In Part 1 of this 2 part resource from Crash Course Literature, students will learn about Gabriel Garcia Marquez's novel, 100 Years of Solitude. Students will focus on the Buendia family and their many generations of people with the same names, as well as the fascinating way the author thinks about time, and how time is represented in the book.

In Part 2 of this 2 part resource from Crash Course Literature, students will continue to delve into the rich text of Gabriel Garcia Marquez's novel, 100 Years of Solitude. Narrated by John Green.

In this Penguin Classics guide to George Orwell's dystopian novel, 1984, students will learn the background of the book as well as the author, and deepen their understanding of the text through indepth discussion questions.

In this lesson, students will analyze Orwell’s carefully chosen words, details, repetitions, and characterizations in these first few pages, students can construct a strong understanding of some of the key features of this society that will give them a solid framework for comprehending the rest of the novel.

This resource contains bookmarks for 4th Grade ELA Common Core Standards. Each bookmark lists the Anchor Standard, the focus standard, essential skills and concepts, question stems and prompts, and academic vocabulary with Spanish cognates.

Students will read a text and then they will demonstrate their new vocabulary knowledge through appropriate use of the words in context and with accompanying illustrations. They will create of an ABC book through individual and small-group activities. Students will take an active role in their learning by identifying the content area vocabulary they want to research. This lesson can be implemented in any content classroom.

This resource provides a lesson designed to utilze letter and wordplay as students create a poem as a class. Afterwards, students will work independently to draft a word poem of their own.

In this lesson, students continue to build their reading skills by asking questions and reading sections of the text, Everything You Need to Know about Frogs and Other Slippery Creatures. Students continue to build their general knowledge about frogs by reading selections about life cycle, skin, and habitat.

In this lesson, students build their reading skills by asking questions and reading sections of the text, Everything You Need to Know about Frogs and Other Slippery Creatures. Students build their general knowledge about frogs by reading selections about life cycle, skin, and habitat.

In this lesson, students continue to build their reading skills by asking questions and reading sections of the text, Everything You Need to Know about Frogs and Other Slippery Creatures. Students continue to build their general knowledge about frogs by reading selections about life cycle, skin, and habitat.

In this activity, students will complete a close reading of the Gettysburg address by using the strategy called SOAPSTONE.

In this lesson, students participate in a puzzle activity to identify leadership characteristics that Abraham Lincoln possessed. They review the changes in the $5 note and consider how Lincoln's leadership characteristics contribute to the fact that he is pictured on the $5 note. Students look at a timeline of Lincoln's life and identify significant events in his road to the White House. They will then play a game to review content learned in the lesson.

Students will consider the choices artists make when creating works of art that include people. They will consider style, medium, background, color, technique, and composition; compare images of women as represented by different artists; learn about where artists get their sources and inspiration.

Students will consider the ways that artists respond to political and social events and ideas; think about sources of inspiration; learn about symbols and think about what they represent.

Students will consider the choices artists make with regard to painting, focusing on color, shape, composition, proportion, balance, style, and scale; learn how to discuss and compare nonrepresentational works of art; think about their relationship as a viewer to works of art and will consider how an abstract work can evoke a sense of atmosphere or place.

Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process; learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings; think about the use of line in painting.

Students will consider how and why artists use everyday objects as subject matter; consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style; make connections between consumer culture and art; learn about the technique of screen-printing.

In this lesson, students read Pink and Say by Patricia Polacco to identify words that are unfamiliar to them. Working collaboratively in small groups, they discuss the meaning of these new words, using context clues from the text, prior knowledge, and both print and online resources. Students then apply their knowledge of the new vocabulary to further their understanding of the text.

By "becoming" a character in a novel they have read and making lists from that character's perspective, students analyze the character while also enriching their vocabulary. Students gain a deeper understanding of a character by creating charts linking the character's actions with the character's traits. They explore adjectives through a variety of resources. They then use their analysis of the character and their knowledge of adjectives to create descriptive lists of their own three other characters from the novel.

Students will identify the differences between passive and active verb forms. Students will be given the opportunity to practice recognizing these verbs. Students will be able to identify these types of verbs within their own writings, and begin to wrtie in a more complete active voice than a possive one or a mistures of both.