Explain how text structures and/or features contribute to the overall meaning of texts.
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| Name |
Description |
| Disaster Relief | Students will analyze data to develop a resupply schedule for a humanitarian mission following a natural disaster. They will apply mathematical operations over multiple steps to minimize the operational cost of the humanitarian mission.
This is an open-ended engineering design lesson where students will develop a model to help them solve a problem. There are no “right” answers as the lesson is focused on the process of developing a solution and the skills and reasoning behind the process. Students should be given the freedom to interpret the problem and parameters in unique ways to pursue their own lines of thinking in producing a solution. |
| How Generative AI like ChatGPT Works | Students will explore Artificial Intelligence (AI) and how generative AI models use Large Language Models (LLMs) and Natural Language Processing NLP to generate outputs. This grades 4-5 lesson is an integrated Computer Science, ELA and Math lesson designed for application of math and ELA content knowledge while exploring and using computational thinking to understand how generative AI works, making cross-curricular connections to understand emerging technologies. |
| Hidden Figures: Oaths | This is lesson #4 in the text unit series for Hidden Figures. Students will explain how text features contribute to the meaning of the text in a collaborative activity. Additionally, students will add new words to their vocabulary chart and discuss what may happen if a civil service oath is broken.
In this text unit for Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherie Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Executive Orders | This is lesson #2 in the text unit series for Hidden Figures. Students will continue their vocabulary chart and timeline, while learning about text features contributing to the overall meaning of text. Additionally, students will use the text to provide examples of powers granted to the national and state government.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions and headings contribute to the meaning of the several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherie Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures Book Preview | This is lesson #1 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will look through the book and predict the text structure. Additionally, they will begin a timeline and vocabulary chart that will be used throughout the text. This will begin the discussion of amendments and how the U.S. Constitution expanded civic participation.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| The Great Seal of the United States: Currency Symbol Scavenger Hunt | This is lesson 6 in the text unit series for The Great Seal of the United States by Norman Pearl, pages 12-19. Students will analyze the symbols used to create the Great Seal. Students will have a chance to explore artifacts such as the dollar bill, penny, and quarter with a magnifying glass. Students will add to background knowledge by continuing to discover how the Great Seal of the United States was created and what it stands for. Students will also create a great seal using symbols and explain the meanings behind the symbols.
This ELA/Civics Integrated Text Units is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses a book that you will need to obtain before implementing the resource. |
| The Great Seal of the United States: Timeline of Creating the Great Seal | This lesson #4 in the text unit series for The Great Seal of the United States by Norman Pearl. In this lesson, students will read the text and pull out the relevant details and important dates. They will then create a timeline and use the information to write a summary about the creation of the Great Seal of the United States.
This ELA/Civics Integrated Text Unit is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities, they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses a book that you will need to obtain before implementing the resource. |
| The Great Seal of the United States: Getting to Know the Great Seal | This is lesson #1 in the paired text unit series for The Great Seal of the United States by Terri DeGezelle and The Great Seal of the United States by Norman Pearl. In this lesson students will make observations about relevant details on The Great Seal of the United States, as a prereading activity. Then students will complete a graphic organizer to demonstrate what they see, what they inferred or predicted each symbol represents in regard to the United States, and what they still wonder about The Great Seal.
This ELA/Civics Integrated Text Units is designed to support students with the integration of civics into the ELA classroom through the reading and studying of both The Great Seal of the United States by Terri DeGezelle and Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to ither documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses books that you will need to obtain before implementing the resource. The Great Seal of the United States by Terri DeGezelle is on the Florida Department of Education's reading list. |
| Shhh! We're Writing the Constitution: Text Structure and the U.S. Constitution | In this lesson 6, students will read Shhh! We're Writing the Constitution by Jean Fritz and review key vocabulary from the text to become proficient with the meaning of the vocabulary words. Students will also have the opportunity to recall the words throughout the text. The teacher will review chronological order as a form of text structure and have students arrange historical events from the story in the order they took place. The teacher will also discuss the compare and contrast text structure, as it applies to the text. While reviewing chronological order, students will explain the goals of the 1787 Constitutional Convention. The idea is that while reviewing the chronological order, students will use a graphic organizer to explain historical events as mentioned in the text. The teacher will do a mini lesson to review primary and secondary sources if necessary.
This unit will help students understand why and how the Constitution was created, including: the original thirteen colonies and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Aaron and Alexander: Lesson 7: Create A Children’s Book | Students will create a children’s book to explain Aaron Burr’s and Alexander Hamilton’s political participation and political views. Students will use carefully chosen text features and a specific text structure that best contributes to the overall meaning of the text. This is the culminating lesson in a unit using the text Aaron and Alexander: The Most Famous Duel in American History by Don Brown.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Hidden Figures: Brown v. Board | This is lesson #9 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will learn about the role of the Supreme Court in the Brown vs. Board of Education case and analyze the impact of the ruling, based on the text. Additionally, students will work collaboratively to determine how text features contribute to the meaning of the chapter.
In this text unit of Hidden Figures, students will explain how text features such as photos, captions, and headings contribute to the meaning of several chapters. Students will also explain how relevant details support the central idea of different sections. Throughout the text, students will determine the meaning of unknown words. Students will connect to civics by identifying civic duties and responsibilities of Dorothy Vaughan, Mary Jackson, and Katherine Johnson. Additionally, students will provide examples of powers given to the national government and those reserved to the states. The students will explain why the U.S. Supreme Court is the highest court in the system and review previous Supreme Court rulings.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Aaron & Alexander: Lesson 5: Comparing and Contrasting Aaron & Alexander | This lesson will cover pages 1-11 of the text Aaron & Alexander, the Most Famous Duel in American History. The teacher will read pages 1-11 and lead a discussion on the early life, political views, and civic participation of Alexander Hamilton and Aaron Burr. Students will identify the text structure and how it contributes to the information in the text. Students will begin adding information to the unit’s graphic organizer.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Name |
Description |
| Comprehension: Plot Plan | In this activity, students will write the parts of a plot on a graphic organizer. |
| Comprehension: Story Mapping | In this activity, students will identify story elements (character, setting, events, problem, solution) and record them in a graphic organizer. |
| Comprehension: Story Pieces | In this activity, students will answer questions related to story elements (characters, setting, plot, theme) and record their answers on a graphic organizer. |
| Comprehension: Text Feature Find | In this activity, students will locate text features and explain how they help the reader understand the text. |
| Comprehension: Text Structure Reflection | In this activity, students will identify text structures and complete corresponding graphic organizers. Multiple graphic organizers are provided, and a reference sheet is also provided that includes an explanation, signal words, and graphic organizer templates for each text structure. |
| Comprehension: Text Structure Sort | In this activity, students will sort sentences based on their text structures. As an extension activity, students can write about a topic using each text structure. |
| Comprehension: The Main Events | In this activity, students will sequence events in a story using a graphic organizer. |
| Comprehension: Write Cause or Effect | In this activity, students will identify the relationship between cause and effect. NOTE: This is an introductory activity for cause and effect. Students will need to extend their learning using text containing a cause/effect text structure to fully meet the expectations of the aligned standards. |
