Why do Greek myths continue to be relevant and popular today? In this module, students meet figures from ancient Greek mythology who are placed in a contemporary setting and evaluate how stories from a different time and place continue to resonate.

Students begin Unit 1 by launching their reading of The Lightning Thief. Students analyze how the author develops the point of view of the narrator, and then strategize to determine the meanings of unfamiliar words and phrases, including figurative language. In the second half of Unit 1, students prepare for a Socratic Seminar discussion by analyzing how Percy, the main character, responds to challenges. They create discussion norms to have productive text-based discourse about the novel. Theme is also introduced in the second half of the unit in preparation for Unit 2.

In Unit 2, students continue to read The Lightning Thief, some parts in class and others for homework. They analyze the Greek myths highlighted in the novel and compare themes and topics in the Greek myths with those evident in The Lightning Thief. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure, comparing and contrasting the treatment of events in the movie The Lightning Thief with the same events in the novel.

In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don’t feel comfortable imagining themselves as a child of a Greek god) and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and reasoning for the performance task.

Design thinking makes clear the systematic process that allows innovators to learn and apply techniques to solve critical problems in a creative way. In Module 2, students read the true story of William Kamkwamba in The Boy Who Harnessed the Wind (Young Readers edition) and how he used design thinking to confront the devastating effects of famine in his country, Malawi. In response to this seemingly insurmountable problem, William spent countless hours in the local library, reading science textbooks and searching for a possible solution. Through careful research, and after many rounds of trial and error, William used available materials and scraps from the local junkyard to construct a windmill that brought electricity to his community, allowing kids to study into the evening, adults to recharge their mobile phones, and water pumps to irrigate the fields and produce more abundant harvests. Propelled by unshakable perseverance, a keen awareness of his community’s needs, and compassion for those suffering around him, William models how innovative thinkers can leverage design thinking to address critical problems in their own communities. Inspired by this concept, students work towards a performance task in which they research and present another innovative solution designed to address a critical issue. For this Solution Symposium, students interact with their audience to explain how design thinking and habits of character led to the development of a successful solution.

In Unit 1, students read the first nine chapters of the anchor text, building background on William Kamkwamba and the problems William’s community faced in rural Malawi, in a village with limited resources and access to education. Through two Language Dives using key sentences in the anchor text and a close read of a supplemental text, students practice identifying the central idea, citing textual evidence, analyzing how individual sentences contribute to the development of a text’s central ideas, and determining the meaning of words and phrases in a text.

In Unit 2, students finish reading the text, and demonstrate their continued reading-skill development in the Mid-Unit 2 Assessment, which uses an excerpt from the text to assess students’ abilities to interpret the figurative and connotative meanings of unfamiliar words, analyze information portrayed in various media formats, and explain how a small portion of a text contributes to the central idea. By clearly delineating the many problems William faced, students see how each was addressed through science, research, and habits of character, like perseverance. With the support of explicit mini lessons on research skills, students then begin independent research on an innovator who, like William, designed a product to solve a critical problem. These research skills are assessed in the End of Unit 2 Assessment.

Through writing a collaborative informational essay about William in the first half of Unit 3, students deepen their understanding of the design thinking process and explore how William Kamkwamba used this process to solve a problem. The unit builds towards the performance task, a Solution Symposium, at which students present and share interactive displays of their research on an innovative solution to a critical problem. The Solution Symposium engages audience members in a conversation in which the student shares his or her answers to the following questions: (1) how was design thinking used to solve this problem and (2) how were habits of character used to solve this problem? Following the symposium, as the End of Unit 3 Assessment, students will collaborate to discuss how habits of character help people like those featured in their research solve critical problems.

In Unit 2, students selected and began conducting research about their focus figures: other important individuals in space science whose contributions have gone unrecognized. In Unit 3, they continue this research and prepare to write argument essays. First, they revisit the Painted Essay® to develop a deeper understanding of argument essay structure. As in previous modules, students deconstruct a model argument essay (about Dorothy Vaughan) and then complete a collaborative essay (about Mary Jackson or Katherine Johnson) that addresses a similar prompt. In each lesson, students examine aspects of the argument essay model and practice using it in their own writing. Using textual evidence about their focus figure (W.6.9), students generate sound argument essays (W.6.1, W.6.10) to answer the prompt: Why are my focus figure’s accomplishments remarkable?

After writing their independent essays for the mid-unit assessment, students move toward the culmination of the module: the development of a class picture book that highlights the key achievements of students’ chosen focus figures. In triads with their “crewmates,” students use narrative nonfiction writing techniques to produce three pages about their focus figures, complete with creative illustrations. Students then develop and deliver presentations, which serve as Part 1 of the End of Unit 3 Assessment. Students present their claims about why their focus figure’s accomplishments are remarkable, demonstrating appropriate presentation skills (SL.6.4) and a command of formal language (SL.6.6) and using their picture book illustrations as visual support (SL.6.5). As students listen to one another’s presentations, they practice delineating the arguments put forth by their classmates (SL.6.3). Part 2 of the assessment centers around a culminating discussion, during which students summarize and reflect upon key learning across the module (SL.6.1).

In Module 4, students learn about remarkable accomplishments in space science, paying special attention to accomplishments and people that may have been overlooked until recently. After reading supplemental texts to learn about key events and well-known figures of the Space Race, students begin their anchor text, Hidden Figures (Young Readers’ Edition) by Margot Lee Shetterly. This tells the story of the “West Computers,” the first black women hired by the National Advisory Committee for Aeronautics (NACA, later NASA), which had previously enforced discriminatory hiring policies. The work of these tremendously talented mathematicians, like Dorothy Vaughan, Mary Jackson, and Katherine Johnson, led to major advances in space science and helped land human beings on the moon. Major tasks in the module provide opportunities for students to uncover and uplift the stories of these and other hidden figures who have typically not been centered in popular accounts of space science.

Across the eight lessons of Unit 1, students read engaging informational texts about important events in the Space Race of the mid-twentieth century, leading up to the Apollo 11 moon landing. In the first half of Unit 1, much of the work around these texts is related to point of view (e.g., John F. Kennedy’s point of view toward space travel). In the mid-unit assessment, students apply this work to a new text, analyzing the author’s point of view toward the Apollo 11 astronauts and mission and toward the future of humans in space. The informational texts of the second half of Unit 2 add deeper complexity to students’ understanding of the Space Race. Students read arguments that challenge the United States’ decision to invest in space exploration, especially when civil rights abuses were taking place at home. In preparation for the end of unit assessment, which features similar tasks, students practice tracing the arguments posed in these texts, identifying the authors’ main claims and identifying the evidence and reasoning that the authors use to support their claims. This unit helps students build critical context needed to frame and understand the content and focus of Units 2 and 3.

In Unit 2, when students begin reading Hidden Figures, they quickly discover that popular accounts of the Space Race have generally overlooked the contributions of the West Computers. In the first half of Unit 2, students analyze the way that Shetterly introduces and illustrates Dorothy, Mary, and Katherine in the text. Students also practice identifying claims about the West Computers that can be supported using evidence from the text. Students apply this learning and complete similar tasks during the mid-unit assessment. In the second half of Unit 2, and on the end of unit assessment, students read supplemental texts about the West Computers and compare and contrast the authors’ presentations of events with Shetterly’s presentation of the same events in Hidden Figures.

In Unit 3, students revisit the Painted Essay® structure to analyze a model argument essay that addresses the prompt: What makes Dorothy Vaughan’s accomplishments remarkable? Using a similar prompt about Mary Jackson or Katherine Johnson, students write collaborative argument essays that prepare them to produce independent arguments later in the unit. Informed by research conducted across Units 2 and 3, students’ independent essays present arguments about the remarkable accomplishments of their focus figure: a major contributor to space science, outside of the anchor text, whose important work is also comparatively unknown. The performance task of Module 4 invites students to create illustrated pages for a narrative nonfiction picture book about the accomplishments of focus figures. These picture books provide engaging visual support to students’ presentations of their focus figure arguments during the end of unit assessment. During this assessment, students also delineate the arguments of their classmates and reflect on their learning across the module as a whole.

This article provides an overview of current research about attention deficit hyperactivity disorder as well as strategies to help students with ADHD with reading and writing.

This lesson is an introduction to the research process using  the Ask. Act. Achieve. process 

This video segment adapted from First Light explains why the highest peak in the Pacific, Mauna Kea, is an ideal site for astronomical observations. Featured are new telescope technologies that allow astronomers to explore the universe in more detail. [5:39]

In this video segment from Greater Boston, learn how a man with severe motor disabilities can operate a computer and move a prosthetic hand by simply thinking the commands, thanks to the combined efforts of bioengineers and neuroscientists.

This activity is an indoor/outdoor activity that incorporates both literacy and scientific observation to make an ABC book based on Antler, Bear, Canoe by Betsy Bowen. Family participation is encouraged.

As Alma explores, she appreciates all the great things about her neighborhood. How can we make observations and celebrate our communities? Students will use a printable Alma's Way My Neighborhood Notebook to observe the people, places, things, and cultures that make their communities special.

Resource pages of 149 animals from the Cleveland Metroparks Zoo. Each page contains animal details, habitats and known living areas, conservation status and threats, diet, photographs and videos, external resources, and downloadable fact sheets.

Increase your understanding of what you read by making digital notes in an article. Time to complete: 45-90 minutes

Students learn about the specific goals of the Application Guidebook where they will select a task and begin conducting research for their task.

Students continue conducting research. They also brainstorm and create an outline for their culminating task product. They also work with a partner to evaluate the content and ideas of their outline before they create a draft of their product.

We will review expectations and then draft our presentation of our culminating task.

Students deliver presentations to express understanding of a chosen topic based on a culminating task rubric. This is the second part of a task.