This resource is a 3 Act Task that addresses Start Unknown word problems.  It is designed to be teacher-led with students collaborating on each act.  If you are not familiar with 3 Act Tasks, familiarize yourself with them before you attempt this lesson with your students.  Act 3 can be used as an assessment to gauge understanding.

Students will be reading historical fiction book at their own level. They will read, summarize, and create three book projects that correlate with some of the 4th grade common core reading standards.

This unit is focused on figurative language, covering common core standards in language, literature for reading, and speaking and listening with the final assessment.  It is designed to be used with a workshop model, where there is some form of opening for brief instruction, partner and/or independent work time, and a closing time for sharing within each lesson.

ADDING TEXT REMIX of Remix: Election Day: Our Civic Duty & Why It Matters: Grade 3-5
Students will build background and show understanding about government elections at the local, state, and national levels in the United States.

Students will write, revise, and edit an informational piece to demonstrate mastery of the topic of elections incorporating key academic content vocabulary.

Students will create a PPT with a teacher's model to demonstrate understanding and mastery of key content area vocabulary words.

Students will complete activities during independent work time or literacy stations. Provides a QR code for students to listen to stories (2 non-fiction and 1 fiction) about elections. After they listen to the stories they choose one of the non-fiction texts to write facts about, find the main idea and key details, and define new words

This lesson reviews the literary devices at work in John Updike's "Ace in the Hole." Students consider professional athletes who didn't pan out before taking an in-depth look at Updike's techniques.

This is an aerobic activity that uses the facts and cuture surrounding Asheville, NC to create an imaginitive tour.  It was orignally created for remote learning via Google Meet.

In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.

One of the heroes of the Battle of Bunker Hill was Salem Poor, an African American. Black people fought on both sides during the American Revolution. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and after. What do we know about African-American communities in the North in the years after the American Revolution?

Students will research an African American person based on set questions. The students will present their person in an interview format - Guess Who.

This presentation goes through the following notes and rests:whole note and resthalf note and restquarter note and restbeamed eighth noteThe assessment at the end is identifying each note and rest and the number of counts each receives.

This project can be used as a summative assessment in Middle and High School.

The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.

The Art of Illumination project is a great way for students in grades 5-12 to experience the medieval process of illumination as authentically as possible. After researching the history, people, and art of the Medieval Ages, students will have the opportunity to create an illuminated text of their own.

Students will evaulate a nonfiction or realistic text for its cultural relevance to themselves and as a group. Then they analyze the cultural relevance of a selected text using an online tool. After, students search for additional relevant texts; each chooses one and writes a review of the text that they choose.

In this lesson, students will learn where Hispanic food originated from. Students will research other foods that might be stereotyped as Hispanic and find their origin.Under each food, there is a link where information of the food was found.A PowerPoint was created with pictures of the foods, for students to have a visual and guess if the food being shown is native to a Spanish speaking country or not.

In this lesson, students will listen to or read about bakeries in Mexico, types of pastries and bread baked daily. There are short and long passages with audio, scripts in Spanish and scripts in English. Short passages have about 125 words while long passages about 375 words. Included are comprehension questions and related links.

In this excerpt from Galarza’s memoir he recants his experiences in a new school in a new country, the United States. He describes learning a new language and being introduced to new cultures and people in his new country. In this CCSS lesson, students will explore this memoir through text dependent questions, academic vocabulary, and writing assignments. Printable text files included.

Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. The opening segment describes the forces that motivated European exploration and colonization of the New World. Explorers and colonists encountered native peoples with agricultural lifestyles, strong communities, and respect for the land. These Indian communities saw themselves as part of nature, and they lived in harmony with the natural world. Their spiritual practices, such as the Green Corn Ceremony, reflected this worldview. The Europeans came to the New World primarily in search of land and riches. With two such different cultural viewpoints, clashes were inevitable. This teacher's guide includes a strictly social studies lesson and a complementary ELA lesson (writing assignment).