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. 

This is a PBL activity/lesson plan for sixth grade students. It focuses on forming opinions backed with well-researched information to back it up, as well as encouraging debate and speaking skills as the students participate in a classroom discussion (Socratic seminar) and defend their opinions against an opposing party. They learn to defend themselves and refute the other side's arguments in a respectful manner.

This project can be used with 5th grade AIG students during the third module of EL.As students read the novel, Silver People:  Voices from the Panama Canal, by Margarita Engle, they will use their guided reading journal to take notes on different passages that represent the different themes of the novel.Students will then use their passages to complete a Google Slide presentation.  They will insert images that can relate to the passage and then provide their analysis of how the image and passage represent the theme from the book.

After researching facts pertaining to a person/topic from the Reconstruction Era in American History, students will organize their facts to write a speech. Afterwards, students will create a character who will give the speech and share the speech through a multimedia presentation such as Power Point, Voki or other approved presentation media.

In this lesson, students will learn the reasons for the Stamp Act, the colonists' reactions to the Stamp Act, and the impact of the Stamp Act on the pocketbooks of American colonists. Students will organize their thoughts into a three-paragraph essay in which they address the reasons for, opposition to, and impact of the Stamp Act. These essays should include direct references and quotations from the primary sources as support for their arguments.

After reading the anchor text “The Unbreakable Code”  and the paired selection “Allies in Action” students will create a MakeyMakey to discuss the changes the US Government felt about the Navajo and African Americans in WW2.

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.

In this problem-based learning (PBL) scenario, students prepare a presentation for investors showing how their fishing company has a significant advantage because it locates upwelling zones and fishing areas using TRMM (Tropical Rainfall Measuring Mission) and other satellite data. Prior to launching the PBL, students learn about wind: the topics of air pressure, coriolis effect, upwelling and the role of differential heating on the atmosphere are explored in classroom demonstrations. Materials required include a beaker, coffee grounds, drinking straw, balloon, flashlight, and turntable. The resource includes teacher background information, glossary, assessment rubric, and an appendix introducing problem-based learning.

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.

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.