Students will read a passage and write textual evidence to support a main idea. This resource supports English language development for English language learners.

Students read a piece of narrative nonfiction about the American Revolution. Students will determine which statements in the text can be proven true or false and which express someone's feelings or beliefs. Students will apply this comprehension skill to a discussion of how differences in opinion can lead to a revolution.

In this lesson, students read and comprehend the text "They Called Her Molly Pitcher" by Anne Rockwell. In the first activity (p. 388), students are introduced to content area vocabulary associated with the story. In the Anchor Text activity (p. 392), students focus on the target skill of conclusions and generalizations by using details to explain ideas that are not directly stated or that are generally true. In an associated activity (p. 402), students will read a play based on historical content and then compare it to the story "They Called Her Molly Pitcher."

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 learn about America's first gold rush, which took place in North Carolina in the early 1800s. They will then utilize their understanding of the gold rush and its affect on North Carolina by completing a creative writing assignment.

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.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 5th Grade ELA. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 5th Grade English Language Arts. 

This resource accompanies our Rethink 5th 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. 

During a study of the US Constitution and after students have already read the Constitution, students explore the philosophical underpinnings of it and decide which of the different influences on it ultimately had the biggest impact on the Founding Fathers’ thinking. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students will develop skills for historical and geographical analysis, with regard to Virginia's central role in the Civil War, including the ability to: a) identify and interpret primary and secondary sources to understand events in history; b) determine cause and effect relationships; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and event from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Students watch two videos about dogs who have been rescued and are awaiting adoption in animal shelters. They will identify which statements in the clips are inferences.

Students will complete a K-W-L google slide on space and what they know. This slide will be located on their choice board (Pluto). After reading their Wonders anchor text “When is a Planet Not a Planet”, students will be asked to complete 4 activities out of 8 from a choice board to help further their understanding about Pluto and other information presented in the anchor text. Once students have completed the choice board activities they will share their findings in a Flip Grid stating their opinion on whether or not Pluto is in fact a planet?

This activity invites readers to compare the ways we communicate “from the road” by contrasting a handwritten letter with a blog post. Both describe a similar trip to the campus of the World’s Fair (now the Seattle Center), but do so on very different terms. What has been lost and gained as we move into digital communication?

After reading their Wonders anchor text, “Winter’s Tail”, students will be asked to create their own jamboard poster of how Winter impacted the trainers and others who helped with her recovery. Using expository writing techniques and learned vocabulary from the anchor text, students will articulate Winter impacted humans. Students should be able to talk about the positives of the human impact (such as how the Clearwater Marine Aquarium used technology to save Winter’s life). Students should be encouraged to use evidence from the text, images, and anything else to show how an animal can impact a human.