This lesson introduces the Checking for Understanding entry task where students answer several questions about the previous night’s homework using their Reader’s Notes and the text of the play.

In this lesson, students continue to read and analyze Pygmalion in manageable “chunks.”

In this lesson, students read the second half of Act II (Section 4).

This lesson focuses on close reading to practice citing evidence, making inferences, and analyzing interactions between characters, setting, and plot.

This lesson includes the Mid-Unit 2 Assessment. After, a brief independent read in the text is intended to give students a small, controlled experience of reading Pygmalion independently.

In this lesson, students read the first half of Act V from Pygmalion. Students also have an independent reading check-in in this lesson.

In this lesson, students take one final look at the play Pygmalion through the lens of gender roles.

This lesson is the “capstone” for the independent reading students have completed throughout the module. Students step back and take an evaluative approach to the book they have completed by creating a “cheat sheet” to which future students can refer to see if the book is a good match for them.

The Researching to Deepen Understanding units lay out an inquiry process through which students learn how to deepen their understanding of topics. Students pose and refine inquiry questions, exploring areas they wish to investigate. They find and assess sources and organize researched material in ways that will support their analysis and integration of information.

Cashiers, NC artist Wesley Wofford created a statue titled “Journey to Freedom” in honor of Harriet Tubman as a private commission. Wofford’s artist’s copy of this work was dedicated in Sylva, NC in September 2021 as part of a traveling tour. Students view this work in detail and reflect on four themes Wofford’s piece embodies: determination, protection, fear, and trust.

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

Students will explore the distinction between a hero and an idol. Based on collaboratively established criteria for heroism and characteristics of heroes, students will select, read about, and report on a hero. Students will identify how their hero matches their criteria and characteristics. Hero reports will be compiled into a class book. As a follow-up, the teacher will read aloud and lead a discussion of the poem Heroes We Never Name to emphasize the fact that there are heroes all around us. Students will write about a hero they know and describe this person's noble qualities and deeds.

This lesson introduces the literary element of tone. It will allow students to apply their knowledge of mood and audience to determine the tone of a text.

The highwayman is an eighteenth century thief, who promises to return to his love Bess, the landlord’s daughter. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

This webpage contains theme-based discussion prompts for each vignette in The House on Mango Street by Sandra Cisneros, as well as a selection of follow-up activities.

In this lesson, students read "The Watsons Go To Birmingham" by Christopher Paul Curtis, then submit critical reviews via the internet as a way to publish their personal responses to the novel.

This lesson will use the "infinite variety" of resources on the Internet to let students find their own image of Othello. The lesson will take them on a WebQuest, first to textual references, and then to on-line searches for images of Othello in film, play productions, and art. Then, students will write an essay about the casting of Othello to conclude the lesson.

This lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.

The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their writing. Students integrate prior knowledge or thoughts about the topic with additional information found in several sources. The I-Chart procedure is organized into three phases: (1) Planning, (2) Interacting, and (3) Integrating/Evaluating. Each phase consists of activities designed to engage students in evaluating a topic.