Wit & Wisdom Implementation Resources

Wit & Wisdom Implementation Resources WIT & WISDOM®

CONTENTS

Catalog of Implementation Resources...... 1

Wit & Wisdom K–8 Modules at a Glance...... 3

Kindergarten Module Synopses...... 5

Grade 1 Module Synopses...... 9

Grade 2 Module Synopses...... 13

Grade 3 Module Synopses...... 17

Grade 4 Module Synopses...... 21

Grade 5 Module Synopses...... 25

Grade 6 Module Synopses...... 29

Grade 7 Module Synopses...... 33

Grade 8 Module Synopses...... 37

Catalog of Implementation Resources WIT & WISDOM®

CATALOG OF IMPLEMENTATION RESOURCES

The following resources are available free for Wit & Wisdom® educators at the Great Minds® shop (greatminds.org/store):

TEACHER RESOURCE PACK This resource includes the Implementation Guide, Parent Tip Sheets, and Module 0 for each grade band (K–2, 3–5, 6–8).

Implementation Guide This comprehensive resource explains what Wit & Wisdom is, why it works, and how to implement it. It provides information to help educators understand the curriculum’s approach and learn key strategies for preparation and implementation.

Parent Tip Sheets Each module-specific sheet includes an overview of module content, a list of all texts, a list of additional books to read at home, sample questions, and activities that extend thinking and learning.

Module 0 Each grade-band-specific module comprises six 50-minute lessons, taught before Module 1, to introduce students and teachers to Wit & Wisdom’s key components and establish a text-focused classroom community.

WIT & WISDOM ASSESSMENT RESOURCES These assessment tools provide actionable data to support instruction.

Question Sets The module-specific Question Sets (Grades 2–8) offer additional opportunities for teachers to assess reading and vocabulary standards through selected-response items.

Standards Trackers The Standards Trackers (Grades K–1) are instruments for monitoring and documenting students’ progress on the reading standards for literary and informational texts. The trackers provide a record of student performance on the formative assessment opportunities in the core lessons.

THE ART OF WIT & WISDOM This resource includes a slide show presentation that displays the artwork students examine in Wit & Wisdom modules, sample visual art lessons from Module 0, and a visual art glossary.

ON-DEMAND PROFESSIONAL DEVELOPMENT

Moving Forward with Wit & Wisdom

This on-demand, self-study resource offers a range of professional learning actions and informational materials that address critical implementation needs.

The following resources are available online :

SOCIAL MEDIA

Wit & Wisdom Blog Written from a variety of perspectives—including those of Wit & Wisdom teacher–writers, Wit & Wisdom school leaders and educators, and authors of Wit & Wisdom texts—the blog entries address a range of topics from the curriculum’s learning design to implementation strategies. Find the Wit & Wisdom blog at greatminds.org/english/ blog/witwisdom.

Case Studies Case studies highlight the quantitative and qualitative gains students have made after learning with Wit & Wisdom. Educators share their implementation journeys and reflect on aspects of the curriculum that have had a dramatic effect on their students and school community. Find the Wit & Wisdom case studies at greatminds.org/english/ blog/case-studies.

Online Communities Wit & Wisdom online communities on social media are spaces to connect with other educators, exchange ideas, discuss implementation best practices, and interact with the curriculum’s writers.

Facebook: facebook.com/witwisdomenglish

pp Grades K–2: facebook.com/groups/1882117618772950/?ref=pages_profile_groups_tab&source_ id=218841545144383

pp Grades 3–5: facebook.com/groups/112814866069412/?ref=pages_profile_groups_tab&source_ id=218841545144383

pp Grades 6–8: facebook.com/groups/143516566234884/?source_id=218841545144383 Twitter: @WitWisdomELA Pinterest: pinterest.com/GM_WitWisdom

WIT & WISDOM K–8 MODULES AT A GLANCE

Module 1 Module 2 Module 3 Module 4

The Five Senses Once Upon a Farm America, Then and Now The Continents How do our senses help us What makes a good story? How has life in America What makes the world K learn? changed over time? fascinating? Narrative Writing Informative Writing Informative Writing—Research Opinion Writing

A World of Books Creature Features Powerful Forces Cinderella Stories How do books change lives What can we discover about How do people respond to the Why do people around the 1 around the world? animals’ unique features? powerful force of the wind? world admire Cinderella?

Narrative Writing Informative Writing—Research Narrative Writing Opinion Writing

A Season of Change The American West Civil Rights Heroes Good Eating How does change impact What was life like in the West How can people respond to How does food nourish us? 2 people and nature? for early Americans? injustice? Opinion Writing—Research Informative Writing Informative Writing Narrative Writing

The Sea Outer Space A New Home Artists Make Art Why do people explore the How do people learn about How do stories help us What is an artist? sea? space? understand immigrants’ 3 Informative Writing—Research experiences? Informative Writing Opinion Writing Narrative Writing

A Great Heart Extreme Settings The Redcoats Are Coming! Myth Making What does it mean to have How does a challenging setting Why is it important to What can we learn from myths 4 a great heart, literally and or physical environment understand all sides of a story? and stories? figuratively? change a person? Opinion Writing, Research Informative Writing Informative Writing Narrative Writing

Cultures in Conflict Word Play A War Between Us Breaking Barriers How do cultural beliefs and How and why do writers play How did the Civil War impact How can sports influence 5 values guide people? with words? people? individuals and societies? Informative Writing Narrative Writing Opinion Writing Informative Writing—Research

Resilience in the Great A Hero’s Journey Narrating the Unknown Courage in Crisis Depression What is the significance and How did the social and How can the challenges of a How can enduring tremendous power of the hero’s journey? environmental factors in the hostile environment inspire hardship contribute to unknown world of Jamestown heroism? 6 Narrative Writing personal transformation? shape its development and Informative Writing—Research decline? Informative Writing Argument Writing

Identity in the Middle Ages Americans All Language and Power Fever How does society both support How did World War II affect What is the power of language? How can times of crisis affect and limit the development of individuals? citizens and society? 7 Argument Writing identity? Informative Writing Informative Writing—Research Narrative Writing

The Poetics and Power of The Great War What Is Love? Teens as Change Agents Storytelling How do literature and art What is love? How do people effect social What is the power of illuminate the effects of World change? 8 Argument Writing storytelling? War I? Informative Writing—Research Narrative Writing Informative Writing

Kindergarten Module Synopses WIT & WISDOM®

KINDERGARTEN MODULE SYNOPSES

Kindergarten Module 1: The Five Senses Summary Studying the five senses—taste, touch, sight, sound, and smell—lays a foundation for students to understand the world and gain scientific knowledge, especially of human biology. Full of rhyme, rhythm, and color, the texts in this module introduce students to the joy and rigor of text-based, knowledge-rich learning.

Essential Question How do our senses help us learn?

Core Texts and Art My Five Senses, Aliki: Through colorful, friendly art, this book shows how we learn from each smell, sight, noise, taste, and touch. My Five Senses, Margaret Miller: This text uses simple, repetitive language and engaging photographs of young children in familiar scenarios to show how people experience the world through their senses. Rap a Tap Tap, Leo and Diane Dillon: The gorgeous, limited-color paintings paired with rhythmic verse sensually convey the story of African American tap dancer Bill “Bojangles” Robinson. Chicka Chicka Boom Boom, Bill Martin Jr. and John Archambault; Illustrations, Lois Ehlert: Through rhythmic text and colorful illustrations, this book tells the story of lowercase alphabet letters that climb a coconut tree with comic results. Last Stop on Market Street, Matt de la Peña; Illustrations, Christian Robinson: A boy’s journey through the city with his wise grandmother helps him appreciate, through his senses, the beauty of his surroundings. Le Gourmet, Pablo Picasso: This Blue Period painting of a young girl eating the last bits of food from a bowl on the table engages viewers’ senses. Flower Day, Diego Rivera: This bold depiction of a Mexican calla lily seller evokes the viewer’s senses with a twist—the gorgeous calla lilies do not have a smell.

End-of-Module Task Writing Type: Informative Students describe how the five senses help them and a character from a text learn.

Learning Overview Knowledge: In this opening module, students build knowledge of the five senses, exploring how the senses help people learn about the world. Reading: Students use a rich, question-based approach to reading to unlock meaning from texts. They develop basic concepts of print, identifying parts of the book and the roles of authors and illustrators and closely examining and differentiating between the texts’ illustrations and words. Students identify and consider the effect of rhyme and repetition. Writing: This module introduces students to text-based informative writing. Students learn to unpack prompts and respond orally and in writing. They learn to collect evidence to answer a specific question, use drawing to respond to texts, and use sentence frames and phonetic spelling to construct complete sentences. Speaking and Listening: Students focus on the reciprocal nature of conversations, learning to speak one at a time and to listen with their eyes and ears.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.K.1, RL.K.6, RI.K.1, W.K.2, W.K.8 SL.K.1.a, SL.K.1.b L.K.1.d, L.K.2.c, L.K.2.d RI.K.4, RI.K.5

Kindergarten Module 2: Once Upon a Farm Summary Students read varied fictional and informational texts as they travel to a familiar yet captivating place—the farm—to explore what makes a good story and how a writer writes one.

Essential Question What makes a good story?

Core Texts and Art Farm Animals, Wade Cooper: With quirky animal portraits, bright design, and rhyming language, this informational text provides or activates background knowledge about farm animals. The Year at Maple Hill Farm, Alice and Martin Provensen: This charming book explains the rhythms of natural life and how the animals on a farm respond to natural cues according to the seasons or time of year. The Little Red Hen, Jerry Pinkney: This lively version of a classic tale inspires deep discussion about characterization and narrative structure. The Three Billy Goats Gruff, Paul Galdone: This classic tale serves as a wonderful vehicle for studying sequence and story elements. Three Little Pigs, Adaptation, Raina Moore; Illustrations, Thea Kliros: This familiar tale shows the power of strong story structure and, through its vivid personification of animals, the importance of characterization. The Cornell Farm, Edward Hicks: This early American folk-art painting presents an intriguing and idealized farm setting. American Gothic, Grant Wood: This painting’s mysterious subjects invite viewers to wonder: Who are they? What is their story?

End-of-Module Task Writing Type: Narrative Students write an original narrative set on Maple Hill Farm featuring one farm animal they learned about in the module.

Learning Overview Knowledge: Through fictional and informational texts, students embark on an exploration of farm animals. They build knowledge of farm life and animals as they encounter well-known stories and learn the role of story elements in narrative texts. Reading: Students continue their work from Module 1 and learn about story structure and elements. They engage with narrative texts through Text-Dependent Questions (TDQs), dramatic response, and annotation. Writing: Students build on their informative writing skills from the previous module to learn text-based narrative writing. Learning about story elements helps students develop the skills and content knowledge to write their own narrative pieces. As they write, students use phonetic spelling and writing resources such as sentence organizers, word lists, and alphabet strips to build independence. Speaking and Listening: Students learn to speak with strong voices, to use active listening in conversations with peers, and to reflect on their discussions.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.K.2, RL.K.3, RL.K.9 W.K.3, W.K.6, W.K.8 SL.K.6 L.K.1.a, L.K.1.e, L.K.1.f, L.K.2.c, L.K.2.d, L.K.5.a, L.K.5.c

Kindergarten Module 3: America, Then and Now Summary Change can occur over time—or in an instant. In this module, students investigate the nature of change in America, discussing Benjamin Franklin’s inventions, innovations, and influence, and learn how America has changed throughout history.

Essential Question How has life in America changed over time?

Core Texts and Art Communication Then and Now; Home Then and Now; School Then and Now; Transportation Then and Now, Robin Nelson: These informational texts use photographs to compare past and present communication modes, home lives, school experiences, and types of transportation. Now & Ben: The Modern Inventions of Benjamin Franklin, Gene Barretta: Through illustrations and accessible language, this book shows life during Ben Franklin’s era and how his ideas and inventions continue to thrive today. When I Was Young in the Mountains, Cynthia Rylant: This informational narrative describes the author’s childhood in Appalachia, calling attention to changes in the way people lead their lives over time and focusing on the beauty of life’s simple pleasures. The Little House, Virginia Lee Burton: Modernization and urban growth threaten a little house’s tranquil, predictable life, prompting students to consider the effects of changes over time. Washington Crossing the Delaware, Emanuel Leutze: This painting of Washington highlights his role in founding our country and the importance of understanding our past.

End-of-Module Task Writing Type: Informative—Research Students choose a topic—home life, school life, transportation, or communication—and create and present an informative poster to explain changes that have occurred over time in their area in America.

Learning Overview Knowledge: Students explore America past and present by using both fictional and informational texts. They identify changes over time, particularly in the areas of home life, school life, transportation, and communication. Reading: Students learn about informational text structures and how key details in the text and illustrations support a text’s main topic. Students chart details and use these charts to connect ideas and to identify the main topic. Writing: Students hone informative writing skills by studying informational text structures. They learn through a writing model how to begin with a topic statement and support that topic statement with information from a text. They use phonetic spelling and frequently occurring nouns and verbs to craft their sentences, relying less on sentence frames than earlier in the year. Speaking and Listening: Students learn the importance of asking and answering questions in discussions. They learn to listen for order of occurrence to help sequence events from the past and the present.

Focus Standards Reading: Writing: Speaking and Listening: Language: RI.K.2, RI.K.3, RI.K.6 W.K.2, W.K.7, W.K.8 SL.K.3, SL.K.5 L.K.1.b, L.K.1.c, L.K.2.a

Kindergarten Module 4: The Continents Summary Students contemplate the wonder of the world by examining the continents through informational texts, folktales, maps, and cultural artifacts. By studying what makes each continent unique, they discover that the world is an amazing place.

Essential Question What makes the world fascinating?

Core Texts and Art Africa; Antarctica; Asia; Australia; Europe; South America, Rebecca Hirsch: This series of informational texts introduces the continents with sections on geography, people, animals, and modern marvels. Introducing North America, Chris Oxlade: Through maps, engaging photographs, and simple text, this book presents the climate, geography, natural resources, people, animals, and plants of North America. World Atlas, Nick Crane; Illustrations, David Dean: This text examines how the natural world has shaped communities and cultures and how ideas and innovations will shape them in the future. Moon Rope, Lois Ehlert: In this picture book, two friends set off on an adventure to the moon with help from a rope of grass and some friends. The Story of Ferdinand, Munro Leaf; Illustrations, Robert Lawson: In this picture book, Ferdinand prefers to sit and smell flowers until the day he becomes the star of the corrida—the bullfight in Madrid. Why Mosquitoes Buzz in People’s Ears: A West African Tale, Verna Aardema; Illustrations, Leo and Diane Dillon: This cumulative tale explains the chain of events that led to mosquitoes buzzing in our ears. Earth from Space, Stöckli, Reto, et al: This photograph brilliantly illuminates the module’s focus on the wonder of our planet. Carta Marina, Olaus Magnus: Drawn in the 1500s, this unique map of Europe shows the beauty and importance of cartography as well as the changing understanding of Earth from then to now.

End-of-Module Task Writing Type: Opinion Students choose a continent other than North America and create a travel brochure to explain why someone should visit.

Learning Overview Knowledge: Students build knowledge about the seven continents, including their natural features, their animals, and activities to do on each. Reading: Students compare two texts on the same topic and develop an understanding of how authors support a point with reasons. They use the structure of an informational text to guide evidence collection. Writing: Students learn the process of crafting an opinion, beginning with an opinion statement and then supporting that statement with information from the text. Speaking and Listening: Students learn to confirm their understanding of a text read aloud or information presented orally. They also learn to provide additional detail while discussing a topic.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.K.4, RL.K.5, RL.K.7, W.K.1, W.K.5, W.K.8 SL.K.2, SL.K.4 L.K.1.f, L.K.2.a, L.K.2.b, RI.K.7, RI.K.8, RI.K.9 L.K.4.a, L.K.4.b, L.K.5.b, L.K.5.d

GRADE 1 MODULE SYNOPSES

Grade 1 Module 1: A World of Books Summary Through inspiring texts, students journey to new places, meeting diverse characters whose lives change positively and irrevocably because of books. With each new text, students construct more knowledge and collect more evidence about how and why children everywhere read.

Essential Question How do books change lives around the world?

Core Texts and Art Tomás and the Library Lady, Pat Mora and Raul Colón: This is an inspiring, true story of a young migrant worker and a kind librarian who introduces him to books. Waiting for the Biblioburro, Monica Brown and John Parra: This story of a young girl who loves books and whose small village is visited by a traveling library was inspired by a real-life librarian’s efforts to bring books to people in rural Colombia. That Book Woman, Heather Henson and David Small: This picture book tells the story of a young boy in rural Appalachia who initially says he does not like books but discovers a love for books with the help of a persistent packhorse librarian. Green Eggs and Ham, Dr. Seuss: In this classic Dr. Seuss story with signature rhyming, Sam-I-am insists on another character trying his green eggs and ham in different ways and in different locations. Museum ABC, The Metropolitan Museum of Art: This unique ABC book uses four different masterful works of art to describe a word for each letter of the alphabet. My Librarian Is a Camel, Margriet Ruurs: This informational book is filled with interesting facts and photographs that explore the ways people get books through mobile libraries around the world.

End-of-Module Task Writing Type: Narrative Students write and design a cover page for a narrative about a character who is changed in some way by books.

Learning Overview Knowledge: Students learn how literacy advocates like librarians dedicate their lives to ensuring that people everywhere have access to books and knowledge. Reading: Students ask and answer questions about literary and informational texts by using illustrations and photographs to understand texts more deeply. Students describe characters, settings, and events and recount stories in sequence. Writing: Focusing on narrative writing, students use sentence frames that help them create complete sentences to sequence events. Speaking and Listening: Students focus on noticing pauses in conversations to decide when to speak and when to listen.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.1.1, RL.1.2, RL.1.3, RI.1.1, W.1.3, W.1.5 SL.1.1.a, SL.1.1.b L.1.1.b, L.1.1.f, L.1.1.j, L.1.2.b RI.1.7

Grade 1 Module 2: Creature Features Summary Animals, from mice to monkeys, fascinate people. In this module, students explore what people can learn from observing animals and why this knowledge is important. They discover the diverse characteristics, or features, of many creatures and identify commonalities across species.

Essential Question What can we discover about animals’ unique features?

Core Texts and Art Seven Blind Mice, Ed Young: In this fable, seven different-colored blind mice investigate a different part of the strange “Something,” each returning with a different theory on what it is. By using an accessible format, this text reinforces the structure of a fable with an important moral. Me … Jane, Patrick McDonnell: Readers follow along as young Jane Goodall observes and wonders about the world around her and dreams of a life living with and helping animals. Never Smile at a Monkey, Steve Jenkins: In this heart-pounding text, readers learn that some creatures have unique ways of protecting themselves, which can make them unexpectedly dangerous to humans. Sea Horse: The Shyest Fish in the Sea, Chris Butterworth, John Lawrence: Through the engaging information and textured engravings, readers learn all about the sea horse. What Do You Do with a Tail Like This?, Steve Jenkins, Robin Page: This fascinating, fact-filled informational text engages readers in a guessing game through its use of questions and a playful approach to building content knowledge about animal features. Young Hare, Albrecht Dürer: This realistic painting encourages students to appreciate the details of its subject. The Snail, Henri Matisse: This abstract collage imaginatively uses size and color to represent a snail.

End-of-Module Task Writing Type: Informative—Research Students write an informative paragraph about an animal’s unique features by using evidence gathered during shared class research.

Learning Overview Knowledge: Students build knowledge about animals, including the form and function of animal body parts and how people use observation to learn about animals. Reading: Students learn how visual and textual information in both literary and informational texts work together to improve a reader’s understanding. Students also focus on the reasons an author gives to support points in a text. Writing: Focusing on informative writing, students use sentence frames and models for structure, practice conventions that help strengthen their skill in creating complete sentences, and include key details about a topic. Speaking and Listening: Students focus on learning the importance of speaking in full sentences and readying their bodies to listen.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.1.2, RI.1.2, RI.1.3, RI.1.5, W.1.2, W.1.6, W.1.7, W.1.8 SL.1.5, SL.1.6 L.1.1.h, L.1.1.i, L.1.1.j, L.1.2.b, RI.1.8 L.1.2.e, L.1.4.a, L.1.5.b, L.1.5.d

Grade 1 Module 3: Powerful Forces Summary Although none of us has seen the wind, it powerfully affects our lives. This module is an investigation of scientific and social-emotional topics related to wind, including what wind is and how characters in literary texts respond to this invisible power.

Essential Question How do people respond to the powerful force of the wind?

Core Texts and Art Brave Irene, William Steig: This literary book details an exciting journey of a courageous young girl who must fight the wind to deliver a ball gown for a duchess. Owl at Home, “The Guest,” Arnold Lobel: In this short story, the wind behaves as an unwelcome visitor. The story is rich with descriptions yet simple enough for most to enjoy independently. Gilberto and the Wind, Marie Hall Ets: In this story, a young boy learns that the wind can be a fickle playmate as they engage in a wide range of adventures. It introduces personification of the wind through the perspective of a child. The Boy Who Harnessed the Wind, William Kamkwamba and Bryan Mealer: This is a compelling true story of a 14-year-old boy who pursues his dream to use the wind to bring electricity and running water to his poverty- stricken village. Feel the Wind, Arthur Dorros: This informational text explains, in a playful and relatable way, how wind is made and what wind can do. Feelings, Aliki: This delightful, creative book articulates the murky feelings of childhood. Through a unique format of illustrations and dialogue, readers learn about feelings through relatable stories. Oostzijdse Mill with Extended Blue, Yellow and Purple Sky; Windmill in the Gein; and The Red Mill, Piet Mondrian: These various paintings of windmills build on the topic and themes of the power of the wind.

End-of-Module Task Writing Type: Narrative Students create an original story about a character who must respond to the powerful force of the wind to solve a problem.

Learning Overview Knowledge: Students build their knowledge of the wind as a powerful force. Students also explore the feelings that wind can evoke. Reading: Students predict the genre of each module text, building their understanding of books that tell stories and books that give information. They analyze words in context to determine meaning and work with texts that suggest feelings and appeal to the senses. Writing: Focusing on narrative writing, students incorporate sensory and feeling words into their original stories about the wind. Additionally, students complete a mini-research project about the wind. Speaking and Listening: Students focus on asking for more information from a speaker to clear up confusion. Students also listen for a new idea each time a text is read aloud.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.1.4, RL.1.5; RI.1.4, RI.1.6, W.1.3 SL.1.1.c, SL.1.3 L.1.1.c, L.1.1.e, L.1.1.f, L.1.4.b, RI.1.9 L.1.4.c, L.1.5.c, L.1.5.d

Grade 1 Module 4: Cinderella Stories Summary People around the world admire the main character in the thousands of versions of “Cinderella” for her ability to adapt as well as to endure. In this module, students travel to faraway lands as they explore a range of “Cinderella” stories from diverse traditional cultures. With each text, they dig into both the story’s narrative elements as well as the Cinderella character.

Essential Question Why do people around the world admire Cinderella?

Core Texts and Art Adelita, Tomie dePaola: Set in a Mexican village, this variation on the familiar fairy tale is told in English with some Spanish dialogue. Bigfoot Cinderrrrrella, Tony Johnston; Illustrations, James Warhola: This twist on the classic “Cinderella” story offers nontraditional characters, humor, and an underlying environmental message. Cendrillon: A Caribbean Cinderella, Robert D. San Souci; Illustrations, Brian Pinkney: This West Indian version told from the godmother’s point of view includes French Creole vocabulary. Cinderella, Marcia Brown: This classic tale of magic and justice builds knowledge of a traditional “Cinderella” story. This serves as the basis for comparing and contrasting “Cinderella” stories throughout the module. Glass Slipper, Gold Sandal: A Worldwide Cinderella, Paul Fleischman; Illustrations, Julie Paschkis: This compilation showcases different cultural versions of the “Cinderella” story, further emphasized by the illustrations of folk art and textile patterns in the background. The Korean Cinderella, Shirley Climo; Illustrations, Ruth Heller: This Korean “Cinderella” provides another variation on the tale where Pear Blossom gets help from magical creatures. The Rough-Face Girl, Rafe Martin; Illustrations, David Shannon: This Algonquin “Cinderella” story features fewer of the traditional elements of a “Cinderella” story while emphasizing a strong presence from nature. First Steps, Jean-François Millet; First Steps, Pablo Picasso; First Steps, after Millet, Vincent van Gogh: These drawings and paintings depict the first steps of a small child. Students compare these artworks and consider what makes the moment each captures important.

End-of-Module Task Writing Type: Opinion Students use their understanding of the Cinderella character to form opinions and write about which Cinderella character they most admire.

Learning Overview Knowledge: Students build their knowledge of the “Cinderella” story as they read versions from different cultures. They focus on studying the actions and experiences of each Cinderella character. Reading: Students learn how to closely read fictional texts by describing story elements, formulating and answering questions, inferring character traits, and comparing and contrasting characters. Writing: Focusing on opinion writing, students write opinion statements and provide reasons to support their opinions. Speaking and Listening: Students focus on adding relevant details to the discussion while speaking or asking questions.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.1.6, RL.1.7, RL.1.9 W.1.1, W.1.8 SL.1.2, SL.1.4 L.1.1.a, L.1.1.d, L.1.1.g, L.1.1.j, L.1.2.a, L.1.2.c, L.1.2.d, L.1.4.a, L.1.5.a

GRADE 2 MODULE SYNOPSES

Grade 2 Module 1: A Season of Change Summary Seasonal change shapes our yearly experience of nature from our activities to our clothing choices. In this module, students read picture books and informational books to explore how change, particularly seasonal change, influences people and the world around them.

Essential Question How does change impact people and nature?

Core Texts and Art “Weather,” Eve Merriam: This playful poem describes a rainstorm and engages students with a complex set of sounds and meaning. A Color of His Own, Leo Lionni: This classic tale of friendship and identity includes bright watercolor illustrations and elegant language. The Little Yellow Leaf, Carin Berger: This lovely and descriptive story communicates a powerful theme of bravery in company. Sky Tree, Thomas Locker: This science and art text depicts the seasonal changes of one tree through illustrations and questions. How Do You Know It’s Fall?, Lisa M. Herrington: This informational text details weather changes and fall activities. Why Do Leaves Change Color?, Betsy Maestro: This science text focuses on leaves and their importance to deciduous trees. Autumn Landscape, Maurice de Vlaminck; Bathers at Asnières, Georges Seurat; Hunters in the Snow, Pieter Bruegel the Elder; Paris Street, Rainy Day, Gustave Caillebotte: These four fine art paintings depict different scenes in different seasons, building on the module themes of change and nature.

End-of-Module Task Writing Type: Informative Students author a paragraph, with evidence from two texts, about how changes in fall weather affect plants or animals.

Learning Overview Knowledge: Students uncover the mysteries of change: its fleeting yet timeless nature, its capacity to challenge and inspire, and the contradiction between changes that are fast and slow, big and small. Reading: Students read informational and literary texts and examine language and beauty, with an emphasis on identifying details in a text. Writing: Students draft an informative paragraph by collecting and recording evidence, taking notes, writing about change, and providing and receiving feedback about their writing. Speaking and Listening: Students notice a whole message when listening and learn how to link their ideas to others’ ideas when speaking.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.2.1, RL.2.2, RL.2.5; W.2.2, W.2.5, W.2.8 SL.2.1.a, SL.2.1.b L.2.1.e, L.2.1.f, L.2.4.a, RI.2.1, RI.2.2 L.2.4.b, L.2.4.e, L.2.5.a, L.2.5.b

Grade 2 Module 2: The American West Summary Buffalo, open sky, and seemingly endless possibility inform the popular image of the American West. Students study this landscape and the period of western settlement. They examine the possibility and the harshness the landscape embodies and consider the environmental and social changes during this period of history.

Essential Question What was life like in the West for early Americans?

Core Texts and Art The Buffalo Are Back, Jean Craighead George: This nonfiction book details the fate of the buffalo during the westward expansion and their comeback under the oversight of President Theodore Roosevelt. Journey of a Pioneer, Patricia J. Murphy: This story explores the experiences and challenges a family faces as its members travel by covered wagon to their new home in the Oregon Territory. Plains Indians, Andrew Santella: Through rich graphics and photos, this informational text details the history and culture of the Plains Indians. Johnny Appleseed, Steven Kellogg: Told in vivid prose and detailed illustrations, this classic legend paints a picture of an American folk hero. John Henry: An American Legend, Ezra Jack Keats: An African-American folk hero perseveres while building the transcontinental railroad, making his story legendary among the tales of the railroad expansion in the 1800s. John Henry, Julius Lester: Brought to life by vibrant illustrations, this legend from the African-American oral tradition provides another recounting of John Henry’s momentous accomplishments. The Legend of the Bluebonnet, Tomie dePaola: This is the legendary story of a young Comanche girl who sacrifices her most important possession to help her tribe survive. The Story of Johnny Appleseed, Aliki: This story is based on the real John Chapman who wanted to help settlers by planting apple trees. Among the Sierra Nevada Mountains, California, Albert Bierstadt: This painting depicts a wondrous, untouched world and sets the stage for Journey of a Pioneer.

End-of-Module Task Writing Type: Informative Students write an informative paragraph comparing the life of one legendary person with real life pioneers and explaining the differences.

Learning Overview Knowledge: Students build their knowledge of the American West—its history, its land, and its people. Students develop an understanding of how people and nature are interconnected. Reading: Students read informational and literary texts with a focus on major events and details in multiparagraph texts and consideration of how characters respond to challenges. Writing: Students write informative paragraphs with an introduction, topic statement, evidence, and a concluding sentence and focus on topic-specific words. Speaking and Listening: Students consider how to listen and practice inflection in speaking.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.2.2, RL.2.3, RL.2.9, W.2.2, W.2.5, W.2.6, W.2.8 SL.2.5, SL.2.6 L.2.1.a, L.2.1.b, L.2.2.a, RI.2.4 L.2.4.a, L.2.4.b, L.2.4.c

Grade 2 Module 3: Civil Rights Heroes Summary America is a nation founded on the creed of liberty and justice for all. In this module, students examine how three civil rights heroes, Martin Luther King Jr., Ruby Bridges, and Sylvia Mendez, fought for and defended this right and how their actions affected the people of the United States. Students consider how these heroes’ actions were responses to injustice.

Essential Question How can people respond to injustice?

Core Texts and Art I Have A Dream, Dr. Martin Luther King Jr.; paintings, Kadir Nelson: With its stunning illustrations, this informational text is the only picture book version of Martin Luther King Jr.’s “I Have a Dream” speech. Martin Luther King, Jr. and the March on Washington, Frances E. Ruffin; Illustrations, Stephen Marchesi: This informational text describes the 1963 March on Washington and includes excerpts from Dr. King’s famous “I Have a Dream” speech at the Lincoln Memorial. Ruby Bridges Goes to School: My True Story, Ruby Bridges: This autobiography conveys Ruby Bridges’s experience integrating William Frantz Elementary School in New Orleans in the 1960s. The Story of Ruby Bridges, Robert Coles; Illustrations, George Ford: This text by a psychologist who interviewed Ruby Bridges during the year she integrated her school is enhanced by rich watercolor illustrations. Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation, Duncan Tonatiuh: This well- researched informational text tells the story of a family of Mexican-Puerto Rican heritage and their fight for desegregation in schools. Selma to Montgomery March, Alabama, 1965, James Karales: This powerful photograph of the march on Montgomery captures the emotion of an important moment in American history.

End-of-Module Task Writing Type: Narrative Students write an “exploded moment” narrative, zooming in on an important moment from the point of view of Ruby Bridges or Sylvia Mendez about their responses to injustice.

Learning Overview Knowledge: Students develop an understanding of how different responses to injustice, including speaking, protesting, and contesting injustice in court, resulted in changes to segregation. Reading: Students read a variety of informational texts and study historical images with emphasis on viewpoints and how different authors can provide different information on the same topic. Writing: Students write narrative paragraphs that emphasize using a perspective to describe thoughts, feelings, and actions. Speaking and Listening: Students listen for a main topic and then ask questions to deepen their focus while speaking.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.2.4, RL.2.6; RI.2.7, RI.2.9 W.2.3, W.2.8 SL.2.1.c, SL.2.3 L.2.1.e, L.2.1.f, L.2.4.d, L.2.5.b

Grade 2 Module 4: Good Eating Summary No experience is more unifying than joining others for a good meal. In this module, students explore how food nourishes our bodies both physically and emotionally, how food can build community, and the importance of making informed choices about what we eat.

Essential Question How does food nourish us?

Core Texts and Art The Digestive System, Christine Taylor-Butler: This informational text explains how the digestive system works and some of the problems associated with the digestive tract. The Digestive System, Jennifer Prior: Like the previous text of the same name, this informational text explains how the digestive system works and some of the problems associated with the digestive tract. Good Enough to Eat: A Kid’s Guide to Food and Nutrition, Lizzy Rockwell: This informational text explains how the foods we eat help us stay healthy. The Vegetables We Eat, Gail Gibbons: This informational text offers a grade-appropriate explanation of the six different parts of a vegetable. Bone Button Borscht, Aubry Davis: This version of the “Stone Soup” folktale shows how curiosity and sharing can bring people together. Stone Soup, Marcia Brown: This folktale tells the story of a community that comes together in friendship to make a delicious meal. The Beaneater, Annibale Carracci: This Italian baroque painting depicts a man eating and builds on module themes of nourishment.

End-of-Module Task Writing Type: Opinion—Research Students write an opinion paragraph, detailing their reasons and evidence for choosing a plate of food to nourish their bodies.

Learning Overview Knowledge: Students build knowledge about how food nourishes their bodies and how food connects and nourishes communities. They learn about the research process as they investigate facts about the digestive system. Reading: Students read a variety of informational texts with focus on text features and how to derive information from them. Writing: Students write opinion paragraphs that emphasize evaluating evidence to form an opinion statement. Students also build their research skills by working in groups to explore topics. Speaking and Listening: Students listen to have an appreciation for what is said and recount what was said while speaking.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.2.7; RI.2.3, RI.2.5, RI.2.6, W.2.1, W.2.7, W.2.8 SL.2.2, SL.2.4 L.2.1.c, L.2.2.b, L.2.2.c, RI.2.8 L.2.2.d, L.2.2.e, L.2.3.a, L.2.4.e, L.2.5.a

GRADE 3 MODULE SYNOPSES

Grade 3 Module 1: The Sea Summary This module introduces students to the ocean as a rich source of life, beauty, and inspiration. Through careful reading and analysis of literature and informational texts, students study the work of Jacques Cousteau and Clyde Roper to gain valuable knowledge about the sea and its creatures.

Essential Question Why do people explore the sea?

Core Texts and Art The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino: Colorful illustrations, lively language, and judicious use of Jacques Cousteau’s own words show how Cousteau, one of the world’s most famous explorers, developed and shared his lifelong love of the sea. Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper: This detailed informational text presents the history of scientific efforts to understand the giant squid. Ocean Sunlight: How Tiny Plants Feed the Seas, Molly Bang and Penny Chisholm: The luminous illustrations and poetic language in this informational text provide scientific information about the sea’s ecosystem. Shark Attack!, Cathy East Dubowski: This informational book presents a wide array of facts about sharks and how and why scientists study them. Amos & Boris, William Steig: This is the classic tale of a small mouse and enormous whale who develop an unlikely but lasting friendship. The Great Wave Off Kanagawa, Katsushika Hokusai: This Japanese woodblock print beautifully represents the power and danger of the sea. The Boating Party, Mary Cassatt: This classic painting of a family in a boat shows that the sea can be a place of peace and comfort. The Gulf Stream, Winslow Homer: This painting of a man in a broken boat surrounded by sharks and waves shows the sea’s beauty and danger.

End-of-Module Task Writing Type: Informative Students write a multiparagraph essay explaining why artists or scientists explore the sea.

Learning Overview Knowledge: With a focus on how people explore the sea through art, literature, and science, students begin a yearlong investigation of the value of asking important questions and persevering in the attempt to answer them. Students gain knowledge about the ocean and the value of curiosity as a driving force in human endeavors. Reading: Students ask and answer text-dependent questions. They use the text, illustrations and photographs, and text features in informational texts to locate and use information efficiently. Writing: In writing informative paragraphs, students use topic statements; group related ideas together; develop a topic with facts, definitions, and details; and use linking words to connect ideas. Speaking and Listening: Students monitor their curiosity, listen with wonder, and agree and disagree respectfully.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.3.1, RL.3.2, RI.3.1, RI.3.2, W.3.2, W.3.4, W.3.8 SL.3.1.b L.3.1.a, L.3.1.e, L.3.1.i, RI.3.4, RI.3.5, RI.3.7 L.3.2.a, L.3.2.e, L.3.4.a

Grade 3 Module 2: Outer Space Summary Long before Neil Armstrong’s “one small step,” humans made giant leaps in their understanding of the universe. By reading books such as Moonshot and gazing at works of art by Joseph Cornell, students explore the history of our fascination with the cosmos.

Essential Question How do people learn about space?

Core Texts and Art Moonshot, Brian Floca: Engaging illustrations and lively text convey the events of the Apollo 11 mission, including the astronauts’ daring firsthand experiences of traveling through space and walking on the moon. One Giant Leap, Robert Burleigh: This beautiful tribute to the Apollo 11 astronauts provides more information about their mission. Starry Messenger, Peter Sís: Beautiful text and images provide a brief yet rich introduction to Galileo, whose work forever changed how people learn about space and understand their place in the universe. Zathura, Chris Van Allsburg: Two brothers take an intergalactic journey, which dramatically changes their relationship. Starfield, Vija Celmins: Combining mezzotint with drypoint, this work portrays through a small slice of the night sky the beauty and vastness of space. Space Object Box: “Little Bear, etc.” motif, Joseph Cornell: This assemblage of printed images and small, everyday objects conveys the power of space to inspire human imagination.

End-of-Module Task Writing Type: Opinion Students write an essay for a class website in which they express their opinion about humankind’s most important attempt to learn more about space.

Learning Overview Knowledge: Students discover how outer space inspires both artists and scientists. They also gain valuable information about the moon, the earth, and the Apollo 11 mission. Reading: Students explore how authors organize complex ideas in informational texts. They compare how different authors present information about the same topic. Students learn to distinguish their own points of view from that of the author. Writing: Students learn to write opinion pieces, in particular, how to state an opinion clearly and to use reasons based in text to support that opinion. Speaking and Listening: Students focus on clearly explaining their thinking.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.3.2, RI.3.3, RI.3.6, RI.3.9 W.3.1, W.3.2, W.3.4, W.3.5, SL.3.1.d, SL.3.2, SL.3.4 L.3.1.a, L.3.1.h, L.3.1.i, W.3.8 L.3.4.a, L.3.4.b, L.3.5.a, L.3.5.c

Grade 3 Module 3: A New Home Summary America is a nation of immigrants—and a nation of stories. Students explore the challenges and rewards immigrants face. They learn how traditions blend with new experiences to create a rich, vibrant culture.

Essential Question How do stories help us understand immigrants’ experiences?

Core Texts and Art Coming to America: The Story of Immigration, Betsy Maestro: Maestro’s informational book provides an overview of immigration to America through sophisticated writing and vivid, detailed illustrations. Grandfather’s Journey, Allen Say: By using exquisite, photo-realistic watercolor paintings and simple, lyrical text, Say tells the story of a grandfather who travels from Japan to the United States and who develops a love for both countries. Tea with Milk, Allen Say: Masako returns with her parents to their homeland in Japan but misses the freedom women in the United States enjoy. Family Pictures, Carmen Lomas Garza: Garza, a renowned Mexican American artist, combines text and images to depict the warmth and dignity of her childhood home in Kingsville, Texas. The Keeping Quilt, Patricia Polacco: A family is linked to its past through a quilt created from the well-loved clothing of the author’s great-grandmother and passed on through several generations. The Steerage, Alfred Stieglitz: This iconic photograph gives viewers a glimpse of passengers’ experience in steerage on immigrant ships. “Untitled Photograph of Evacuees Seeing the Statue of Liberty,” History Extra: This photograph portrays the iconic Statue of Liberty greeting immigrants as they arrive in the United States. Liberty Enlightening the World, Frédéric Auguste Bartholdi: The Statute of Liberty famously symbolizes America’s immigration story. Gateway Arch, Eero Saarinen: Saarinen created his architectural monument to recall the westward expansion of the United States. “Visiting the Washington Monument,” Robert Mills: This important piece of American public art honors George Washington and the promise of the American dream.

End-of-Module Task Writing Type: Narrative Students write a short narrative that describes a moment from the point of view of a main character from one of the module texts.

Learning Overview Knowledge: Students build knowledge of immigration to the United States, the challenges immigrants have faced, and the diversity of traditions they have brought. Reading: Students learn to think about how their understanding of events and characters may differ from that of the story’s narrator or characters. They compare two stories by the same author. Writing: Students create original narratives that introduce a situation and characters, incorporate the use of dialogue, organize a series of events in sequential order, and provide a sense of closure. Speaking and Listening: Students listen for key words and prepare to speak, use questions to check for understanding, elicit elaboration, keep a discussion on topic, and link their ideas to those of others.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.3.1, RL.3.6, RL.3.9 W.3.3, W.3.4 SL.3.1.a, SL.3.1.c, SL.3.3 L.3.1.b, L.3.1.c, L.3.1.d, L.3.1.e, L.3.1.f, L.3.2.b, L.3.2.c, L.3.2.d, L.3.4.c, L.3.5.b

Grade 3 Module 4: Artists Make Art Summary In this module, students examine the life and work of a dancer, a poet, a painter, and a singer through informational and literary texts, paintings, videos, and music. By studying the unique and shared characteristics of artists, students explore what it means to be an artist.

Essential Question What is an artist?

Core Texts and Art Alvin Ailey, Andrea Davis Pinkney: This vibrant picture book biography recounts Alvin Ailey’s development as a choreographer, including the significant influences on and of his work. A River of Words: The Story of William Carlos Williams, Jen Bryant: This biography describes Williams’s boyhood, adolescence, and adulthood, and the forces that shaped his development as a poet. Action Jackson, Jan Greenberg and Sandra Jordan: Through energetic, motion-oriented illustrations, this book interweaves a fact-based imagining of the days during which Jackson Pollock painted Lavender Mist and includes biographical details and quotes from the artist. When Marian Sang, Pam Muñoz Ryan: This beautifully illustrated biography depicts Marian Anderson’s lifelong development of her talent and determination to overcome obstacles to her goals. Emma’s Rug, Allen Say: Emma realizes her artistic abilities and her love of art are not tied to an object but are within her. I Saw the Figure 5 in Gold, Charles Demuth: This abstract portrait of William Carlos Williams uses imagery from his poem “The Great Figure.” My Egypt, Charles Demuth: In this depiction of a concrete and steel grain elevator, the elevator dominates the rural landscape, just as Egypt’s pyramids rule their surrounding desert. Number 1, 1950 (Lavender Mist), Jackson Pollock: This painting, the focus of Action Jackson, shows Pollock’s action style and its powerful effects on viewers. Number 11, 1952 (Blue Poles), Jackson Pollock: This painting exemplifies Pollock’s goal of making energy and motion visible through art.

End-of-Module Task Writing Type: Informative—Research Students research the life and work of one of the module’s featured artists and then write an essay explaining why that artist is important.

Learning Overview Knowledge: Students consider the relationship between inspiration and creativity as they learn about a range of iconic American artists who have contributed to the fabric of our society and how we view the world. Reading: Students focus on text structure in the logical connections between specific paragraphs and sentences. They build on their knowledge of literal and nonliteral language and how illustrations support meaning in fiction. Writing: Students conduct independent research, sorting evidence into categories, taking notes, collaborating, and publishing research. Speaking and Listening: Students create oral presentations and audio recordings of poems. They focus on speaking in complete sentences and providing clarification and details to listeners.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.3.4, RL.3.5, RL.3.7, W.3.2, W.3.4, W.3.6, W.3.7, SL.3.4, SL.3.5, SL.3.6 L.3.1.g, L.3.2.e, L.3.2.f, RI.3.8 W.3.8 L.3.2.g, L.3.3.a, L.3.3.b, L.3.4.d

GRADE 4 MODULE SYNOPSES

Grade 4 Module 1: A Great Heart Summary The heart is a literal muscle that sustains human life and a figurative center of emotion, love, and desire. In this module, students learn about such historic figures as Clara Barton, Hellen Keller, and Anne Frank, while they explore the various and complex meanings of the word heart.

Essential Question What does it mean to have a great heart, literally and figuratively?

Core Texts and Art Love That Dog, Sharon Creech: This novel depicts an event that will be familiar to many children—the loss of a beloved pet—by requiring readers to infer conclusions about events that are too painful at first for the narrator to discuss. He finally begins to come to terms with his pain through poetry. The Circulatory Story, Mary K. Corcoran: This book combines informational text with comic illustrations to explain the basics of the circulatory system—the systemic, pulmonary, and coronary components. Readers follow a red blood cell on its journey through the body and, in the process, learn how the body combats disease, performs gas exchanges, and fights plaque in the arteries. Portrait of Dr. Samuel D. Gross (The Gross Clinic), Thomas Eakins: This painting shows Dr. Samuel D. Gross leading a team of surgeons in a groundbreaking surgery that proved surgery can be used to heal the body. Students consider the way in which Dr. Gross is greathearted.

End-of-Module Task Writing Type: Informative Students write an essay that synthesizes evidence from multiple literary and informational texts to explain the figurative and literal meanings of the term great heart.

Learning Overview Knowledge: Students build knowledge of how historic figures can be said to have a figurative great heart. Students also build practical knowledge of what makes a human heart great, or literally healthy. Reading: Students synthesize textual details to describe a figurative great heart, use text structure to determine main ideas of a text, and explain how information presented in text features contributes to the understanding of a text. Writing: Focusing on informative writing, students learn to compose a focus statement and to use directly quoted and paraphrased information to support ideas in a paragraph and essay response. Speaking and Listening: Students focus on the ability to build and elaborate on the thinking of others.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.4.2, RL.4.5, RI.4.2, W.4.2, W.4.8 None L.4.1.d, L.4.2.a, L.4.2.b, RI.4.4, RI.4.7 L.4.2.c, L.4.5.a

Grade 4 Module 2: Extreme Settings Summary In a journey through the wilderness, students learn about conditions in harsh and challenging settings and what it takes to survive in such an environment. By reading thrilling stories of survival, students learn about the sometimes challenging relationship between nature and humans.

Essential Question How does a challenging setting or physical environment change a person?

Core Texts and Art Hatchet, Gary Paulsen: This award-winning novel tells the story of 13-year-old Brian who survives a plane crash that leaves him stranded alone in the wilderness. “All Summer in a Day,” Ray Bradbury: This science-fiction story takes place on Venus where the sun appears for two hours every seven years. After a group of schoolchildren make a decision out of jealousy, the story ends abruptly when the children realize what they have done. Mountains, Seymour Simon: This picture book contains photographs, illustrations, and diagrams of mountains. The book explores what animals and people have done to adapt and survive on mountains. SAS Survival Handbook: The Ultimate Guide to Surviving Anywhere, John “Lofty” Wiseman: This outdoor manual written by an instructor for the Special Air Service (SAS) of the British military provides information on how to survive in the wilderness. “Dust of Snow,” Robert Frost: Many layers of meaning build complexity in this short poem. The speaker’s change of heart encourages readers to speculate about the possibilities that affect him. “Stopping by Woods on a Snowy Evening,” Robert Frost: This iconic poem captures the beauty of a natural setting. Fallingwater, Frank Lloyd Wright: Wright’s stunning architectural prowess prompts students to examine how a house can become one with an extreme setting.

End-of-Module Task Writing Type: Narrative Students create their own survival stories by using knowledge built from the module’s texts to explain how they would survive being stranded on a mountain.

Learning Overview Knowledge: Students build knowledge of the effects of extreme settings and environments on characters or speakers in a story or poem. They come to understand what characteristics help a person overcome challenges in these settings and the techniques people use to survive. Reading: Students use details to explain how setting influences characterization–including character change– and plot in a text and to explain the theme of a story or poem. They describe the structure of events, ideas, or concepts in an informational text and make connections between a story and a visual representation of a text. Writing: In narrative writing, students use sensory details to describe characters, settings, and events. Students also establish a situation in their narrative writing and incorporate dialogue to show characters’ responses to situations. Speaking and Listening: Students focus on the ability to report on a topic and use visual displays to enhance a presentation.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.4.1, RL.4.3, RL.4.7, W.4.2, W.4.3, W.4.4, W.4.5, SL.4.4, SL.4.5, SL.4.6 L.4.1.a, L.4.1.e, L.4.3.a, RI.4.1, RI.4.5 W.4.8 L.4.3.b, L.4.4.a, L.4.4.b, L.4.5.a

Grade 4 Module 3: The Redcoats Are Coming! Summary “The Redcoats are coming! The Redcoats are coming!” These famous words attributed to Paul Revere sounded an alarm across the American colonies that would forever change our country’s identity. Students learn about the events of the American Revolution with a critical eye as they advance their reading skills and their understanding of history.

Essential Question Why is it important to understand all sides of a story?

Core Texts and Art Woods Runner, Gary Paulsen: This historical fiction novel portrays the personal tragedy and horrific truths of the American Revolution. Set in the context of the frontier, readers develop an understanding of what it was like to be a colonist during this time. Through this poignant story of war, Paulsen creates heroes out of everyday people. The Scarlet Stockings Spy, Trinka Hakes Noble: This is a beautifully illustrated American Revolution tale about a brave, young patriot named Maddy Rose. Through Maddy’s story, readers experience the personal sacrifice, devotion, and determination that helped the American colonies defeat the most powerful country in the world. Colonial Voices: Hear Them Speak, Kay Winters: Free verse vignettes and illustrations introduce the political views of patriots, loyalists, and those in-between. George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer: Filled with interesting facts and historical relevance, this unbiased text uses primary and secondary sources to explore important events of the American Revolution from two opposing leaders, George Washington and King George III. The Boston Massacre, Paul Revere: This engraving depicts a battle scene between the British soldiers and the colonists.

End-of-Module Task Writing Type: Opinion Students write an opinion essay to explain their views on whether the patriots were justified in fighting for independence from Britain.

Learning Overview Knowledge: Students study the multiple perspectives on events related to the American Revolution and learn about the unwavering spirit and strength required of patriots to defeat the most powerful army in the world. Reading: Students compare points of view about the American Revolution, including identifying the differences between first- and third-person narrations. Students determine themes, summarize texts, and explain how authors use reasons and evidence to support points. Writing: Through opinion writing, students learn to support a viewpoint with reasons and textual evidence. Students also conduct short research to build knowledge about the American Revolution. Speaking and Listening: Students focus on identifying the reasons and evidence a speaker gives to support points in a discussion.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.4.2, RL.4.6, RI.4.3, W.4.1, W.4.6, W.4.7 SL.4.1.a, SL.4.1.b, SL.4.1.c, L.4.1.a, L.4.1.b, L.4.1.f, RI.4.6, RI.4.8 SL.4.3, SL.4.4 L.4.2.c, L.4.3.c, L.4.4.c, L.4.5.c

Grade 4 Module 4: Myth Making Summary Through immersion in the stories of other cultures, students learn about the relevance of mythology and the power of stories to convey important life lessons.

Essential Question What can we learn from myths and stories?

Core Texts and Art Pushing Up the Sky: Native American Plays for Children, Joseph Bruchac: This collection of Native American traditional tales, adapted into simple plays for students to perform, is filled with heroes and tricksters. The tales share important traditions of various Native American tribes. Understanding Greek Myths, Natalie Hyde: This informational text covers a variety of topics on Greek mythology and life in ancient Greece. Illustrations and pictures of actual relics and architecture provide important information to supplement and support the text. Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology, Lise Lunge-Larsen: This collection of Greek and Roman myths illustrates how ancient words and themes have traveled through time. Each myth opens with an excerpt from contemporary literature and closes with an informational section that provides facts about the Greek and Roman civilizations. Walk Two Moons, Sharon Creech: This novel is told from the point of view of a young girl, Salamanca, on a journey with her paternal grandparents to see her mother. While they travel, she tells the story of her friend, Phoebe Winterbottom, whose life story mirrors Salamanca’s own. Parthenon: This photograph of a famous building connects to content knowledge about historical Greek culture. Winged Victory of Samothrace: This sculpture depicts the goddess Nike or Victoria (goddess of victory).

End-of-Module Task Writing Type: Informative Students write an essay to explain two themes of myths and stories by using evidence from multiple informational and literary texts.

Learning Overview Knowledge: Students learn how people from different cultures use myths and stories to understand unexplained aspects of the natural world and recognize how myths from different cultures can teach similar lessons. Students also recognize how words in the English language originated from Greek and Roman mythology. Reading: Students study stories and myths to compare themes and topics, determine the meaning or origin of words and phrases as they relate to characters in myths, and make connections between a written myth and a visual representation of a myth. Writing: Through informative writing, students synthesize information from multiple texts about mythology and develop the elements of an essay. Speaking and Listening: Students focus on paraphrasing portions of a text read aloud and speaking clearly when presenting ideas.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.4.4, RL.4.5, RL.4.7, W.4.2 SL.4.1.d, SL.4.2, SL.4.4 L.4.1.c, L.4.1.g, L.4.2.d, RL.4.9, RI.4.9 L.4.3.c, L.4.4.b, L.4.5.b

GRADE 5 MODULE SYNOPSES

Grade 5 Module 1: Cultures in Conflict Summary Students explore the development of cultural values in the context of one of America’s most heartbreaking and tumultuous eras. They build knowledge of westward expansion, learn about Nez Perce culture, and study the conflict between the Nez Perce and the US government.

Essential Question How do cultural beliefs and values guide people?

Core Texts and Art Thunder Rolling in the Mountains, Scott O’Dell and Elizabeth Hall: This moving historical novel spotlights the conflict between the US government and the Wallowa band of the Nez Perce after the tribe resisted forced removal from their ancestral lands. The tribe’s fate is recounted through the poignant voice of Sound of Running Feet, daughter of Nez Perce leader Chief Joseph. “Lincoln Hall Speech,” Washington D.C., January 14, 1879, Chief Joseph, Nez Perce: Chief Joseph’s iconic speech makes the case for his people to return to their homeland. His eloquent, straightforward language, enhanced by repetition and metaphor, is a plea for justice and equality for the Nez Perce people. The White Cloud, Head Chief of the Iowas, George Catlin: This portrait of the Iowa chief, shown in relationship to other classic portraits, provides a case for how style in art can convey character traits—in this case, leadership.

End-of-Module Task Writing Type: Informative Students write an essay to explain how Chief Joseph’s speech conveys Nez Perce values, developing ideas with evidence from the speech.

Learning Overview Knowledge: Students develop an understanding of what it means to belong to a culture. They learn how cultural values guide people’s actions and what can happen when cultures come into conflict. Reading: Students examine the roles of language, tone, and expression in communicating values. They analyze literary and informational texts with emphasis on developing questions. Writing: As they write informative paragraphs, students focus on organization, comparison-contrast structure, and inclusion of text evidence. Speaking and Listening: Students consider the role of expression in reading aloud and the influence of an audience on a speaker’s delivery.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.5.3, RL.5.9, RI.5.2, W.5.2, W.5.4 SL.5.1.b L.5.1.a, L.5.2.d, L.5.3.a, RI.5.3 L.5.4.a, L.5.5.c

Grade 5 Module 2: Word Play Summary Students explore how authors use wordplay to engage audiences, create humor and meaning, and express themes. Students consider how words and phrases can have various possible meanings, both figurative and literal, and examine the development of humor in narrative.

Essential Question How and why do writers play with words?

Core Texts and Art The Phantom Tollbooth, Norton Juster: This modern fantasy novel pulses with clever puns and vibrant wordplay. Through his description of the adventures of a boy named Milo, Juster turns abstract concepts into concrete places, characters, and events in his imaginary land, the Kingdom of Wisdom. The Persistence of Memory, Salvador Dalí: This iconic surrealist painting of melting clocks sparks students’ curiosity and imagination. Time Transfixed, Rene Magritte: This famous painting of a train emerging from a fireplace invites students to think about how artists play with images just as writers play with words.

End-of-Module Task Writing Type: Narrative Students write an “exploded moment,” expanding on a scene from the text to express their understanding of wordplay and themes in the text.

Learning Overview Knowledge: This module fosters students’ senses of humor through an in-depth study of wordplay. As it highlights the complexity and nuances of the English language, this vocabulary-rich module supports analysis of how writers use wordplay to create humor. Reading: Students analyze the organization and structure of a narrative. Their analysis focuses on the relationship between character actions, dialogue, and plot as well as the hero’s quest structure. Writing: Students write a series of short narratives that emphasize descriptive language, character, setting, plot, and humor. Speaking and Listening: Students adapt their speech to a specific audience and use descriptions and details to enhance meaning.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.5.1, RL.5.2, RL.5.4, W.5.3, W.5.4, W.5.5 SL.5.4, SL.5.6 L.5.1.a, L.5.2.b, L.5.2.c, RL.5.5, RL.5.7 L.5.3.a, L.5.4.a, L.5.4.c, L.5.5.b

Grade 5 Module 3: A War Between Us Summary Students examine the Civil War to learn how a transformative period of American history affected a variety of people. Through their analysis of informational and literary texts, students come to understand the perspectives of many groups who lived during the Civil War.

Essential Question How did the Civil War impact people?

Core Texts and Art The Boys’ War, Jim Murphy: This book-length work of nonfiction provides firsthand accounts of boy soldiers in the war. Meticulously researched and measured in its approach, Murphy’s text provides a compelling and factually based entry to the war. The River between Us, Richard Peck: This novel tells the story of the Pruitt family, whose lives are irrevocably changed by the war. The novel’s protagonist, Tilly Pruitt, offers students a different perspective on the war, as Tilly fears for the safety of her twin brother. Photographs of Abraham Lincoln, Alexander Gardner: These five photographs of President Lincoln display a complex, powerful leader and prompt discussion of both the man and how he is represented and remembered in history. The photos also show the value of primary sources to learning about a time in history.

End-of-Module Task Writing Type: Opinion Students write an opinion essay to express their opinion about how the Civil War affected the Pruitt family from The River between Us.

Learning Overview Knowledge: Students consider war’s effects and learn how the Civil War affected, in immediate and lasting ways, various groups of people. Reading: Students work with book-length informational and literary texts, as well as a variety of multimedia presentations, to study point of view, main ideas, and figurative language. Writing: Students apply their understanding of informative writing to compose opinion paragraphs with clear opinion statements, evidence, and reasons. Speaking and Listening: Students listen for how their peers use reasons and evidence to support points, and they practice summarizing aloud.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.5.6, RI.5.4, RI.5.6, RI.5.8 W.5.1, W.5.4, W.5.5 SL.5.1.a, SL.5.1.c, SL.5.2, L.5.1.b, L.5.1.c, L.5.1.d, SL.5.3 L.5.3.b, L.5.4.a, L.5.4.b, L.5.5.a

Grade 5 Module 4: Breaking Barriers Summary Students examine the power of sports to bring people together, to challenge injustices, and to provide hope for the future. Students study examples of athletes, coaches, teams, and organizations that have challenged and overcome barriers through sport, including an apartheid-era rugby team, and Jackie Robinson and the Negro Leagues.

Essential Question How can sports influence individuals and societies?

Core Texts and Art We Are the Ship: The Story of Negro League Baseball, Kadir Nelson: This work of nonfiction chronicles the Negro Leagues—how they started, why they prospered, and why they eventually disappeared. Nelson’s rich illustrations and “everyman” narrator lend a rare perspective on these little-known but worthy heroes. The Fall of Icarus (1943), Henri Matisse: Matisse reinvented himself as an artist late in life after being confined to a wheelchair. Through close examination of his famous cut-out The Fall of Icarus, students consider the image in relationship to Matisse’s physical limitations and the feelings the art evokes. Joie de Vivre, Mark di Suvero: This sculpture, created by di Suvero after his near-fatal elevator accident, embodies the spirit and joy of life through its bold use of line, color, and setting.

End-of-Module Task Writing Type: Informative—Research Students research a soccer organization and write an essay to describe how the organization influences individuals and societies.

Learning Overview Knowledge: Students turn their attention to the many barriers individuals and groups face throughout the world and learn the ways in which people use sports to challenge those barriers. Reading: Students refine their navigation and understanding of informational texts by using primary sources to answer specific questions. Writing: Relying on their understanding of informational writing from previous modules, students learn the research process, including finding, synthesizing, and citing evidence from multiple sources. Speaking and Listening: Students apply their speaking and listening skills from Grade 5 to deliver a speech about their understanding of a topic. Students also listen to understand as their peers speak.

Focus Standards Reading: Writing: Speaking and Listening: Language: RI.5.1, RI.5.5, RI.5.7, RI.5.9 W.5.2, W.5.4, W.5.6, W.5.7, SL.5.1.d, SL.5.4, SL.5.5 L.5.1.a, L.5.1.e, L.5.2.a, W.5.8 L.5.2.e, L.5.3.a, L.5.4.b, L.5.5.c

GRADE 6 MODULE SYNOPSES

Grade 6 Module 1: Resilience in the Great Depression Summary Readers are drawn to stories of transformation and redemption and admire characters who, through wit and will, persevere in difficult circumstances. Students follow two such fictional characters and build knowledge of the Great Depression.

Essential Question How can enduring tremendous hardship contribute to personal transformation?

Core Texts and Art Bud, Not Buddy, Christopher Paul Curtis: In this novel, funny and wise-beyond-his-years Bud strikes out on his own during the Great Depression. He confronts problems, ranging from hornets to hunger and racism, learning about family, kindness, and resilience, along the way. Out of the Dust, Karen Hesse: This novel-in-verse tells the story of an Oklahoma farming family during the Dust Bowl years. The courageous Billie Jo learns about the power of redemption and forgiveness in the face of extreme challenges. Migrant Mother, Dorothea Lange: This deeply affecting photograph of a pea picker and her children connects students to the human face of the Great Depression.

End-of-Module Task Writing Type: Informative Students write a cause-and-effect essay analyzing how Bud’s or Billie Jo’s responses to hardship contribute to his or her transformation.

Learning Overview Knowledge: Students begin their yearlong examination of individuals in challenging environments, building knowledge about the Great Depression by reading novels. Students learn the importance of historical context in works of fiction. Reading: Students examine how word choice and figurative language develop characters and support theme. Students compare different authors’ presentations of the same topic, building background knowledge of historical events. Writing: Focusing on informative writing, students learn to compose a paragraph with a topic statement, evidence and elaboration, and a concluding sentence; an introductory paragraph; and an essay with a cause- and-effect structure. Speaking and Listening: Students focus on the ability to disagree strategically and politely.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.6.1, RL.6.2, RL.6.3, W.6.2, W.6.4, W.6.5 SL.6.1.b L.6.1.e, L.6.3.a, L.6.4.a, RL.6.4, RL.6.9, RI.6.1, L.6.5.a RI.6.2, RI.6.9

Grade 6 Module 2: A Hero’s Journey Summary Stories of transformation are timeless and speak to the shared human experience of facing and responding to challenges. Students read enduring epics to analyze heroes’ journeys of transformation.

Essential Question What is the significance and power of the hero’s journey?

Core Texts and Art The Odyssey, Gillian Cross; Illustrations, Neil Packer: This modern retelling, rich with captivating illustrations, enlivens the most exciting aspects of Odysseus’s epic journey. Young readers explore the archetypes and lessons of classical mythology. Ramayana: Divine Loophole, Sanjay Patel: This stunningly illustrated text retells the important Hindu story of Rama. The beautiful graphics, which support the challenging vocabulary, deepen readers’ understandings of events and characters.

End-of-Module Task Writing Type: Narrative Students create their own monomyths, write two narrative scenes from their hero’s journey, and use technology to present their work.

Learning Overview Knowledge: Students explore the hero’s journey, the monomyth genre the monomyth genre, and mythological archetypes and then and mythological archetypes and then examine their importance to storytelling across time and cultures. Students also deepen their understanding of how individuals overcome hardship. Reading: Students analyze, through close reading, how parts of a text fit into the larger structure. Readers track character development to support an understanding of archetypes. Students explore how different translations of a text alter the narrative. Writing: Students experiment with building context, employ narrative techniques, and use precise language to convey meaning in narrative writing. They use technology to present their ideas. Speaking and Listening: Students focus on the ability to listen effectively and paraphrase their peers’ insights and contributions.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.6.3, RL.6.5, RL.6.7 W.6.3, W.6.4, W.6.5, W.6.6 SL.6.1.d, SL.6.4, SL.6.5, L.6.1.b, L.6.1.d, L.6.2.a, SL.6.6 L.6.2.b, L.6.4.b, L.6.5.a, L.6.5.c

Grade 6 Module 3: Narrating the Unknown Summary How do we understand the past? Through the lenses of historical fiction, forensic anthropology, and visual analysis, students examine events at America’s first permanent settlement.

Essential Question How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

Core Texts and Art Blood on the River: James Town 1607, Elisa Carbone: In this historic novel, tougher-than-nails Samuel embarks on a trip to the New World and learns the power of compassion despite—or perhaps because of—the harsh environment. Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker: This scientific account of the excavation of Jamestown and Colonial Maryland shows how individual colonists lived and how cause of death related to social position. Nighthawks, Edward Hopper: This painting of American nightlife rewards careful observation. Students ponder the subjects’ relationships and analyze the image’s mood and themes.

End-of-Module Task Writing Type: Argument Students write an essay to argue that either social or environmental factors had the most significant effect on the Jamestown settlers’ struggle to thrive.

Learning Overview Knowledge: Students study another challenging environment in American history: Jamestown. Through various lenses, students learn about leadership, collaboration, and nature. Reading: Students examine character transformation and contrast two literary and scientific accounts of survival in Jamestown. Students identify how a text introduces and develops ideas. Writing: Focusing on argument writing, students evaluate evidence to determine how best to support a claim. Speaking and Listening: Students focus on developing a claim and integrating visuals into a presentation.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.6.3, RL.6.4, RL.6.6, W.6.1, W.6.4, W.6.5 SL.6.2, SL.6.4 L.6.1.a, L.6.1.c, L.6.3.a, RI.6.2, RI.6.3, RI.6.8, RI.6.9 L.6.4.c, L.6.4.d, L.6.5.c

Grade 6 Module 4: Courage in Crisis Summary Heroes act bravely even in extreme environments. Students study two examples: Ernest Shackleton’s travels in Antarctica and Malala Yousafzai’s experiences in Taliban-controlled Pakistan. Students conduct research to deepen their knowledge of the influence of environment on action.

Essential Question How can the challenges of a hostile environment inspire heroism?

Core Texts and Art Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance, Jennifer Armstrong: This book tells the story of Shackleton and his crew, who encountered peril when ice destroyed their ship. The entire 27-man crew survived a treacherous 21 months in Antarctica thanks to Shackleton’s heroic leadership. I Am Malala: How One Girl Stood Up for Education and Changed the World, Malala Yousafzai and Patricia McCormick: Malala’s memoir reveals that she is both an ordinary girl and an extraordinary young woman who fights for human rights despite threats and violence. Snow Storm: Steam-Boat off a Harbour’s Mouth, Joseph Mallord William Turner: This painting captures nature’s awesome power, conveying an image of nature as a hostile force.

End-of-Module Task Writing Type: Informative—Research Students write a research essay explaining how an individual’s actions in response to a hostile environment positively affects others.

Learning Overview Knowledge: Students deepen their understanding of heroic action by examining examples of leadership and bravery in the face of extreme environmental and political hostility. Reading: Students study how text features, structure, language, and content work together to develop ideas in nonfiction. Writing: Focusing on informative writing and research, students learn to identify relevant evidence from credible sources and to synthesize information from multiple texts. Speaking and Listening: Students focus on balancing questions and statements when engaging in formal discussions.

Focus Standards Reading: Writing: Speaking and Listening: Language: RI.6.4, RI.6.5, RI.6.6, RI.6.7 W.6.2, W.6.4, W.6.7, W.6.8 SL.6.1.a, SL.6.1.c, SL.6.3 L.6.1.d, L.6.3.b

GRADE 7 MODULE SYNOPSES

Grade 7 Module 1: Identity in the Middle Ages Summary In a literary expedition across Medieval Europe, students explore questions of identity in society. Through reading captivating stories of lords and ladies, pardoners and peasants, courtly love and castle life, students question the power of individuals to shape their own lives.

Essential Question How does society both support and limit the development of identity?

Core Texts and Art Castle Diary, Richard Platt: Through the eyes of a curious young page, students explore medieval social hierarchy and meet nobles, servants, knights, and poachers whose fates are tied to their rigid societal structure. The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean: On a rollicking pilgrimage to Canterbury, characters from disparate social classes swap stories that reveal the power of narrative to transcend social divisions and time. The Midwife’s Apprentice, Karen Cushman: The story of an orphaned girl’s inspiring fight to carve a place for herself in medieval society explores the relationship between society and self. Joachim among the Shepherds, Giotto di Bondone: In one of a series of Italian chapel panels, Giotto broke new artistic ground, moving from the two-dimensional art of the medieval period to the more lifelike, three- dimensional work of the Renaissance.

End-of-Module Task Writing Type: Narrative Students write an “exploded moment” narrative that demonstrates how medieval society supports or limits the protagonist’s identity.

Learning Overview Knowledge: Students begin a yearlong investigation of identity in society with the Middle Ages—a period characterized by a rigid social order. Texts from and about the Middle Ages explore the concepts of identity, social class, and hierarchy and explore the tension between societal forces and individuals who challenge them. Reading: Students annotate and summarize texts and identify text evidence to determine theme. They analyze narrative techniques and elements, inferring how a narrator’s point of view shapes a story and how setting affects character development. Writing: Students learn and practice techniques such as dialogue, pacing, sensory language, and description. Speaking and Listening: Students focus on setting goals for speaking and listening and tracking their progress.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.7.1, RL.7.2, RL.7.3, RL.7.4 W.7.3, W.7.4 SL.7.1.b L.7.1.b, L.7.3.a

Grade 7 Module 2: Americans All Summary World War II presented both challenges and opportunities for American citizens. Through fiction and memoir, students explore the experiences of Japanese Americans and Native Americans during a time when they were called on to serve the nation and defeat a common enemy, while also wrestling with discrimination at home.

Essential Question How did World War II affect individuals?

Core Texts and Art Code Talker, Joseph Bruchac: As a code talker in WW II, the protagonist relies on his Navajo culture for strength, self-awareness, and language—which create a remarkable opportunity to serve his country. Farewell to Manzanar, Jeanne Wakatsuki Houston and James D. Houston: The memoirist shares her family’s experiences as Japanese Americans whose lives, relationships, and identities were forever changed by their captivity in Manzanar Internment Camp. Manzanar from Guard Tower; Roy Takeno, outside Free Press Office; School Children, Ansel Adams: These iconic photos vividly portray the Manzanar experience, including the internment camp’s stark landscape and the dignity and community of the internees.

End-of-Module Task Writing Type: Informative Students write an informative essay analyzing World War II’s effect on Ned Begay or Jeanne Wakatsuki Houston.

Learning Overview Knowledge: Students continue to explore questions of identity in society as they consider the influences of race, culture, war, and patriotism on individual and national identity. Reading: Students explore the influence of setting on character and the interaction between plot and character. Students focus on informational texts to analyze the interaction among individuals, events, and ideas such as citizenship. Writing: In their informative writing, students use many of the narrative writing techniques they have learned, such as using descriptive language, while developing and improving key skills such as writing introductory paragraphs. Speaking and Listening: Students learn how to emphasize important points when speaking and to overcome listening barriers.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.7.2, RL.7.3, RI.7.1, RI.7.2, W.7.2, W.7.4, W.7.5 SL.7.4, SL.7.6 L.7.1.a, L.7.1.c, L.7.2.b, RI.7.3 L.7.3.a, L.7.4.b, L.7.5.b

Grade 7 Module 3: Language and Power Summary Poets inspire, advertisers persuade, and leaders influence citizens. Students examine the influence of language on our lives as they wrestle with the power of language both to uplift and control human behavior.

Essential Question What is the power of language?

Core Texts and Art Animal Farm, George Orwell: The novel’s deceptively simple style and personified animal characters recall classic children’s fables, but Orwell’s tale is no fairy tale. It demonstrates the harsh realities of tyranny and how tyrants use language to control and oppress. The Temple at Abu Simbel: Pharaoh Ramesses II called for the construction of this intriguing monument to demonstrate his power and convince his people that he was a god. The Great Sphinx of Giza: This enduring monument, the largest statue in the world carved from a single stone, was commissioned to show strength and power.

End-of-Module Task Writing Type: Argument Students write an essay to argue whether language is more powerful when people use it to uplift or control.

Learning Overview Knowledge: Students consider different facets of the human experience in society and explore the power of words to influence our thoughts, feelings, and behavior. Reading: Students analyze the techniques writers use to inspire, uplift, persuade, manipulate, or control their audiences. They analyze language in Animal Farm, and consider the novel’s allegorical meaning, comparing its plot developments with the real-life events that inspired it—the Soviet revolution and the rise of Stalinism. Writing: Students build understanding of informative and narrative writing as they write effective arguments. Speaking and Listening: Students elaborate on key points, listen for off-topic responses, and evaluate arguments.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.7.4, RL.7.5, RL.7.6, RL.7.7, W.7.1, W.7.4 SL.7.1.a, SL.7.1.c, SL.7.3 L.7.1.b, L.7.3.a, L.7.4.a, RI.7.7, RI.7.8 L.7.4.b, L.7.5.a, L.7.5.c

Grade 7 Module 4: Fever Summary Students travel back in time to Philadelphia’s yellow fever epidemic of 1793. Students engage with history, science, and storytelling as they explore how Philadelphia’s government and citizens responded to the crisis and how such crises forever altered early American communities.

Essential Question How can times of crisis affect citizens and society?

Core Texts and Art An American Plague, Jim Murphy: Murphy brings the epidemic to life by using primary sources and narrative techniques that make this work of historical nonfiction an edge-of-your-seat thriller. Fever 1793, Laurie Halse Anderson: This novel tells the story of Mattie Cook, a young girl who discovers unknown strengths as Philadelphia’s fever epidemic strikes her, her family, and her community. The Artist in His Museum, Charles Willson Peale: Peale’s self-portrait offers insights into portraiture, the ways that people reveal and conceal themselves, and the life of this fascinating artist, scientist, and thinker who survived the yellow fever epidemic.

End-of-Module Task Writing Type: Informative—Research Students write a research essay explaining how Philadelphians responded to the yellow fever crisis and evaluating these responses.

Learning Overview Knowledge: Students explore the roles of individuals in society, considering an early American epidemic and subsequent societal questions of how crisis affects individuals, how individuals respond, and how a crisis can reveal human failures as well as strengths. Reading: Students build their analytical reading skills with literary and informational texts. They compare descriptions of the yellow fever epidemic to deepen their understanding of the crisis and an author’s craft. Writing: To culminate their year of writing experiences, students expand their informative writing skills by engaging in the research process and writing a research essay. Speaking and Listening: Students focus on effectively expressing their ideas and listening to understand classmates’ insights.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.7.2, RL.7.3, RL.7.9, RI.7.4, W.7.2, W.7.4, W.7.6, W.7.7, SL.7.1.d, SL.7.2, SL.7.4, L.7.2.a, L.7.4.b, L.7.4.c, RI.7.5, RI.7.6, RI.7.9 W.7.8 SL.7.5 L.7.4.d, L.7.5.c

GRADE 8 MODULE SYNOPSES

Grade 8 Module 1: The Poetics and Power of Storytelling Summary Students explore how stories can help us make sense of ourselves and the world. They learn the power of stories to help humans navigate complex social situations, become more empathetic, and understand different views.

Essential Question What is the power of storytelling?

Core Texts and Art The Crossover, Kwame Alexander: Through the rich language, multiple poetic forms, and the dynamic storytelling of a novel-in-verse, Alexander tells the story of a young boy who develops understanding of himself and his world. Children’s Games, Pieter Bruegel the Elder: Bruegel’s painting of a village captures a scene of ordinary people with vivid imagery and imagination and provides viewers a chance to consider the effects of line, color, and perspective. The Block, Romare Bearden: Bearden’s mixed-media painting uses color, texture, and line to create a lively African American neighborhood. This painting allows viewers the opportunity to explore the relationship between form and content.

End-of-Module Task Writing Type: Narrative Students write three poems that demonstrate the effect of descriptive language and show the relationship between content and form.

Learning Overview Knowledge: Students explore the power of storytelling as a way of making sense of personal experiences, the complex emotional and social lives of others, and the world. They explore complex articles about storytelling’s effect on individuals and culture. Reading: Students examine the roles of content, form, and expression in creating a powerful story. They analyze the effects of figurative language and poetic types in literary texts. Writing: Students write narrative pieces by using descriptive, sensory, and figurative language to appeal to readers’ senses, convey abstract ideas, and deepen readers’ understanding. They experiment with narrative structure and sequence. They incorporate evidence in creative and logical ways in their informative writing. Speaking and Listening: Students consider the role of expression in reading aloud and the effect of an audience on a speaker’s delivery.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.8.1, RL.8.2, RL.8.4, W.8.3, W.8.4, W.8.5 SL.8.4, SL.8.5, SL.8.6 L.8.1.c, L.8.2.a, L.8.5.a RL.8.5, RI.8.2

Grade 8 Module 2: The Great War Summary Students experience World War I through the eyes of Paul Bäumer, the narrator of the novel All Quiet on the Western Front. Informational articles, poetry, and film build students’ understanding of the effects of war on individuals and communities. Students examine how literature and art represent those effects.

Essential Question How do literature and art illuminate the effects of World War I?

Core Texts and Art All Quiet on the Western Front, Erich Maria Remarque: This fictional first-person narrative account of World War I offers devastating insight into the experience and effects of war. Gassed, John Singer Sargent: This landscape painting vividly conveys the physical, and even psychological, experience of war. Soldiers Playing Cards, Fernand Léger: This Cubist painting responds to the complex effect of war.

End-of-Module Task Writing Type: Informative Students organize their ideas thematically to write an essay explaining a psychological effect of war on Paul.

Learning Overview Knowledge: Students cultivate a deep understanding of the ways in which literature and art express the psychological and emotional trauma of those who experienced World War I. Reading: Students examine character development and psychological effects of war in a complex novel, while analyzing how specific incidents develop complex themes. They study informational texts, poetry, painting, and film, analyzing the effect of medium on meaning. Writing: Focusing on well-chosen evidence, students incorporate different types of evidence to develop a specific purpose. Students then experiment with different organizing structures and write conclusions that state the larger significance of a piece of writing. Speaking and Listening: Students elaborate on and respond to others’ thinking by listening from a speaker’s perspective.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.8.3, RL.8.7, RI.8.1, RI.8.3 W.8.2, W.8.4 SL.8.1.b, SL.8.1.d L.8.1.b, L.8.1.d, L.8.2.b, L.8.5.b, L.8.5.c

Grade 8 Module 3: What Is Love? Summary Students examine a question that has vexed humans for centuries: What is love? The module introduces conflicting perspectives on the power of love. This examination explores love as an emotional and personal experience rooted in societal norms and scientific theories.

Essential Question What is love?

Core Texts and Art A Midsummer Night’s Dream, William Shakespeare: This eternally popular comedy and love story is rich with figurative language and dramatic irony. The Arnolfini Portrait, Jan van Eyck: This iconic portrait uses line and structured poses to represent a distinct, formal understanding of love. Birthday, Marc Chagall: Through primary colors, curved lines, and floating figures, this painting represents the lightness of love.

End-of-Module Task Writing Type: Argument Students argue whether agency or fate directs the outcome of a romantic relationship for one of the play’s characters.

Learning Overview Knowledge: Students examine personal agency, contemplating questions about fate, individual choice, and love. They explore how love can undermine or empower one’s sense of self, and how, because of factors outside one’s control, one cannot always act on love. Reading: Students analyze the figurative language, dramatic irony, and sophisticated themes of Shakespearean drama. Students analyze claims about love to evaluate arguments. Writing: Students explain and evaluate the claims, logic, and validity of arguments and demonstrate their ability to construct arguments that include clear and persuasive claims, logical reasoning, relevant evidence, elaboration, transitional language, and a conclusion. Speaking and Listening: Students listen for a speaker’s logic and pose questions that connect ideas from multiple speakers.

Focus Standards Reading: Writing: Speaking and Listening: Language: RL.8.2, RL.8.4, RL.8.6, W.8.1, W.8.4, W.8.5 SL.8.1.a, SL.8.1.c, SL.8.3 L.8.1.c, L.8.1.d, L.8.2.a, RL.8.9, RI.8.4, RI.8.8 L.8.2.c, L.8.4.b, L.8.4.c, L.8.4.d, L.8.5.a, L.8.5.c

Grade 8 Module 4: Teens as Change Agents Summary Students immerse themselves in the life of Claudette Colvin, a teen fighting for social change during the civil rights movement. The module engages students in conversations about social justice, as they explore how the actions of one teen, and a whole community, can effect real, lasting change.

Essential Question How do people effect social change?

Core Texts and Art Claudette Colvin: Twice toward Justice, Phillip Hoose: Hoose blends third-person narrative with Claudette’s first-person accounts to create a nuanced picture of the Montgomery bus boycott and the civil rights movement. Ladder for Booker T. Washington, Martin Puryear: Puryear’s compelling sculpture offers students insights into the importance of perspective and form in shaping our experience of art.

End-of-Module Task Writing Type: Informative—Research Students write a research essay about a teen change agent of their choosing and then translate that essay into a multimedia presentation.

Learning Overview Knowledge: Students explore the events of the Montgomery bus boycott and consider how individual and collective actions challenged segregation. They examine the power of language and action to effect social change. Reading: Studying a book-length text, students consider the author’s purpose. They examine speeches, interactive web media, videos, and advertisements to build understanding of injustice and social change during the civil rights movement. Students analyze two articles that disagree on the topic of social media as a strategy for social change. Writing: Students research a social issue and teen change agent of their choice. They assess relevance and credibility of sources, synthesize evidence from multiple sources, and write a research essay. Speaking and Listening: Students share research findings in a multimedia presentation, making strategic choices about presenting summative information that develops audience understanding of the topic and adds interest.

Focus Standards Reading: Writing: Speaking and Listening: Language: RI.8.5, RI.8.6, RI.8.7, RI.8.9 W.8.2, W.8.4, W.8.6, W.8.7, SL.8.2, SL.8.4, SL.8.5 L.8.1.a, L.8.3.a, L.8.4.a, W.8.8 L.8.4.d, L.8.5.b