This unit combines nonfiction reading, biographies, Henry Ford, and Michigan history into one unit. It covers many informational reading standards and Michigan social studies standards all together.

Teachers: Learn to create a Hyperdoc to differentiate your instruction or target individualized intervention skills.

For this activity, 4th and 5th grade AIG learners will read a book of choice featuring characters who are gifted in some way. Students will then use the bibliotheraphy questions to create a presentation showing how they identify and do not identify with the characters and events of the book.

While the resource is targeted to upper elementary school students, it could be modified to use with middle school students.

Overview:This lesson remix contains a virtual/distance learning student view.This lesson focuses on the music through which those hardships were expressed and on the daily lives of southern blacks in the sharecropping era. It is structured around an imagined road trip through Mississippi. Students will "stop" in two places: Yazoo City, where they will learn about the sorts of natural disasters that periodically devastated already-struggling poor southerners, and Hillhouse, where they will learn about the institution of sharecropping. They will study a particular Country Blues song at each "stop" and examine it as a window onto the socioeconomic conditions of the people who created it. Students will create a scrapbook of their journey, in which they will record and analyze what they have learned about the difficulty of eking out a living in the age of sharecropping

This lesson focuses on the music through which those hardships were expressed and on the daily lives of southern blacks in the sharecropping era. It is structured around an imagined road trip through Mississippi. Students will "stop" in two places: Yazoo City, where they will learn about the sorts of natural disasters that periodically devastated already-struggling poor southerners, and Hillhouse, where they will learn about the institution of sharecropping. They will study a particular Country Blues song at each "stop" and examine it as a window onto the socioeconomic conditions of the people who created it. Students will create a scrapbook of their journey, in which they will record and analyze what they have learned about the difficulty of eking out a living in the age of sharecropping.

This remix includes a student view which can be used in a Virtual/Distance Learning environment.In this lesson, students will trace the influence of Gospel music on early Rock and Roll, particularly in R&B's embrace of such key musical features as the call-and-response and in the uses of complex rhythms. The class will make side-by-side comparisons of Gospel and early Rock and Roll songs, as well as work in groups to chart the overall influence of Gospel on a range of different popular music genres.

Students will watch and listen to Eric Carle reading his book A Very Hungry Caterpillar and use visuals to sequence and retell the events of the story. Students will use days of the week vocabulary to help them sequence the story.

Nine choices on a choice board for student projects.  Can be "pick one" or more than one. Currently based on the topic Environment, but can easily be remixed to any topic.

Students will select and research a cloud type, draw their cloud and create an svg file of their drawing for 3D printing, and create a narrative as if they are that type of cloud.  Student products can be used to create a classroom Cloud Center designed for independent student use.  This task is intended to engage students in developing and demonstrating their knowledge of cloud types.  This resource does not completely cover 5.E.1.2.Clouds with Attitudes Author - RHONDA BURGESSCloud Types and Display Stands Author - devansic

This activity provides a reading log with a focus on Depth and Complexity ideas. Students will record their independent reading minutes and ideas about their reading.
After competing their book, students will use their Depth and Complexity Reading Log notes to create a digital book review to be shared with other students. A guide is included for students to use as they create their digital book review as well as a script. The teacher selects the digital platform that students will use to create their review (Flipgrid, Google Slides, WeVideo).

Students will use their knowledge of genres of literature to create posters for disply in the library or classroom to use as a reference.

Explore point of view beyond 1st/2nd/3rd person; give your students a chance to explore perspective of characters to the theme and action of the plot.  Students will consider several questions and themes, discuss their ideas with others, and createa  written response.

Explore point of view beyond 1st/2nd/3rd person; give your students a chance to explore perspective of characters to the theme and action of the plot.  Students will consider several questions and themes, discuss their ideas with others, and create a  written response.

Project Summary
We have been learning all about different “gingerbread” in this unit. In many of the book the poor gingerbread was tricked by the fox. In this story we have learned that the Gingerbread Girl outfoxed the fox.
Driving Questions / Scenario (what are we trying to solve or improve?)

How will you outfox the fox?

By creating something that floats how would your team outfox the fox?
Literacy Connection
The Gingerbread Girl
*along with references of The Gingerbread Man, The Gingerbread Boy, The Gingerbread Baby, The Gingerbread Cowboy, The Cajun Gingerbread Man
Subject(s)

Literacy
Science
STEM
Standard(s) Addressed

Literacy
Science
ISTE

In this lesson students work in collaborative groups to collect, represent, and interpret numerical data that they generate by using Sphero robots to knock down bowling pins!

This is a Digital Citizenship Unit of Instruction for 5th Grade students.This lesson focuses on teaching students to identify clues in order to determine if an information source is credible, use questions and conversation in order to evaluate the credibility of an information source, and understand the importance of checking a source's credibility in order to effectively navigate information sources.

Students will create a digital slideshow to demonstrate their understanding of the following video vocabulary words:

RESOLUTION: Number of pixels that can be displayed on a screen.
FRAME: A single picture or still shot in a video.
CAPTURE: To record audio, video, or still images as digital data in a file.
DIGITAL VIDEO: Videos that are made up of 1’s and 0’s, binary format, that represent the video image which computers can read.
SCRIPT WRITING: The written text for your movie.
FRAME RATE: The number of video frames played per second.
ANALOG VIDEO: A video uses a continuous electrical signal to capture footage on a magnetic tape.

Having studied the archetypes of heros, students will be asked to complete a collaborative essay of a hero's journey utilizing narrative writing skills, the stages of the hero's journey, and elements, such as supernatural beings or creatures, found in mythology.  Students will bring the events of their hero’s journey to life by using dialogue, descrition, transition phrases, and sensory language.   Using a hyper-doc students will work in groups to create their collaborative story.If you want an option for students to have their own individual work have them independently complete Phase 4 of the hyper-doc.

This writing assessment can be used within an informational, research-based unit. Students will spend time, in class, reading myths based on natural disasters and researching a natural disaster. Students will create their own, original myth based on their independent research.