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21st Century Learning and Workforce Readiness

In the design of my lessons I tried to incorporate as many of the 6 C's into my lessons as possible.  
Creativity:  I had students design slides to share about themselves. 
Collaboration: Students collaborated on writing and reading projects to share ideas.
Critical Thinking: Students got the chance to brainstorm problems in small groups in response to videos, process big concepts and small foreshadowing.
Communication: Students learned to communicate with various forms of technology tools for written response and feedback, teaching peers tips on programs, talk about feelings during mindfulness, write short stories and edit each other's work for organization and grammar. 
Global Citizenship: Students played rice games that taught about world hunger, read articles about current events on Newsela (an online literature resource) to embrace and empathize with other cultures. 
Character: We used games to learn how to Utilize Connectivity and learn digital citizenship respectfully and how to be safe on the internet as to not have information be compromised. ​

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Skills for the Future Need to be Included in Our Lessons

21st Century Skills are the six abilities that today's students  need to succeed in their careers during the Information Age. These skills are intended to begin to prepare students for today and the near future's modern markets and industry. All of these skills have one thing in common, how they relate to being relevant in the age of the Internet.  By mastering these skills students can stay competitive in a changing job market. ​

District Standards

Click the Napa Valley Unified School District to link to their page.

Common Core State Standards Addressed
www.corestandards.org/ELA-Literacy/RL/3/

​Key Ideas and Details:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Craft and Structure:
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.RL.3.8
(RL.3.8 not applicable to literature)
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Common Core

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