In this short story, a boy name Chet sees his grandmother open their home to people who are in need during the Great Depression. The Great Depression was a time period in America during the 1930s. People had a hard time finding jobs and making money. As students read, they take notes on how Chet feels about their guests and why.

Students will pick a character from whichever text they are currently reading and create a fake social media profile. This can be done digitally, though I have my students complete it on poster board. There are several templates I have come across that match up with the various forms of social media in the project instructions.

Students should NOT use real social media sites to create their profiles.

What are the elements of narrative writing? How do authors describe people and places in their writing? From exposure to this lesson, students will gain a clear understanding of setting, characters, problem/solution, and plot. Each day students listen to a read-aloud of a story and are guided by discussions related to the focus story element for the lesson. After working collaboratively, students engage in independent activities such as completing a character map; a setting illustration; a problem/solution chart; a beginning, middle, and ending activity; and a story map. Activities can be modified for early readers by allowing them to work with partners.

Before America gained independence from Great Britain in the American Revolution, there were thirteen colonies. The colonies often felt that the British treated them unfairly, especially when the British made tea and other goods more expensive. One night in December of 1776, a group of angry colonists dumped tea into the Boston Harbor. As students read, they take notes on how the colonies protested British rule.

A teachers guide for five Jack Henry books by Jack Gantos (Jack Adrift, Jack on the Tracks, Heads or Tails, Jack's New Power, Jack's Black Book), including an activity to complete throughout reading, discussion questions for each book as well as questions to draw connections between themes, and ways to connect themes and key subjects in the books to other areas of education.

Students determine the moral/lesson of "The Dove and the Ant" and answer guiding questions. Two mini extensions are included that integrate culture into the lesson. 

In this lesson, students write theme poems using their content knowledge and sensory awareness of a familiar object. Students first learn about the characteristics and format of a theme poem. They then engage in an online interactive activity in which they select a graphic of a familiar object (e.g., the sun, a heart, a balloon), build a word bank of content area and sensory words related to the object, and write poems within the shape of the object. Finished poems are printed and displayed in class.

In this short story, a boy and his dad give zucchinis from their garden to their neighbors. As students read, they take notes on how Patrick and his dad respond to their neighbors.

Jan Black has written for Highlights. In this informational text, Black explores what causes pinecones to open and close. As students read, they take notes on how pinecones benefit the forest.

In this lesson students will watch a video of a storyteller coming up with a rap that tells a story. They will identify story elements (who, what, and where), and record significant details. T

In this lesson, children's literature is used to provide students with an opportunity to explore the concept that all individuals have strengths, abilities, and talents. Through whole-class and small-group dialogue, students determine what each story means in the context of their classroom and themselves as individuals. Students also develop the necessary skills for cooperative learning.

In this lesson, students will participate in small group Collaborative Reasoning about issues of social justice and diversity. Students will read articles and answer questions that spur them to think critically about issues and discuss with others, using evidence and experiences to support their personal beliefs. Each group will create an online Persuasion Map to share whole class.

In this lesson, students work as a class to chart the use of the three elements of setting in the story, using specific words and examples from the text. Students then discuss the techniques that the book’s author used to develop the setting, making observations and drawing conclusions about how authors make the setting they write about vivid and believable. Next, students work in small groups to analyze the setting in another picture book, using an online graphic organizer. Finally, students apply what they have learned about how authors develop good settings to a piece of their own writing

In this lesson, the first session involves teacher modeling of the prediction strategy. The second is based on guided practice that allows the teacher and students to work together. The third session requires students to use prediction and document the results in response journals. Suggestions for transferring the strategy into later reading activities are included.

Jennifer Owings Dewey is an author and illustrator of natural history books for children and adults. In this short story, a narrator must walk through the desert after their car is damaged. As students read, they take notes on how the narrator's feelings about the desert change.

In this short story, a narrator must walk through the desert after their car is damaged. As studnets read, they take notes on how the narrator's feelings about the desert change.

Jennifer Owings Dewey is an author and illustrator of natural history books for children and adults. In this short story, a narrator must walk through the desert after their car is damaged. As students read, they take notes on how the narrator's feelings about the desert change.

In this lesson, students read the text, Tiger Rising, to identify ways in which the character, Rob, acts out of character by noting and discussing the times when he acts out of character.

Our ‘Local Read Aloud’ is a spin-off of The Global Read Aloud, created by Pernille Ripp.  The idea is that we select one book to read aloud to our students over a span of six weeks.  During our six weeks of reading we connect with other classrooms across the district and discuss, create, and connect with the book and our peers.  We can use a variety of tools to connect, and take as much, or as little time as we’d like. The project is intended to be enjoyable and not stressful, and in my experience the students enjoy the read aloud component as much as the connections.

Students will read, discuss and write about the novel Wonder by RJ Palacio.