Students will read a poem and directions in order to write a bio poem about themselves. This resource supports English language development for English language learners.

Students will read a description of conclusions and a passage. Students will then write a conclusion to the passage. This resource supports English language development for English language learners.

Students will read a description of a conclusion and a passage. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.

Students will read a description of a conclusion and a passage. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.

Students will read a description and examples of thesis sentences. Students will then read various topics and write a thesis sentence for each topic. This resource supports English language development for English language learners.

Students will read a prompt and probing questions in order to write to respond to the prompt. Students will then draw a picture to accompany their writing. This resource supports English language development for English language learners.

In this lesson, students research the various types of clouds using print and online materials. Then students write haikus using the Haiku App or the Haiku Poem Interactive, but they do not include the names of the clouds. The students share their haikus and guess what type of cloud each haiku describes.

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.

This teacher's guide for Lion Island: Cuba's Warrior of Words by Margarita Engle contains information about the book, discussion questions and prompts, activity suggestions including a readers theater, and ways to connect the themes in the book to other subjects.

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.

Students will be able to recite the first verse and paraphrase "The Star-Spangled Banner." Students will also be able to explain why Francis Scott Key wrote these words in 1814.

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.

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 teachers guide for Searching for Silverheels by Jeannie Mobley includes a prereading activity, discussion questions, and writing and research activities for after reading.

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.

Students will play the role of newspaper reporters in order to research, write, and publish an article about the history of the Star-Spangled Banner. This is connected with the Smithsonian Museum in Washington, DC.

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.