This parent guide supports parents in helping their child at home with the 5th grade ELA content. Within the folder you will access Parent Guide PDFs in FIVE Languages: Arabic, English, Hindi, Spanish, and Vietnamese to help on-going communication with caregivers. 

In this lesson, traditional stories of the Native peoples (i.e., narrative text) introduce students to the study of animals in Alaska (i.e., expository text). Students use the Internet to listen to a Yu'pik tale told by John Active, a Native American living in Alaska. They also use online resources to find facts about animals in Alaska. Students compare and contrast the two types of text in terms of fiction and nonfiction. The narrative stories provide students with a context to begin studying a content area topic; this lesson emphasizes the integration of curriculum.

In this lesson, collaborative groups will read a variety of American tall tales, then report elements of their story to the whole class. Students add story information to a collaborative, whole-class character study matrix that summarizes all the stories. In a writing activity, students compare two characters of their choice. The lesson process is applicable to any set of related texts.

This independent project provides students who have demonstrated mastery of required material to extend their knowledge and understanding of the role of American women over time. Working from a model (A Street Through Time), students create a visual history of women’s changing roles. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students evaluate the changes Disney made to the myth of "Hercules." By creating a plot diagram of the “real” myth, students hone in on critical differences. They then document these changes in a Venn diagram and discuss the role of audience and purpose in Disney’s decisions through the Think-Pair-Share strategy. Finally, students evaluate the changes for themselves in a summary and critique writing activity.

This lesson will teach how characters evolve across a story, and that often times the important changes are subtle. This lesson uses accountable-talk during a read aloud of One Green Apple by Eve Bunting to demonstrate how, as readers, students can use the traits of their character as a lens through which to interpret deeper, more significant changes stirring within. They will ultimately use those observations about their characters to author an epilogue for their books. The epilogue will allow students to demonstrate what they have learned about their main character, and it will allow the teacher to assess how well the students understand their characters and the changes their characters experienced across the text.

n this lesson, students explore a historic event in depth by reading fiction and nonfiction literature. Then, to enhance and extend the reading experience, students participate in website exploration and virtual field trips. Throughout the process, students gather facts and relevant information, which they later organize and present to the class. This lesson is easily adaptable to accommodate a wide range of historic events, instructional objectives, and grade levels.

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.

Students consider that while they are enjoying their favorite websites they may encounter messages from other kids that can make them feel angry, hurt, sad, or fearful. They explore ways to handle cyberbullying and how to respond in the face of upsetting language online.

Students discuss all the ways they use technology for communication and explore the similarities and differences between in-person and online communication. Students then brainstorm ways to respond to cyberbullying.

For more information, please visit: [r common-sense-media-power-of-words]

This lesson plan contains reading, writing, and science integration. Students will view onion cells under the microscope, read and answer questions from a selection about cells, learn a note-taking strategy, and create a writing piece from their outline notes. A rubric is provided for assessment of student work.

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 unit, students explore Colonial America through the building of timelines and investigating primary and secondary sources. This study of significant events in the colonization of North America and the aspects of everyday life in Colonial America is designed for students to gather, record, and organize their own Colonial Notebook. Students will take on the role of colonist in a given region and work with other 'colonists' of the same region to develop a report and presentation. The study will take students through the life and times of those early settlers and will have them preparing a colonial meal representative of their region of focus

In this lesson, students will see how artistic materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can adapted for older students.

In this lesson, students begin by discussing the meaning of “common good” and the impact of this concept on rights and responsibilities in the lives of US citizens. They then examine the Bill of Rights and other amendments to the US Constitution, focusing on how amendments over time have focused on the common good and have responded to current issues and problems. Finally, the students apply their understanding of common good and individual rights and responsibilities to the proposal of a new amendment to the US Constitution. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

This is a short unit for grades 3-5 about how to take notes and cite sources properly for a research project.

In this lesson, students participate in read-alouds and discussions about memories and family. After this exploration, students brainstorm questions to ask family members in order to learn more about important and/or memorable family events. Once students determine a list of questions, they interview family members, taking notes on the events and giving each a positive or negative rating. Using their interview notes, students create a graphic family timeline which includes illustrations or photographs.

Students conduct research and design a news program about the lives and habitat of selected estuary animals.

In this lesson, students will examine the various cultural aspects of those enslaved, such as the important roles played by family names, food and religion, in shaping their identities.  Students will also explore how those same aspects continue to shape our own cultures today.

The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.

This lesson gives learners the chance to delve deeply in to the lives of the Founding Fathers and Mothers to discover the personal characteristics that enabled them to become leaders and revolutionaries. This would be a good assignment for students who compact out of a portion of a unit on early American history. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.