Remixed from:  Let Freedom RIng:  The Life & Legacy of Martin Luther King, Jrby:  EDSITEmentshttps://edsitement.neh.gov/lesson-plans/let-freedom-ring-life-legacy-martin-luther-king-jr Guided Questions:  How did Martin Luther King Jr. become a famous leader in the civil rights movement?Why do we still celebrate the words of King's "I Have a Dream" speech?To what extent has Dr. King's dream been realized? 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

This template supports elementary teachers and librarians in working collaboratively to create lessons that build science practice and inquiry skills in alignment with state and national science standards, and that address the Common Core literacy shifts around close reading and building textual evidence.

Help students explore an important moment of environmental activism in North Carolina with Save Our Sand Dunes by Hannah Bunn West and with Ann-Cabell Baum. This complementary learning guide to the book is designed to help educators guide young readers in discovering how Carolista Baum rallied a community and advocated for local and state leaders to preserve Jockey's Ridge.

Per the ReadWriteThink website: In this collaborative inquiry unit, the real gold is the inquiry skills and content area knowledge that students develop. The class works in small groups, each focusing on one aspect of the same big topic, such as the Gold Rush. After skimming related texts, the class brainstorms people, places and things associated with the topic and develops a list of five or six main subtopics. Students then work in small groups to research one of the subtopics, practicing specific research skills as they work. Finally, students choose an activity, such as an oral report, trivia game, or newspaper, to teach what they have learned to the rest of the class. Group accountability and individual responsibility are built in to this lesson process. While this unit uses the Gold Rush as an example, any event or geographical area could be substituted.

Learn how to identify the sequence of events or ideas in a text and make connections between the events or ideas.

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

 This activity is in place of Research and Inquiry project on page 111 and 121 of student reading / writing companion In this lesson, students can choose from a list of historical figures to create a research project. Students will be asked to create a digital timeline of that person, and include images, audio, and/or video on their timeline that they find throughout their research. Each student will be asked to present their timeline to the rest of the class.

In this lesson, students will use thematically related texts, organized from least to most complex, to gather a word bank of supporting details and content vocabulary about a concept. Then they use these words as a basis for writing acrostic poems, which support organization of information around a central idea, as the lines of an acrostic poem are held together by the topic or main idea spelled vertically.