This parent guide supports parents in helping their child at home with the 5th grade ELA content.

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.

In this lesson, students read about Paul Revere's famous ride to warn Americans about the advancement of the British soldiers. Students utilize reading skills to respond to questions about the text and demonstrate understanding.

Tradition in the Lakota Sioux involves giving a name to a child based on his actions, so a young child who moves slowly in all he does earns the name ‘Slow’ from his family. After demonstrating bravery and determination during battle he then earns a new name, Sitting Bull, and this same man later becomes the respected chief of the Lakota Sioux. In this CCSS lesson students will explore Sitting Bull's life through text dependent questions, academic vocabulary, and writing assignments.

How do cells keep us alive? Through reading and hands-on activities, students learn about parts of a cell, and their functions in carrying out processes for life. Study skills are taught and modeled as students make entries in science notebooks.

In this lesson, students learn of Davy Crocket who becomes an American Hero by saving the Earth. Students utilize reading skills to respond to questions about the text and demonstrate understanding.

Most people read and understand better when reading print. Usually when we are online, we are jumping around from place to place. To read online and really understand, we need to slow down and really think about what we are reading. In this lesson, students practice strategies to help them read deeply online. These strategies are based on the article in the lesson resources: "Strategies to Help Students 'Go Deep' When Reading Digitally" by Katrina Schwartz.Teacher copies the text from an online article into a Google Doc and shares it with students. Students use the highlighting tool to mark the most challenging vocabulary words and use strategies to determine their meaning. Then they develop a main idea for a paragraph by choosing one, two, three, and finally four words that make up the main idea. They type this above the paragraph and use formatting tools to make it a heading. As they repeat this process with additional paragraphs they are developing a summary of the article in the document outline.

In the essay “Mother Tongue,” Amy Tan explains that she “began to write stories using all the Englishes I grew up with.” How these “different Englishes” or even a language other than English contribute to identity is a crucial issue for adolescents.
In this lesson, students explore this issue by brainstorming the different languages they use in speaking and writing, and when and where these languages are appropriate. They write in their journals about a time when someone made an assumption about them based on their use of language, and share their writing with the class. Students then read and discuss Amy Tan's essay “Mother Tongue.” Finally, they write a literacy narrative describing two different languages they use and when and where they use these languages.

Students will identify why and how Feynman started to look at the world through the eyes of a scientist. Students will both learn how memoirs can be as deeply revealing as fiction and how to unpack the meaning of a first person narrative.

This lesson is an introduction to the term of poverty. The students will begin with creating a Think Tank on poverty. After the creation of their Think Tank, we will share the vocabulary that was developed. Using the most often shared vocabulary, we will use these words to build a meaning and understanding of poverty. This lesson is based on poverty and music with a direct connection to math, science, technology, engineering, arts, and multiple media skills. The teacher will present a self-assessment for the students to monitor their progress at the conclusion of each lesson. *If instructor will need to purchase and watch the entire Landfill Harmonic video personally in order to complete the entirety of this unit. Ths lesson will conclude with a clip from the movie, "landfill harmonic". This lesson was developed by Christine Sisco as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson strand is two in a series of two lessons that go through the steps of the Engineering and Design Process as needed for the construction of a prototype. The prototype is a musical instrument created through recycling landfill items. Based on the Landfill Harmonic from Paraguay, the motivation for the unit is GEDB: Music and Poverty- The Landfill Harmonic. The students in Paraguay (Latin America) live in a landfill and use the items to develop an orchestra. The unit clearly defines poverty and the resourcefulness that one must meet when living in a poverty culture. This prototype is the final product of a cross curricular, multicultural unit based on poverty and music with a direct connection to math, science, technology, engineering, arts, and multiple media skills. The links attached are created addressing the Landfill Harmonic. This lesson was developed by Christine Sisco as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This resource contains a vocabulary map that can be used to help students understand new vocabulary by thinking about the meaning of words in various ways.

In this lesson, students will learn when and how to consult reference materials to find information efficiently.

In this lesson, students will determine the meaning of new words using common Greek and Latin affixes and roots.

This unit is designed for students to learn to make judgments and decisions based on facts, and to use informational and imaginative speech to present their personal viewpoint and opinion to others. Students experience, first hand, taxation without representation, and will develop a very real sense for the need to preserve the inherent freedoms of man. Using the American flag as a graphic organizer, students will develop a clear understanding of the actions and reactions of the American colonists to British rule and to our most important national holiday, the 4th of July. Historically significant events will be studied and organized through exploration of facts and opinions and interaction with informational text and class discussion.

Students will read a passage; read and match vocabulary and characters with descriptors; write responses to questions; read excerpts and write the Standard English version; write textual evidence as support; and write about a character's viewpoint. This resource supports English language development for English language learners.

Students will read background information and a passage. Students will then read questions and write answers to the questions. This resource supports English language development for English language learners.

Students will read "If," write to explain, read and analyze the text for character traits and vocabulary, write examples of figurative language, write quotes to support a main idea, and write a narrative. This resource supports English language development for English language learners.

In this lesson, students read and comprehend the text "They Called Her Molly Pitcher" by Anne Rockwell. In the first activity (p. 388), students are introduced to content area vocabulary associated with the story. In the Anchor Text activity (p. 392), students focus on the target skill of conclusions and generalizations by using details to explain ideas that are not directly stated or that are generally true. In an associated activity (p. 402), students will read a play based on historical content and then compare it to the story "They Called Her Molly Pitcher."

This lesson teaches students to select personalized vocabulary words based on their interests and aspects of their everyday lives. Students work in groups to discuss and create their own vocabulary word lists and research their meanings. They create a "My World of Words Journal" with definitions and proper usage information and participate in an interactive journal share to receive feedback from their classmates.