In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson. Students gain a deeper understanding of a text when they make authentic connections. After reading the novel, the instructor introduces and models the strategy of making connections. After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.
In this lesson, students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. Students then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool.
Students will read two different texts (an excerpt from Moondial by Helen Cresswell and Through the Looking Glass by Lewis Carroll) and compare them. Questions are provided for each passage.
As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner.
Introducing the genre of Fantasy to students. They will gain an understanding of the content and produce their own story for the product. Modifications can be made on the length of the story the are to write. There can also be a more in depth conversation on the genre by older groups.
In this exercise, students will compare two books of the same genre and similar topics using questions that require students to demonstrate understanding of a text by referring explicitly to the text as the basis for answers.
The lessons in this unit provide you with an opportunity to use online resources to further enliven your students' encounter with Greek mythology, to deepen their understanding of what myths meant to the ancient Greeks, and to help them appreciate the meanings that Greek myths have for us today. In the lessons below, students will learn about Greek conceptions of the hero, the function of myths as explanatory accounts, the presence of mythological terms in contemporary culture, and the ways in which mythology has inspired later artists and poets.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 5th Grade ELA.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 5th Grade English Language Arts.
This resource accompanies our Rethink 5th Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.
Students will learn the difference between theme and main idea; when to use them and with which genre. Students will be able to determine the central message by refering to the text as a basis for the answers. By understanding themes, students will be able to compare and contrast themes within and between stories.
In this activity, students learn about Orville Wright (1871-1948) and Wilbur Wright (1867-1912) who were American inventors. They were aviation experts who are credited with building the world’s first successful airplane. As students read, they identify the challenges the brothers faced when engineering the first airplane.