Course Repository

In this unit, students are introduced to the structure of the coordinate grid, and the convention and notation of coordinates to name points.

In this unit, students deepen their understanding of place-value relationships of numbers in base ten, unit conversion, operations on fractions with unlike denominators, and multiplicative comparison. The work here builds on several important ideas from grade 4.

This course continues students' work to strengthen their Spanish skills in listening comprehension, speaking, reading, and writing.

This course continues students' work to strengthen their Spanish skills in listening comprehension, speaking, reading, and writing.

This course continues students' work to strengthen their Spanish skills in listening comprehension, speaking, reading, and writing.

This course introduces students to the fundamental building blocks of Spanish in listening comprehension, speaking, reading, and writing.

This course introduces students to the fundamental building blocks of Spanish in listening comprehension, speaking, reading, and writing.

This module is an integral part of the program to ensure all standards are addressed; therefore, it should be downloaded with the ILC ELA 7 - 2nd Semester content. In this eight-week module, students explore the concept of water sustainability. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation. Module 4b can be utilized to replace Module 4a within the ILC ELA 7 - 2nd Semester content, while still addressing the grade level standards.

In this unit, students will work on reaching fluency goals for the concepts taught in grade 5 mathematics: multiply and divide whole numbers, apply volume concepts, fraction and decimal operations and creation and design.

In this unit, students use place value understanding to round, compare, order, add, subtract, multiply, and divide decimals

This module is an integral part of the program to ensure all standards are addressed; therefore, it should be downloaded with the ILC ELA 6 - 2nd Semester content. In this eight-week module, students explore the concept of perspectives using the graphical informational novel World Without Fish by Mark Kurlansky and Flush by Carl Hiaasen. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation. Module 3b can be utilized to replace module 3a within the ILC ELA 6 - 2nd Semester content, while still addressing the grade level standards.

The ILC ELA 6 - Full Year materials utilize modules from EngageNY via UnboundEd with enhancements for students to access the curriculum in a digital setting. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation.

The ILC ELA 6 - 2nd Semester materials utilize modules from EngageNY via UnboundEd with enhancements for students to access the curriculum in a digital setting. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation.

In this unit, students multiply and divide multi-digit whole numbers using place value understanding, properties of operations, and the relationship between multiplication and division.

In this unit, students use area concepts to represent and solve problems involving the multiplication of two fractions and generalize that when they multiply two fractions, they need to multiply the two numerators and the two denominators to find their product. Students will also reason about the relationship between multiplication and division to divide a whole number by a unit fraction and a unit fraction by a whole number.

In this unit, students solve problems involving division of whole numbers with answers that are fractions (which could be in the form of mixed numbers). They develop an understanding of fractions as the division of the numerator by the denominator. Students then solve problems that involve the multiplication of a whole number by a fraction or mixed number.

In this unit, students find the volume of rectangular prisms and figures composed of two prisms.

This module is an integral part of the program to ensure all standards are addressed; therefore, it should be downloaded with the ILC ELA 8 - 1st Semester content. In this module, students will study World War II from the perspective of American-Japanese relations. Students will read Unbroken: A World War II Story of Survival, Resilience, and Redemption by Laura Hillenbrand and research Miné Okubo’s life after internment. Students will use different mediums to obtain knowledge on American-Japanese relations during World War II. Students will compose informal essays and narratives to demonstrate skills and knowledge. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation. Module 3a can be utilized to replace Module 3b within the ILC ELA 8 - 1st Semester content, while still addressing the grade level standards.

In this unit, students answer the compelling question “How does oppression force people to either stay or move?”. This unit looks at the discriminatory practices that were still being used to suppress African Americans after the Civil War.

In this unit, students answer the compelling question “Why can't individuals have everything they want?”.

In this unit, students answer the compelling question “What is our global responsibility?”. Students will analyze primary and secondary sources using the close reading strategy to investigate and consider the unit's compelling question.

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 4: Module 1 Poetry, Poets, and Becoming Writers. Students will explore poems and poetry, as well as figurative language. Students will explore more about the process of writing poetry and how figurative language can change the meaning of the text being read or written.

In this module, students will take a closer look at the factors that contribute to the success of professional athletes as leaders of social change. In Unit 1, students build background knowledge about Jackie Robinson through reading Promises to Keep, written by Jackie's daughter, Sharon. Students determine the main ideas and identify key details, using these to summarize chapters of the book. They also think about the relationship between people and events in the text as they gather factors that led to Jackie Robinson's success in leading social change. In Unit 2, students continue their study of Jackie Robinson. They build on their understanding of the factors that led to his success in leading social change by developing an opinion on which factors were most important in his success. In the first half of the unit, students work with different texts and videos, describing and comparing each author’s point of view on the factor that was most important in Jackie’s success. In the second half of the unit, students draw on the evidence they have collected throughout Units 1–2 to develop their own opinion on the factor or factors most important in Jackie’s success. They begin by participating in a text-based discussion, and then use their conclusions from this discussion to write an opinion essay on this topic. Students begin Unit 3 by reading about Jim Abbott, another professional athlete who effectively led social change in the acceptance of athletes with disabilities in professional sports. They will compare and contrast the factors that contributed to Jim Abbott’s success as a leader of social change with those of Jackie Robinson. Students then work in expert groups to research an athlete leader of social change of their choice. As with Jim Abbott, they compare and contrast the factors that contributed to their expert group athlete’s success as a leader of social change with those of Jackie Robinson, and write an essay describing the similarities and differences. In the second half of Unit 3, students look across all of the athlete leaders of change they have read about and choose three common factors to highlight in a presentation about factors that contribute to the success of leaders of social change. They deliver their presentations in pairs for the end of unit assessment. For the performance task, students create a poster highlighting one of the personal qualities that leaders of social change need to have for a display.

In this unit, students answer the compelling question “Can schools be ‘separate but equal’?”. Throughout this unit, students will be engaged in collaborative, inquiry-based study on the topic of school segregation.

In this unit, students answer the compelling question “How does Iowa corn impact Iowans and the world?”. Students will identify and organize primary source evidence that will help to answer the compelling question.