In this lesson, students will engage with questions of identity, independence, and freedom. Students will focus on character traits and how they shape events and other characters.
In this lesson, students will participate in a modified Gallery Walk to preview and connect the case studies that compose this module.
In this lesson, students will explore an investigation of working conditions in the modern-day garment industry.
In this lesson, students will learn about the concept of theme, which lays the foundation for their work later in the unit on an essay related to the theme in the novel.
In this lesson, students are introduced to the topic of the module through a map of south Sudan in the central text, A Long Walk to Water.
In this lesson, students will be introduced to the guiding question of Unit 2: Who changes working conditions? The students will think about this individually, in groups, and as a class.
In this lesson, students will begin to read A Long Walk to Water and learn some of the close reading strategies that will be used, including reading for gist.
In this lesson, students will begin to learn about the central text, Narrative of the Life of Frederick Douglass and its historical context. Students will focus on the author's point of view, purpose, and audience.
In this lesson, students will be introduced to the foundational concepts of media, advertisements, and media literacy.
In this lesson, students will continue to practice "getting the gist" through continued use of Reader's Notes and an additional discussion activity. This lesson will help prepare students for the upcoming shift in focus to the guiding question for the unit and enhance their skill sin gathering and analyzing evidence from the text.
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 discuss their plans for their children's book and work on creating that plan to guide their writing.
In this lesson, students will begin working in groups of three in order to analyze how a particular excerpt conveys Douglass's position about slavery.
In this lesson ,students will continue to work with the text "The Border" and the technique of using the "quote sandwich" to cite evidence in writing. Students will draft a short response and use direct quotations from the text.
In this lesson, students will analyze how plot, character, and setting interact in Lyddie.
In 1899 and 1900, Secretary of State John Hay issued what became known as the Open Door Notes to foreign powers involved in China. Secretary Hay called on those powers to respect the rights of each other, to agree to an open market and equal trading opportunities for merchants of all nationalities, and to respect the territorial and administrative integrity of China.
In this lesson, students will observe 5 of their classmates participating in a Fishbowl Discussion, filling out a peer observation sheet to help them notice the strengths and weaknesses of the discussion.
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 begin to explore the idea of self-worth as a facet of identity. The text, "My Own True Name," is a first person narrative from the perspective of a Mexican American college student.
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.