Students will determine the significance of an event and the life lesson through sample memoirs (mentor text). They will evoke their own important memories by drawing upon emotions. Students zoom in on a moment and share stories with consideration for possible bias. This lesson was developed by Jaclyn Garing 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 investigate social issues and struggles to determine how challenging issues lead to life lessons worth sharing. Students will evaluate the theme of a text and generate their own meaningful messages. This lesson was developed by Jaclyn Garing 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 continue their research using nonfiction text, videos, and infographics to identifying the contributing factors to the global food crisis. Students will document their findings and effectively communicate to share their information with others. This lesson was developed by Emily Waddington 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 collaborative research using the jigsaw strategy to better understand the global food crisis while noting big ideas and common themes among the text. Students will create questions about the global food crisis in response to their research that will guide further instruction. This lesson was developed by Emily Waddington 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 able to explain how interactions between individuals, events, and ideas have influenced change for others. This lesson was developed by Kimm Murfitt 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. Students will analyze and discuss the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify the concept of illiteracy. They will acknowledge new information expressed by others and, when warranted, modify their own views. This lesson was developed by Kimm Murfitt 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. This lesson was developed by Kimm Murfitt 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. This lesson was developed by Kimm Murfitt 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.   It has been adapted to have a cultural lens using the lesson from Facing History and Ourselves to help set the stage for students to access the material and set the stage for why different cultures may approach literacy differently.      

Students will determine central ideas on the concept of illiteracy and will cite several pieces of text evidence to support their analysis. This lesson was developed by Kimm Murfitt 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 series of lessons, students read newspaper articles obtained from newspaper websites. Students then identify journalism's "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a template with the corresponding information they have found in the article. Finally, students use their notes to write a 20-word summary called a GIST. Once students have mastered writing a GIST using newspaper articles, the strategy is then applied to content area texts to support comprehension and summarizing skills.

As background knowledge to Susan Pfeffer’s novels, The Dead and the Gone and Life as We Knew It, students research natural disasters for this lesson. In these two companion novels set in two different locations in the United States, the world’s environment has been changed because the moon has been pushed closer to the earth. This disturbance causes a series of natural disasters and epidemics. To fully understand the effects natural disasters have had on the world’s environment, each student researches a different natural disaster. Then they use these facts as well as safety tips in unique glogs, online interactive multimedia posters, that will include student-recorded weather announcements.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill.
This unit develops students’ abilities to make evidence-based claims through activities based on a close reading of Cesar Chavez’s 1984 California Commonwealth Club Address.

In this lesson students build background knowledge through reading an excerpt of an informational text about different tribes in Sudan and the role these tribes played in the Sudanese civil war. In this lesson the excerpt is read for gist.

In this lesson students continue to build background knowledge through close reading of the excerpt of informational text first read in the previous lesson, this time focusing on vocabulary and using evidence in the text to support analysis.

In this lesson students read another excerpt of the informational text read in lesson 10 and 11 to continue to build background knowledge about Sudanese tribes.

In this lesson students read an informational text to build background knowledge about the lost boys of Sudan and focus on annotating the text and identifying key vocabulary.

In this lesson students analyze the author's use or alteration of historical information in the novel.

In this lesson, students will begin to work with the central text, César Chávez’s Commonwealth Club Address (1984).