ELA.5.R.3.2

This is lesson #8 in the text unit series for Hidden Figures by Margot Lee Shetterly. In this lesson, students will work collaboratively to develop a summary of Chapter 14. Additionally, they will discuss the civic duties of Katherine Goble, Thomas Byrdsong, and Mary Jackson.

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.

Type: Lesson Plan

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.

Type: Lesson Plan

This is lesson # 9 in the text unit for Shh! We’re Writing the Constitution by Jean Fritz. The lesson focuses on planning an expository essay after reading and annotating the second text The Bill of Rights: A Transcription. The lesson utilizes an essay planning template to help students organize the details from each text to support a common theme/central idea shared between the two texts. As an extension, students can draft the essay or turn the planning notes into a presentation using digital programs. This lesson will help students understand why and how the Constitution was created, including: the thirteen states 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.

The lessons in this text-based unit 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.

Type: Lesson Plan

This is lesson #3 in the text unit series for Aaron and Alexander the Most Famous Duel in American History. As a final prereading activity for this text, students will read an article about the important documents, written as the framework for establishing the U.S. government. While they are reading, they will learn about the Bill of Rights, Constitution and Declaration of Independence, and how they helped establish the U.S. government. They will develop connections to who Aaron Burr and Alexander Hamilton were. Students will complete a collaborative activity to become experts about one of the founding documents and share with their peers. They will find the central idea and relevant details of their section of the article provided. To end the lesson, students will summarize the information they learned about the founding documents that helped establish the framework for the U.S. government.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

This is lesson # 2 in the text unit series for Shh! We're Writing the Constitution by Jean Fritz. After the class reads pgs 14-21 in whole group, students will complete a graphic organizer to identify and describe the structure and functions of the three different branches of government. Students will then summarize using their graphic organizer including the central idea and relevant details of the text.

This unit will help students understand why and how the Constitution was created, including: the 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.

Type: Lesson Plan

This lesson focuses on the life of Alexander Hamilton, his political participation during and after the American Revolution, and his impact on the foundation of the United States. Students will read a brief passage about Hamilton's life, identify each paragraph's central idea and explain how relevant details support the central idea. This is a prereading lesson, the 4^th 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.

Type: Lesson Plan

In lesson 2 of this unit, students choose one person to research from the Revolutionary War as a prereading activity for the text, Aaron and Alexander: The Most Famous Duel in American History, by Don Brown. The teacher presents information about King George III. The options for students are George Washington, Thomas Jefferson, John Adams, and George Mason. Students conduct research using the research notetaker, then present important information to a small group of peers about the person they learned about.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

Students will read background information about the Revolutionary War. While they are reading, they will learn about the Stamp Act and Townshend Acts. In addition, the students will complete a jigsaw activity to find relevant details that support the central idea of the text. To end the lesson, students will write a summary, using the central idea and relevant details from the passage about the Revolutionary War.

This is the first lesson to use in the Aaron and Alexander text unit. This lesson should be taught before reading the book.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

After learning about The Revolutionary War and reading Aaron and Alexander: The Most Famous Duel in American History By Don Brown, students will write an essay either comparing and contrasting Aaron Burr and Alexander Hamilton's political participation or their political views. Students will engage in a cooperative learning activity to brainstorm, use a graphic organizer to compare and contrast and use a rubric to evaluate their final product.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

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.

Type: Lesson Plan

In this lesson, students will observe a speaker and analyze a piece of informational text (an excerpt from Bill Clinton's 1993 Inaugural Address) to further develop their knowledge of summarizing, identifying central ideas and relevant details, and identifying claims and supporting reasons with evidence. Students will then play the role of the speaker and create their own writing on a topic they think would be important to kids, why they would be a good candidate for president, or how they might motivate other kids. At the lesson's end, students will present their speech to the class. A graphic organizer, student handouts, and rubrics are provided for the writing and speaking activities.

Type: Lesson Plan

Students will use tall tales to explore figurative language and to summarize important details to identify the theme. Students will create a narrative writing piece of their own using standard conventions and elements of tall tales.

Type: Lesson Plan

This series includes four parts focused on the Challenger explosion. Students will read President Reagan’s address to the nation presented on the evening of the Challenger Space Shuttle explosion in January 1986. Students will then analyze the speech and determine which relevant details support Reagan’s central idea. Additionally, students will complete close reading activities individually, with partners, and in small groups as they prepare to draft an expository essay outlining the relevant details that support Reagan’s central idea.

Type: Lesson Plan

This lesson will engage students in discussions involving how two texts on the same event can be compared. Students will read one text on the Great Chicago Fire that is a primary source, and another text that is a secondary source. For the summative assessment, students will write a summary about the Great Chicago Fire that includes the central idea and relevant details from the texts, and the similarities in how each author describes the Chicago fire.

Type: Lesson Plan

In this lesson, students will be read the non-fiction article, "A Well-Kept Secret." The students will work to determine the meaning of selected vocabulary from the article and find evidence in the passage to answer a set of text-dependent questions. Students will also explain how the relevant details support the central ideas and summarize the article.

Type: Lesson Plan

In this lesson students learn about the American Revolution. Students will be required to use two or more texts to summarize information some aspect of the American Revolution as well as create a timeline of important events leading up to the Revolutionary War.

Type: Lesson Plan

This lesson focuses on reading Chapters 1 and 2 of the book Esperanza Rising by Pam Munoz Ryan. Students will analyze how the literary elements contribute to the story’s plot and describe how Esperanza’s perspective is developed throughout the story’s beginning. Students will summarize the important parts of the beginning of the story to show their understanding of the plot.

Type: Lesson Plan

In this activity, students will use multiple reading strategies to answer questions and comprehend text.

Type: Student Center Activity

In this activity, students will summarize text using a graphic organizer.

Type: Student Center Activity

In this activity, students will answer questions to comprehend text.

Type: Student Center Activity

In this activity, students will paraphrase text.

Type: Student Center Activity

In this activity, students will summarize narrative text using a graphic organizer.

Type: Student Center Activity

3...2...1...Lift-off. Engage students in discussions about aerospace themes with the Ariane 5: The Satellite Launcher eReader. The eReader is an informational text with various text features and facts about the Ariane 5 rocket.

Type: Text Resource