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Pacing guide and daily lessons

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Pacing Guide and daily lessons

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The Lemonade War Pacing Guide

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Daily lessons for each chapter.

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These will help to guide your discussions when reading.

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Video to introduce making inferences.

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Making Inferences using a visual short story!

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Video to introduce literary conflict.

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Video to assist with understanding figurative language.

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Figurative language, like similes, metaphors, hyperbole, and more, give your words extra impact-with powerful results!

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Pacing Guide

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Pacing Guide

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Pacing Guide

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Video for Teaching on June 6th

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Information for helping with lesson for students.

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D-Day, June 6, 1944, was part of the larger Operation Overlord and the first stages of the Battle of Normandy, France (also referred to as the Invasion of Normandy) during World War II. It was the culmination of the Allied powers strategy for the war and a multinational effort. The success of the D-Day invasion facilitated the opening of the Western Front of the War.

The National Archives (NARA) has in its holdings a multitude of records related to D-Day and its surrounding events. The records are held by various Archival units and are in many formats. This page provides a list of selected records to show the variety of information available as well as links to relevant resources.
Many records relating to D-Day are described in NARA's National Archives Catalog
Selected List of Textual Records at NARA Relating to D-Day

Meteorological & Climatological Situation:

The following series contains information related to the meteorological situation on the days leading up to D-Day, which had a significant factor on the chain of events. Also included are reports about the sun, moon and tides.

D-Day Message and Other Messages:

The following series contains information from a wide range of time and events. Decimal 335.18-2 contains information relating to D-Day, including the D-Day message Eisenhower issued to the troops participating in the invasion as well as other messages, notices and correspondence related to the dissemination of Eisenhower's message.

Invasion Planning:

The following three series contain information related to the planning of the invasion covering a wide variety of topics including possible invasion locations, bombing targets, fleet composition, obstacles on beaches as well as underwater and deception plans.

Note: This series covers a wider range of time and events than just D-Day and the Normandy Invasion.

Naval Operations:

The following series contains information related to the naval operations of D-Day.

Reports, Communications, Correspondence Files:

The following series contain information related to reports, communications, and correspondence at various levels of command related to D-Day.

Note: This series covers a wider range of time and events than just D-Day and the Normandy Invasion.

Battle Participation Awards:

The following series contains information related to awards files for participation in D-Day.

Background Files on D-Day Publications:

The following series contains the background files for Gordon A. Harrison's " Cross Channel Attack", which is an in depth publication of D-Day published by the U.S. Army.

Anniversary Commemorations:

The following series contains information related to milestone anniversaries of D-Day and the Normandy Invasion. Some documents relate to a much larger World War II commemoration, but have extensive files on D-Day. The records relate to press coverage, speeches, plans and briefing files, photos, various heads of state participation, other nations schedules of events, as well as veterans and unit participation accounts.

Requesting and Researching Records:

If you find records of interest in the National Archives Catalog, please note which NARA facility has custody of the item, file unit, collection or series. Requests can be sent to: inquire@nara.gov. Please include the following information in your request:

Record Group number or Collection information

Series title

National Archives Identifier number and title for the file unit or item

Container number (if available)

Also provide NARA with your email and mailing/postal address and NARA will send you a price quote for the selected item(s), file unit(s), or series. Please limit your request to 3 file units at a time.

For information regarding research at the National Archives, please visit our web page,
Plan Your Research Visit.

Other NARA Resources:
"D-Day and the Normandy Invasion" Virtual Exhibit on Google Cultural Institute DocsTeach World War II Page with D-Day Images Included Dwight D. Eisenhower Library D-Day Page Dwight D. Eisenhower Library Twitter Page
" The First D-Day Documentary" from the Unwritten Record Blog of the National Archives' Special Media Division

" Images of the Week: D-Day in Color" from the Unwritten Record Blog of the National Archives' Special Media Division

" A Newsreel Cameraman's View of D-Day" from the Unwritten Record Blog of the National Archives' Special Media Division
Prologue Publication Article Vol. 46, No. 1 Spring 2014 - "Ok, We'll Go", Just What Did Ike Say When He Launched the D-Day Invasion 70 Years Ago? by Tim Rives Prologue Publication Article Vol. 38, No. 3 Fall 2006 - D-Day Classroom: Eisenhower Library Program Offers Students Lessons in History and Leadership Teaching With Documents: D-Day Message from General Eisenhower to General Marshall Teaching With Documents: Message Drafted by General Eisenhower in Case the D-Day Invasion Failed and Photographs Taken on D-Day Today's Document D-Day Page
Other U.S. Government Agency Links:
"Cross Channel Attack" from the U.S. Army Center of Military History's by Gordon A. Harrison Normandy Invasion, June 1944 - Overview and Special Image Selection from the Naval History & Heritage Command
" The Normandy Invasion" from the U.S. Army Center of Military History

U.S. Army's D-Day page

" D-Day 1944: Air Power Over the Normandy Beaches and Beyond" from the U.S. Air Force History and Museums Program by Richard P. Hallion

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D-Day, June 6, 1944, was part of the larger Operation Overlord and the first stages of the Battle of Normandy, France (also referred to as the Invasion of Normandy) during World War II. It was the culmination of the Allied powers strategy for the war and a multinational effort.

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D-Day Lessons

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For more information about the following lesson plans and activities, please contact the National D-Day Memorial Foundation's Education department at education@dday.org or at (540) 586-3329 ext. 111.
No part of this material may be transmitted or recorded in any form without written permission of the National D-Day Memorial Foundation. Classroom teachers may reproduce copies for classroom use only.

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Education Resources - National D-Day Memorial

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For more information about the following lesson plans and activities, please contact the National D-Day Memorial Foundation's Education department at education@dday.org or at (540) 586-3329 ext. 111. No part of this material may be transmitted or recorded in any form without written permission of the National D-Day Memorial Foundation.

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Video for instruction

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4th Of July For Kids - Independence Day | Story with Interesting Facts for Children | Kids Academy

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Activities for teaching

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What fundamental ideas about government are contained in our founding documents?

The second paragraph of the Declaration of Independence and the Preamble to the Constitution contain some of the most fundamental ideas underlying our American constitutional democracy. The following exercises provide you with an opportunity to examine these ideas. They also provide an opportunity to add your name to an online list of the original cosigners of the documents.

PART 1

Excerpt from the Declaration of Independence

Working with two or three other students, read and discuss the following excerpts from the Declaration of Independence. As a group, put the ideas in these excerpts into your own words and use what you have written in the Class Activity that follows.

You will find that most of the ideas are clear and easily understood. However, others are not so clear and you might need to research what scholars think the Founders meant when they wrote them. For example, what did they mean when they wrote that they held " these Truths to be self-evident", " all Men are created equal", " unalienable rights", and the " Pursuit of Happiness"? Some information on these phrases is included in the Terms to Know section of this website. You might also want to research information-in a library or online-about the meaning of these words or alternative interpretations of their meaning.

"We hold these truths to be self-evident, that all Men are created equal..."

"...That they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness;"

"That to secure these Rights, Governments are instituted among Men..."

"...deriving their just Powers from the Consent of the Governed..."

"...that whenever any Form of Government becomes destructive of these Ends it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Power in such Form, as to them shall seem most likely to effect their Safety and Happiness."

Class activity

Each group should take turns sharing ideas they have identified and writing them on chart paper or a white board. As each idea is listed, place the words "agree" and "disagree" next to it and leave space for a tally. See the example below.

Government is responsible for making the rights of the people secure. _______Agree ______Disagree

After listing all of the ideas the groups have identified, the class should show by a vote of hands which of the ideas they agree or disagree with and tally the results in the spaces provided.

Finally, a class discussion should focus upon the following questions.

Which ideas, if any, do you all agree upon?

On which ideas, if any, are there disagreements? What are the reasons for the disagreements?
After discussing the reasons for disagreements, students may change their votes
and the resulting tally.

Do the ideas on which you all agree have anything to do with what it means to be an American?
Why or why not?

PART 2

Preamble to the U.S. Constitution

Like the Declaration of Independence, the U.S. Constitution contains some of the most fundamental ideas upon which our constitutional democracy is based. The Preamble to the U.S. Constitution sets forth six general purposes of the Constitution and responsibilities of the government it creates.

Just as in the Declaration, you will find that some of the ideas are clear and easily understood. However, others are not so clear and you might need to research what scholars think the Founders meant when they wrote them. For example, what did they mean when they used the terms , domestic Tranquility, and the general Welfare? You can find information on these words and phrases in the Terms to Know section of this website. You might also want to research information-in a library or online-about the meaning of these words and alternative interpretations of their meaning.

Work with two or three other students. Read and discuss the different purposes of government in the Preamble as they are listed below. Then work together to put each purpose in your own words in preparation for the class activity that follows. For each purpose, complete the following sentence: "The Preamble to the U.S. Constitution says the People have established the government in order to ____________." Fill in the blank for each purpose listed in the Preamble as they are set forth below.

"We the People of the United States, in order to

* establish Justice,

* insure domestic Tranquility,

do ordain and establish this Constitution for the United States of America."

Class activity

Each group should take turns sharing its wording of the purposes. The class should work together to agree upon the best statements of the purposes of government. Each of the six statements agreed upon should be entered on chart paper or a white board. As each purpose is listed, place the words Agree and Disagree next to it and leave space for a tally. See the example below.

The Preamble to the Constitution says one purpose of government is to___________________
After listing all of the purposes the groups have identified, the class should show by a vote of hands which purposes they agree or disagree with and tally the results in the spaces provided.

Finally, a class discussion should focus upon the following questions.

Which purposes, if any, do you all agree upon?

On which purposes, if any, are there disagreements? What are the reasons for the disagreements? After discussing the reasons for disagreements, students may change their votes and the resulting tally.

Are any disagreements you might have about the purposes in general or how they should be interpreted and applied? How do you think such disagreements should be managed? What do your agreements and disagreements say about what it means to be an American?

What other purposes, if any, do you think should be added? Why should they be added?

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A Lesson Plan for Independence Day, the Fourth of July

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What Fundamental Ideas about Government Do Americans Share? Introduction

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Book Trailer for Pre-reading

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Interrupting Chicken by David Ezra Stein - Book Trailer

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Art activity for the final day of book

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Book overview for Pre-reading

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Mr. Lemoncello's Library Discussion Questions

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Book Trailer for Pre-reading

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All chapters are included in the link.

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Chapter 1 Escape from Mr  Lemoncello's Library

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POINT OF VIEW 🤔| First person, Second person & Third person | Learn with examples | Types of stories

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What are rebus puzzles?

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D-Day History For Kids | Bedtime History