Students will be instructed to read a passage from the New York Times titled "A List of Previous Disasters in Haiti, a Land All Too Familiar With Hardship" by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Erin Plummer 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.

Students will be assigned to read a passage from the New York Times titled A List of Previous Disasters in Haiti, A Land All Too Familiar With Hardship by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Marissa Piersanti 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.            

Students will re-watch the video clip from “Landfill Harmonic” as watched in the first lesson and will re-evaluate their feelings regarding poverty in their music journals. Students will initially meet in pairs for the discussion, then they will gather in their small groups for discussion about how the story of the members of the Landfill Harmonic has affected their perspective on poverty around the world including the local community. Students will create a group observation statement from their journal entries and discussion which will be read during the presentation. This lesson was developed by Angela Windley 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.

Through the video clip from "Landfill Harmonic", students will learn about poverty in Paraguay and how their community used items from a landfill to create instruments. This provided opportunities for their children to be involved in an orchestra and rise above their poverty-stricken life.Students will also hear a story “My Visit to a Mexican Landfill” that will enlighten them to poverty in other parts of the world. They will answer four specific questions about living in poverty. They will review characteristics of instrument families (Strings, Percussion, Brass, and Woodwind) as well as brainstorm about creative ways instruments can be made with recycled materials and which items could be used. This lesson was developed by Angela Windley 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.

In this lesson, students investigate and analyze the historical context of the Revolutionary War song, "Yankee Doodle." As a culminating activity, students will be asked to create their own additional verses about George Washington to the tune of the song.

In this lesson, students investigate and learn the difference between conduction, convection, and radiation. Teacher demonstrations are used to initiate small group discussions. As assessment, students will create a tri-fold informational brochure to demonstrate their conceptual understanding.

In this lesson, students write a persuasive letter home defending their decision either to settle in Utah and farm the land, or to go on to California to seek gold.

In this lesson, students read The Houdini Box by Brian Selznick. Students then follow the steps of the writing process to create a new ending for this book. Students gain experience brainstorming, drafting, editing, and polishing their writing. Because their story endings must flow well with the rest of the book, students must understand what the book is about. The goal is for them to understand what they’re reading and to demonstrate their knowledge of the book’s content and their own creativity through a writing piece.

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.

Water covers 71% of the earth?s surface?does it get the instructional time it deserves in your busy curriculum? Students wade right in to the study of bodies of water as they read and discuss science trade books and work together to develop Readers Theater scripts based on selected titles.

Students will read directions and write a U.S. president. This resource supports English language development for English language learners.

Students will read directions and write a poem about America. This resource supports English language development for English language learners.

Students will read directions and write a poem about an ocean. This resource supports English language development for English language learners.

Students will a sample bio poem and write a bio poem about someone they know. This resource supports English language development for English language learners.

Students will read a description of a conclusion, a prompt, a template, and a checklist. The students wil then write in order to complete the template and respond to the checklist questions. This resource supports English language development for English language learners.

Students will read a prompt and write a response about saving water or electricity. Students will then draw a picture to accompany their writing. This resource supports English language development for English language learners.

Students will read a passage and questions, and write to make claims. This resource supports English language development for English language learners.

Students will read directions and write a poem about George Washington. This resource supports English language development for English language learners.

Students will read a prompt and write interview questions and possible answers for President Lincoln. This resource supports English language development for English language learners.

Students will read a passage and write a possible explanation for how people rethought the decision to go to war. This resource supports English language development for English language learners.