In this lesson, students read an interview with four refugees and answer questions similar to those they answered in Lessons 3–5.

During today’s assessment, students independently read an unfamiliar informational text about a refugee experience and answer literal and inferential text-dependent questions, as well as questions that assess students’ ability to determine word meaning based on context clues. Students also answer three constructed-response questions that require evidence from the text to support their answers.

In this lesson, students are introduced to the end of unit assessment prompt. From the assessment prompt they then begin to transition from the idea of how refugees flee and find a new home to a focus on the more psychological and emotional aspects of being turned “inside out.”

This lesson introduces students to one section of the article “Refugee Children in Canada: Searching for Identity.” The section is entitled “Refugee and Immigrant Children: A Comparison,” which describes the similarities in the adaptation process of refugees and immigrants.

This is the first lesson in Unit 3. However, students began their research for the performance task in Unit 2, Lessons 18 and 19. Students are work on finishing their research and begin planning their free verse narrative poem.

In this lesson, students read the speech "Equal Rights for Women” by Shirley Chisholm. Beginning with Module 2, lessons that involve close reading will include a new type of supporting material, a Close Reading Guide.

This is the first in a series of four lessons in which students build background knowledge about Shakespeare and the questions about his authorship. In this lesson, students study an article that addresses one viewpoint on the question of whether Shakespeare penned all of the works attributed to him. Students begin their close reading and analysis of this article by reading the article for the gist.

In this lesson, now that students have built some background knowledge about Shakespeare, they begin reading A Midsummer Night’s Dream.

Students will discover the meaning behind and uses for adjectives, adverbs, conjunctions, prepositions and other elements of grammar.   They will work in partners or groups to create a visual presentation that will teach classmates the most important and useful characteristics of their assigned grammar element.

This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.

Students read about what it"™s like to be a Muslim teenager growing up in America at this moment, then consider ideas for countering stereotypes and Islamophobia. Lessons include guided informational readings, research and writing suggestions, videos, and resources to continue the discussion.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea, characterization, and supporting details.

Students learn about life in Babylonia through the lens of Hammurabi's Code. This lesson is designed to extend world history curricula on Mesopotamia and to give students a more in-depth view of life in Babylonia during the time of Hammurabi.

Harriet Tubman's first journey to Canada on the Underground Railroad is fraught with danger, harsh conditions, and uncertainty. In order to keep her disillusioned party of runaway slaves safe during the long journey, she bolsters their spirits by telling stories of freedom and singing spirituals. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

This lesson begins a 5-day unit on achievements of the Islamic Golden Age. Students begin with a historical overview to learn the context and sequence of events that follow. Students need a framework for understanding the content on days 2-5. In this lesson, students will create a parallel timeline on which they can place political and cultural events that define Islam's foundational dynasties. The timeline can be used on successive days as context for Abbasid and Spanish achievements. Students will be able to construct a proportional, parallel timeline to compare political units. Students will be able to identify achievements of the Abbasid and Umayyad Dynasties.

This lesson and resource uses headline articles to help students read effectively by distilling main ideas from an informational text.

These excerpts from Maya Angelou’s autobiography describe important points in her childhood. First Angelou describes the importance of her Grandmother’s store. Later, when she becomes withdrawn and unhappy, Mrs. Flowers takes an interest in her and encourages her to read aloud and share her thoughts. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea, characterization and inferences.

In this lesson and resource, students practice identifying main ideas in informational text and distinguish between explicit and implicit statements.

This poem was written in letter format and was addressed to the U.S. authorities in response to Executive Order 9066. Executive Order 9066, dated February 19, 1942, authorized the internment of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. The speaker of this poem is a fourteen-year-old girl, who stresses that she is an American. In this CCSS lesson, students will explore this poem through text dependent questions, academic vocabulary, and writing assignments.