In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

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.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this informational text, Peter McDonnell discusses the land of Africa and the people that live throughout the continent. As students read, they take notes on the different ways people live in Africa.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this informational text, Heidi Ayarbe discusses one girl’s experiences in the village. As students read, they take notes on the activities that Judica and her family take part in.

Students will read a biography about President Lincoln's life and write a summary based on the passage This resource supports English language development for English language learners.

Students will read a passage and examples, and then write to answer questions and apply a strategy based on the passage. This resource supports English language development for English language learners.

Students will read a passage and write to answer questions based on the passage. This resource supports English language development for English language learners.

Earth is a part of a solar system that includes seven other planets and their moons, all of which orbit around the sun. In this informational text, Barbara Radner provides additional information about what scientists have learned about our solar system. As students read, they take notes on the different planets and stars that the author discusses.

Earth is a part of a solar system that includes seven other planets and their moons, all of which orbit around the sun. In this informational text, Barbara Radner provides additional information about what scientists have learned about our solar system. As students read, they take notes on the different planets and stars that the author discusses.

The Lewis and Clark Expedition, also known as the Corps of Discovery Expedition, was the first effort by Americans to explore what is now the western United States. President Thomas Jefferson had just completed the Louisiana Purchase in 1803, in which the United States bought a great deal of land from the French. He wanted American travelers to map and characterize the newly acquired territory and establish an American presence there. As students read, they identify the difficulties that Lewis and Clark faced on their journey, and how they overcame them.

In this lesson,students locate information in a nonfiction book or article, identifying the main ideas and supporting details.

In this informational text, Sara Matson describes one woman’s job creating copies of books in braille, a special alphabet that people with vision loss can read through touch. As students read, they take notes on the steps to publish a book in braille.

Slavery in the United States led to a political divide that eventually resulted in the American Civil War. In 1861, 11 Southern states seceded, or left the United States, to form the Confederate States of America. Confederate states wanted slavery to continue, while Northern states, known as the Union, wanted to end slavery. Though it lasted only four years, the Confederacy had its own capital, president, and money system. In this informational text, Carol Baldwin discusses the Confederate bill that John Jones found and its illustration of slavery. As studetns read, they take notes on what the Confederate bill revealed about slavery in the South.

Slavery in the United States led to a political divide that eventually resulted in the American Civil War. In 1861, 11 Southern states seceded, or left the United States, to form the Confederate States of America. Confederate states wanted slavery to continue, while Northern states, known as the Union, wanted to end slavery. Though it lasted only four years, the Confederacy had its own capital, president, and money system. In this informational text, Carol Baldwin discusses the Confederate bill that John Jones found and its illustration of slavery. As students read, they take notes on what the Confederate bill revealed about slavery in the South.

Students will be able to recite the first verse and paraphrase "The Star-Spangled Banner." Students will also be able to explain why Francis Scott Key wrote these words in 1814.

In this lesson, students will compare John Smith's account of the Powhatan Indians with other primary source material about the Powhatans. They will then compare ideas and facts from each source to determine similarities and differerences.