In this lesson, students are introduced to several new routines to support them in their reading of Lyddie. Students will learn how to use Readers' Notes to complete the daily Checking for Understanding entry task, as well as strategies students might use to make meaning of this text when reading for homework.

In this lesson, students will analyze how plot, character, and setting interact in Lyddie.

In this lesson, students will continue to read and analyze Pygmalion in manageable “chunks.” Section 3 treats the first half of Act II, in which the Flower Girl (who we now know is Eliza Doolittle) comes to ask for speech lessons from the Note Taker (who they now know is Henry Higgins, phonetics expert). This section is long (10 pages), but the plot moves quickly and is relatively easy to follow.

In this lesson, students will read the second half of Act II (Section 4). Eliza consents to the experiment, and her father, Alfred Doolittle, comes onto the scene, where we learn that he is a charming, thoroughly selfish man who only wants to get rid of his responsibility for Eliza and possibly earn some money through the experiment.

In this lesson, students engage in character analysis of Lyddie using evidence fro the text. Students will watch a short video to help them visualize the working conditions at the mill and understand the complex descriptions of the loom and mill in the next part of the book.

In this lesson, students will practice citing evidence, making inferences, and analyzing interactions between characters, setting, and plot. Students are repeatedly encouraged to read specific lines closely and interpret the nuances contained within just a few words.

IN this lesson, students will begin to focus on working conditions in the mill and how they affect Lyddie. They will add both evidence about working conditions in the mills and questions about working conditions in the garment industry today to the Working Conditions anchor chart.

In this lesson, students will focus on showing how they can use textual evidence to analyze a scene.

In this lesson, students will read Act IV of Pygmalion. It is very short, but crucial , and full of character development, essential interactions, and what is arguably the climax of the play.

In this lesson, students will synthesize what they have learned about working conditions in the mills, and they practice using specific textual evidence to support their claims. They use their understanding of the textile industry in the 1800s to generate questions about workers in the garment industry today.

In this lesson, students will first review and discuss the reading they did for homework, and then use evidence to support their claims.

In this lesson, students will focus on identifying evidence of how Eliza Doolittle is a dynamic character.

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For this lesson, students closely examine the different characters in a novel by keeping journal entries, meeting for group discussions, and using an online graphic organizer. This extensive character examination helps them prepare for a final project that involves creating an interview-style television show in which students write the script and assume the roles of the television host and the characters on the show. Questions can be about events from the novel as well as other topics that were not explicitly covered in the novel. Answers are based on students’ knowledge of the characters and their personalities.

This teacher's guide for Lion Island: Cuba's Warrior of Words by Margarita Engle contains information about the book, discussion questions and prompts, activity suggestions including a readers theater, and ways to connect the themes in the book to other subjects.

In this lesson, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.

In this lesson, students analyze the plot of "The House of Dies Drear" and recall events chronologically to create a story map.

In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.

Students are immersed in popular culture. As educators, we have an opportunity to engage them in literacy activities that make use of this fun and engaging resource. In this lesson, students develop media literacy skills as they explore and analyze an episode of a popular television series. Possible shows include Zoe 101, The Secret Life of the American Teenager,or any of the High School Musical movies. Students reflect on characters, motivations, problems, and solutions as they view and interpret media. They then propose a new television series that more realistically portrays teenagers.