This lesson from the New York Times offers suggestions for making TheTimes a low-stress part of your classroom routine, followed by literacy strategies to help address the Standards before, during, and after reading Times content with your students.

Suggestions for making TheTimes a low-stress part of your classroom routine, followed by literacy strategies to help address the Standards before, during, and after reading Times content with your students.

This lesson focuses on the concept of the afterlife and the importance of pleasing the gods and goddesses, the significance of tombs and tomb building, and the burial customs and traditions of the ancient Egyptians. After learning about all of these concepts, students will design a tomb, create a model of it, and complete a short written assignment explaining the design and contents of the tomb.

This resource includes one story and a short expository text, eleven text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS.

Worksheets and activities with answer keys to help students of differing levels identify the tone used in selected passages.

This lesson focuses on the importance of geographic features and the abundance of natural resources that helped ancient Egypt become the world's first superpower. Students will learn about the geography and resources available to the ancient Egyptians and create a multimedia tour that demonstrates this learning to others.

In this CCSS lesson, students will explore this history through these stories with text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students use previewing to activate their prior knowledge and set a purpose for reading. Using a strategy called THIEVES, which is an acronym for title, headings, introduction, every first sentence in a paragraph, visuals and vocabulary, end-of-chapter questions, and summary, students are guided through a preview of a nonfiction text. After guided practice, partners work together to use the strategy to preview a chapter from a textbook.

The Check and Line method described in this lesson encourages awareness by requiring readers to place a light pencil check in the margin if they have understood the line of text, and a dash or line if they have not. At the end of the paragraph, students use the GMR method to go back, motivate their brains, and reread any text marked with a line. If they are still confused after rereading, they can turn to an outside source-a peer, a teacher, or a print or online resource. The end result is that students pay closer attention when reading, thus increasing their comprehension and retention of the text.

This cross-curricular ELA/science module consists of three units. In Unit 1, students build background knowledge about the central role that water plays in all life. In Unit 2, students use the US Environmental Protection Agency My WATERS Mapper to explore major US watersheds and the USGS National Water Information System to examine their local watershed. Unit 3 provides scaffolding toward students' summative writing assessment.

After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame. Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?

Unit consisting of four lessons which provide opportunities for students to problem solve, role play and work cooperatively while examining how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.

In this CCSS lesson, students will explore this document through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students read excerpt 5, focusing on Douglass's failed escape attempt. They will focus on identifying different types of figurative language.