In this lesson, students use their research to determine the who, what, where, when, and why of their newspaper article.

In this lesson, students will make connections about DDT by reviewing the informational articles, videos, charts, and graphs in order to draft personal claims and identify evidence to support them.

In this lesson, students will learn how to read aloud and model effective speaking techniques in preparation for their presentations at the end of the unit.

In this lesson, students will listen to Steve Jobs’ section of the speech in order to find the gist and identify unfamiliar vocabulary in a short extract.

In this lesson, the first in the next series of the two-lesson cycle, students will focus on paragraphs 12-14 of Steve Jobs' Commencement Address, reading for gist and determining the meaning of unknown words from context.

In this lesson, students will do further research in order to build background knowledge and increase their ability to work independently.

In this lesson, students will share reasons for the decline in the peregrine falcon population, focusing on the "Public Fear" excerpt from "The Exterminator."

In this lesson students analyze a model narrative and begin planning their own narratives.

In this lesson, students will build background knowledge about the important archetype of the hero’s journey. The ultimate objective is for students to apply their new understandings to Percy’s experiences in The Lightning Thief. In part 1, students focus on just the introduction and “Act 1: Separation.”

In this lesson, students will search for evidence that communicates four themes in Bud, Not Buddy and analyze how the evidence they chose communicates the theme.

In this lesson, students will continue to identify and define scientific vocabulary in the text features, adding evidence that adds to the author's argument and claims in "The Exterminator."

In this lesson, students can choose to either sketch/label or write about the scene and how it shows evidence of Carl Hiaasen’s perspective.

In this lesson, students will read a third excerpt from Laurence Yep's autobiography, The Lost Garden. Students will infer Yep's perspective of being Chinese.

In this lesson, students will read a second excerpt from Laurence Yep's autobiography, The Lost Garden. Students will focus on inferring Yep's perspective from the details contained in the Crime in the Neighborhood excerpt.

In this lesson, students will engage in a close read of a chapter from the central text to infer about the main character's thoughts and actions.

In this lesson on The Lightning Thief by Rick Riordan, students will practice drawing evidence from the text to infer about the main character/narrator, and use context clues to determine the meaning of unfamiliar words.

In this lesson, students will use the Cascading Consequences chart in order to create a visual map of the consequences of a particular choice or action.

In this lesson, students will continue using the Figurative-Language in Bud, Not Buddy graphic-organizer to analyze figurative-language from the novel, now without any modeling or input from the teacher.

In this lesson, students will integrate information from different media and formats, including charts, graphs, tables, and diagrams.

In this lesson, students will refine and interpret their Cascading Consequences charts, using arguments, claims, and evidence found in different resources, as well as use a Fishbowl discussion for sharing knowledge.