Course Repository

In this module, students will continue to build on their knowledge of pollinators from Module 3 as they deepen their literacy skills and build citizenship. Specifically, students explore the module guiding questions: "Why should people help pollinators to survive? How can I take action to help pollinators?" In Unit 1, students will explore folktales and fables. Students will engage in a close read-aloud, focused read alouds, and independent reading and learn to determine the central message of the folktales and fables. Students will learn to compare and contrast reading passages. Students are supported in their comprehension with the Role Play Protocol, text-dependent questions, and note-taking. In Unit 2, students will continue their study of pollinators by reading and writing opinion pieces. Students will draft an opinion piece about why butterflies are important to plants and animals, using reasons collected on the class notes to support their opinions. In Unit 3, students will apply their knowledge about plants and pollinators to help one important pollinator, butterflies. For their performance task, students are invited to take action by creating a wildflower seed packet to then give to a visitor at the Celebration of Learning. This performance task includes a high-quality colored pencil drawing of a butterfly and a short opinion piece about why it is important to help butterflies. In this unit, students will engage in a routine of oral and written reflection and share a formal reflection on their work and learning. As a culmination of the work of Module 4, students write letters inviting community and family members to a Celebration of Learning, where they share their reflections and give their seed packets to a guest.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn about the secret world of pollination as they create, engineer, explore and imagine. In the Create Lab, students will learn to create a scientific drawing of a plant. In the Engineer Lab, students will use their knowledge about seeds and pollination to design tools that will assist in the pollination of plants. In the Explore Lab, students will use their scientific inquiry skills to discover the needs of plants. In the Imagine Lab, students use poetry and motion to learn about seeds and pollination.

This unit utilizes key information from prior units in an applied method. Individuals or teams will explore healthcare scenarios, practicing analysis, diagnosis, communication, and application of health-related concepts. Students will connect scenarios to continued learning and the next steps for further pathway engagement.

In this module, students will work to build their skills as readers, writers, and citizens as they study schools. In Unit 1, when reading books aloud, students will practice asking and answering questions that students can support with details from the text. Students will also work to use illustrations and the text to analyze how characters respond to the events in the story. In Unit 2, students will continue to build their understanding of schools with a series of close readings. Students will examine factors such as weather and location as it impacts students getting to school. Students will look at how communities work together to create solutions to these challenges. Students will use an interactive workbook to take notes and the classroom learning community will use these notes to write an informative paragraph that follows a problem and solution structure. Students will demonstrate their learning through writing and reading in a Readers Theater text. In Unit 3, students will pull all of their learning together to answer the guiding question, “What is school, and why are schools important?” Students will work to compare and contrast different schools around the world to their school. Students will research schools by revisiting the assigned readings from the module. Students will use research notes to participate in the Collaborative Conversations protocol to use sentence starters to add to group discussions. As a culminating activity, students will create a “The Most Important Thing About Schools book to share.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn more about toys and play as they create, explore, imagine and engineer. In the Create Lab, students will create toy drawings that become more realistic as they learn how to use artistic skills and concepts such as shape, detail, and size. Students will learn about skill, time, and perseverance. In the Explore Lab, students engage in a variety of activities in which they explore different attributes of toys from the classroom. In the Imagine Lab, students will explore the different materials available in the Imagine Lab as they use their imagination and play respectfully with their peers. In the Engineer Lab, students will use "found" materials and their imaginations to create a toy.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn to enjoy and appreciate trees as they create, engineer, research, and imagine. In the Create Lab, students will use a variety of materials, and explore various techniques to create a 3-D representation of a tree. In the Engineering Lab, students will develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). In the Research Lab, students apply research skills, and use a variety of resources (realia, images, texts, and technology) to learn more about local trees. Students will create surveys to learn more about how the people in your school community interact with those trees. Students will analyze the data from their surveys. In the Imagine Lab, students will create an imaginary forest in the classroom.

The ILC 6th Grade Social Studies - Full Year  focuses on the geography, history, and culture of various regions of our world. Students will analyze regional, physical, and cultural characteristics of places and show how these factors influenced people who lived there and how the people and characteristics have changed over time.

In this module, students will use literacy skills to become an expert, a person who uses reading, writing, listening and speaking to build and share knowledge about a topic. Unit One starts with reading poetry and pourquoi tales about different kinds of frogs to generate "why" questions. Then, students write their own pourquoi tale to attempt to answer some of their "why" questions. In Unit Two, students will research to find out the real answers to their frog questions and write a paragraph to communicate their research findings. In Unit Three, students will research to become an expert on various "freaky" frogs around the world that have unusual adaptations that help them survive. Students will build your reading, writing, research, and discussion skills through studying their frog. Students will demonstrate their expertise through a Freaky Frog book and trading card to educate other students in grades 2 and 3.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn about the sun, moon and stars as they create, explore, imagine and research. In the Create Lab, students will work with watercolor paints to create a copy of the sky at different times of the day. In the Explore Lab, students will engage in multiple activities to explore the concepts of light and shadow. In the Imagine Lab, students will engage in play and imagination as they create, retell, and act out stories about the sky. In the Research Lab, students will use research skills to learn new information and ask questions about the sky. Students will create a Sky Riddle Book using the facts they found about the sky.

In this module, students build their literacy and science skills as they engage in a study of the sun, moon, and stars. Students begin their study through various narrative texts and begin to understand how and why the sun, moon, and stars inspire authors. Then students focus their study on the scientific concepts of observable patterns of the sun, moon, and stars. Students read informational texts and make observations and take notes in a sky notebook to learn about these patterns. Finally, students synthesize their learning from both their scientific study of literature to compose a narrative poem titled "What the Sun Sees." Students also learn to give feedback to their peers and revise their writing.

This course focuses on the geography, history, and culture of various regions of our world. Students will analyze regional, physical, and cultural characteristics of places and show how these factors influence people who lived there and how the people and characteristics have changed over time.

ILC HS Physical Education - Full Year emphasizes the eight Dimensions of Wellness.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 3: Module 2 Researching to Build Knowledge and Teach Others - Adaptations and the Wide World of Frogs. Students will read Lizards, Frogs, and Polliwogs by Douglas Florian, Bullfrog at Magnolia Circle by Deborah Dennard, and Everything You Need to Know about Frogs and Other Slippery Creatures by DK Publishing.

In this unit, students will be introduced to the last of the six syllable types: Consonant-le (C-le). A new suffix, “-ly,” is introduced, along with the two-syllable suffixes “-ible” and “-able.” The three-syllable words created by adding these longer suffixes to one-syllable words will push you to decode and encode three-syllable words with more confidence and automaticity.

In this unit, students move beyond review of Grade 1 spelling patterns and skills. Now familiar instructional practices serve as a vehicle for introducing new spelling patterns, affixes, high-frequency words (regularly and irregularly spelled, including contractions), and fluency practice. Students engage in deep word analysis, learning spelling rules to help them generalize spelling patterns for vowel teams and affixes, but also learning that there are many words in English for which no rules apply. Students will be introduced to 1-1-1 doubling rule, the three sounds of “-ed”/”id/, /d/, /t/ and contractions with would. Students will be introduced to the vowel teams of “oo,” “ou,” “ui,” “ue,” and “ew” (read only) and contractions with “will”. Students will review “-tion” and “-sion” and review of patterns from unit 3: /ow/ spelled “ou” and “ow,” /oy/ spelled “oi” and “oy,” and patterns for long “u” (read only): “ou,” “ew,” “oo,” “ui,” “ue”

In this unit, students will be exploring space science and how gravity, the moon, sun, stars, and Earth interact with each other to affect shadows, day and night, and the stars that we see. Students will use their observational and investigational skills to develop evidence to support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. Students will use their observational and investigational skills to develop evidence to support an argument that the gravitational force exerted by Earth on objects is directed down. Students will collect representational data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the sky.

In this module, students continue the reading routines from Unit 1 to finish reading Peter Pan. At the same time, they read chapters of Peter Pan in Kensington Gardens, another story about Peter Pan written by J.M. Barrie. Students will compare and contrast the stories. Students recount the story and analyze it to identify the main idea. For the mid-unit assessment, students closely read the final chapter of Peter Pan in Kensington Gardens to compare it to Peter Pan and also to analyze it for the central message. In the second half of the module, students write a book review of Peter Pan, stating an opinion with reasons about whether they would recommend Peter Pan to a friend. During this time, they will engage in the writing process, including brainstorming, drafting, editing, revising, and publishing. For the final performance tasks, students will select a scene from Peter Pan, revise it, and deliver an oral presentation to the class. This module consists of three units. Throughout the module, students will be reading the text Peter Pan by J.M. Barrie and focus on two essential questions, “What can we learn from reading literacy classics?” and “How do writers capture a reader’s imagination?”. Unit 1 - In this unit, students will use the story Peter Pan and informational text about the author to make connections. Students will build their knowledge between event connections, character traits, and character actions. Students will compare and contrast different points of view. Unit 2 - In this unit, students will write a book review recommending or not recommending Peter Pan to a friend. Students will conclude the unit by discussing their opinions and thoughts on the book. Unit 3 - In this unit, students will revise or change a scene of Peter Pan based on the reasons why students would not recommend Peter Pan to a friend. After revising one part of the story, students will create a presentation explaining their changes or additions to the revised scene.

ILC HS Physical Education Course B -Semester 2 emphasizes four of the eight Dimensions of Wellness: Financial,Occupational, Environmental and Intellectual.

ILC HS Physical Education Course A -Semester 1 emphasizes four of the eight Dimensions of Wellness: Physical, Emotional, Social and Spiritual.

In this module, students continue to build on the decoding and encoding of CVC (consonant-vowel-consonant) words from Module 3. Students are introduced to the difference between long and short vowel sounds and become comfortable identifying the long vowels spoken CVCe (consonant-vowel-consonant-"e") words. Students are also exposed to some consonant blends in word endings, such as "-nk" and "-ing," in print. Students will begin to recognize and identify these blends in spoken words.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn about caring for birds as they create, engineer, research, and imagine. In the Create Lab, students will create an expert bird. In the Engineering Lab, students will work with a partner to design and build a bird’s nest using a variety of materials. In the Research Lab, students will gain research skills by using a variety of resources (images, texts, and technology) to learn more about local birds. In the Imagine Lab, students will write a story with their expert bird as the main character.

In this unit, students continue to focus on vowel spelling patterns. Students work with r-controlled vowels, followed by vowel teams and patterns in which the first vowel says its name, such as “ai” and “ea.” Students gain knowledge of alternative spelling patterns for long vowel sounds (such as “igh” for long “i”). In preparation for Grade 2 work, a new instructional practice is introduced in this module: Fluency. Students will learn how to monitor their oral reading, paying attention to reading smoothly, with expression, with meaning, and not too fast or too slow.

In this unit students will answer the compelling question “How have children's lives changed over time?” Students will engage in analyzing historical images by integrating the 5 W's questioning practices.

In this unit, students answer the compelling question “What factors, forces, or reasons cause people to move from one geographic area to another?”. Students will learn about causes and effects of Westward Expansion.

In this unit, students answer the compelling question “How does the way we live impact how we live?” The outcome of this unit is for students to realize where we get our resources, and the impact that our living and consumption of resources has on the land around us. At the end of this unit, students will demonstrate their understanding of human environmental impact by developing a city planning project. They will work together to problem-solve, present solutions, examine the impact on the environment, and make recommendations.