. Loyalists in the fight for Independence.

This is a project based learning experience in which students will learn the different viewpoints in the fight for independence by the 13 original colonies.

This is a lesson plan that will be utilized in the classroom in order for the students to learn about the sun. The lesson plan includes a song and dance, a book, lecture, and even a poster project presented by the students. The children will be graded based off of the children's understanding of the relationship between them and the Sun.

Students work collaboratively to transform their experiences and understanding of plastic pollution into a product that encourages other community members to reduce their single plastic usage. Students work together to research the effects of single-use plastic on plants, animals, and the environment. Reading skills are strengthened by reading numerous nonfiction articles and websites about the effects of plastic; students then use these sources to write opinion pieces about plastic use. Students interview staff members, participate in Zero Waste Week, and create a sculpture from discarded materials.

Students examine early developments of Reconstruction including the 13th Amendment and the Freedman's Bureau. Students will consider the successes of the Freedman's Bureau as well as the ongoing struggles with labor relations, violence, and Black Codes.