The objective of this unit is for students to be able to evaluate cyberbullying and know what to do if they witness it and or are a victim. We are going to touch on the bystander effect, THINK, the definition of cyberbullying, the signs of someone being cyber bullied, and how to handle cyberbullying in smart and effective ways. We want the students to be aware of the issue and know how to help and especially prevent it if they can by being smart digital citizens. This lesson will also show how to promote awareness of cyberbullying and how to show people the negative effects of it. This lesson will help the students develop an understanding of the issue and know many components of it.
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What are human rights, and how do real people and fictional characters respond when those rights are challenged? Students will develop their ability to read and understand complex text as they consider this question. Students will begin to build knowledge about human rights through a close read of the introduction and selected articles of the Universal Declaration of Human Rights (UDHR), paired with short firsthand accounts of people around the world who currently face human rights challenges. In Unit 2, students will do an extended study of Esperanza Rising (740L) by Pam Muñoz Ryan, applying their new learning about human rights as one lens through which to interpret the character and theme in this rich novel—a complex coming-of-age story set in Mexico and rural California during the early 1930s. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students will synthesize their understanding of human rights. The specific literacy focus is on supporting understanding through quoting directly from text, inferring theme, and comparing and contrasting how different texts address the topics and themes of human rights. Students will write an analytical essay in which they describe how a character in the novel responds to challenges. In Unit 3, students will continue to revisit the text and themes of the UDHR and Esperanza Rising as they read, write, and ultimately perform Readers Theater. Students will compare novels and Readers Theater as two forms of narrative writing. They will then select specific articles of the UDHR that relate thematically to the novel and reread key passages of the novel with that theme in mind. They will write individual and small group scripts based on these key passages and on phrases from the UDHR. Students will revise, rehearse, and ultimately perform their group Readers Theater scripts for their class and/or school or community members.
This module—intended to be used in conjunction with a Social Studies unit about Latin America—features a close read of The Most Beautiful Roof in the World (1160L)* by Kathryn Lasky. This beautifully illustrated informational text describes the work of scientists documenting the biodiversity of rainforests. The specific literacy focus is on reading scientific and technical text as well as writing to inform and explain. In the first unit, students build basic background knowledge about the rainforest (particularly those of the Western Hemisphere), and begin to examine how scientists closely observe the natural world to then help them communicate their research through carefully organized and worded scientific text. Unit 2 focuses on a case study of Meg Lowman, the researcher featured in The Most Beautiful Roof in the World. Students then analyze the structure and function of scientific field guides and filed journals determining what quality field guides and journals look and sound like. Students research about a living thing that scientist Meg Lowman may encounter in the rainforest in her research and write with clear and effective word choice about their chosen insect of the rainforest. As the final performance task, students produce an informational report and then field journal–style pages intended for younger readers.
This module begins with a brief study of the importance of sports in American culture over time. The heart of this module is a whole class study of the short but challenging biography Promises to Keep: How Jackie Robinson Changed America (1030L) by his daughter, Sharon Robinson. (Students will read selected segments; some of these will be read aloud.) Students will analyze Jackie Robinson as a specific example of an athlete who served as a leader who broke barriers in society. They will also begin to study argumentative writing, analyzing how the author Sharon Robinson provides evidence to support her opinions. In Unit 3, students then choose to learn about one of three other respected sports figures (Roberto Clemente, Babe Didrikson, or Jim Thorpe). Students will develop their understanding of the cultural context in which these athletes competed and the barriers these athletes broke during the times in which they lived. Students will build their research skills by reading biographical articles and other informational texts and by participating in Webquests. They also will continue to build their skills to write arguments based on multiple sources, focusing on crafting clear opinions and providing sufficient reasons and evidence. For the final performance task, each student will write a letter to a publishing company explaining the need for a biography about their selected athlete, in which they discuss the athlete, evaluate the barriers that he/she broke during the era in which he/she lived, and give an opinion about the importance of that athlete’s impact on American society. They must support their opinions with evidence from their research.
In this module, students explore how native Inuit and other people of Canada have used the natural resources available to meet their needs. In Unit 1, students read The Inuit Thought of It: Amazing Arctic Innovations, by Alootook Ipellie with David MacDonald, to learn about how the native Inuit people of Canada used natural resources in the Arctic to adapt and meet the needs of their community hundreds of years ago. In Unit 2, students read and view a variety of informational texts and media, including graphs, charts, and maps, to examine how the resources available in Canada today are used to develop products that meet the needs and wants of people in Canada and throughout the Western Hemisphere.
This module is intended for students who are working to acquire their GED. The reading level is Level C which is 4-5th grade with a high interest reading for students who enjoy cars. This is intended for a class lesson or one on one instruction. There are interactive, independent, reading, writing and speaking components.
In this project-based learning unit, students take responsibility for their learning through active, hands-on engagement, while the teacher acts as a facilitator. Students will learn about ocean garbage patches, the cause, its impact, recycling, and solutions to reduce them. Students will share what they learned to help raise awareness of this environmental issue and promote recycling by creating posters for their school and writing scripts to be read during morning announcements. This project requires background knowledge and understanding of the water cycle and the importance of the ocean to the water cycle. Students should know how to use email and some digital format for presentations.
Meet the PenPals helps students think critically and share information about people in different communities around the world.
In this class activity, students will learn:
1. How to summarize relevant information
2. How to share information with a group
3. Students will learn how communities around the world are both similar and different
This activity will help students achieve the following objectives:
- Students will practice speaking and listening skills in an authentic way
- Students will have fun learning about people around the world