Students will read a passage and write answers to questions based on the passage. This resource supports English language development for English language learners.
Students will read a passage and write answers to questions based on the passage. This resource supports English language development for English language learners.
In this lesson, students will build background knowledge through reading an excerpt about different tribes in Sudan and the role these tribes played in the Sudanese civil war. In this lesson, the excerpt is read for gist.
In this lesson, students will analyze the main idea of an informational text, "You Trouble" by Justin O'Neill.
In this lesson, students will continue to build background knowledge through close reading of the excerpt of informational text, focusing on vocabulary and using evidence in the text to support analysis.
In this lesson, students will continue to read another excerpt of informational text and continue building their background knowledge, focusing on the selection, "Sudanese Tribes Confront Modern War."
In this lesson, students will determine the theme and central idea, focusing on key parts of the conclusion. Students will engage in a Readers Theatre adaptation of the Narrative's conclusion.
In this lesson, students will explore the foundation for the module's exploration of identity. Students will begin building a working definition of identity by first exploring their own, and then framing the concept through cultural identifiers.
In this lesson, students will consider a short video and then participate in a modified Gallery Walk to preview and connect to the learning in future lessons.
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 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 deepen their working concept of identity by exploring how gender expectations influence identity formation. They will then add to or revise their definition of identity on the anchor chart. Students will begin reading the central texts of Unit 1, six nonfiction texts on identify from a variety of genres.
In this lesson, students will begin to work with the central text, César Chávez’s Commonwealth Club Address (1984). This text is challenging. Therefore, students will first read and listen to large chunks of the speech for gist. Then they will reread and analyze each selection in greater depth. Then students dive deeper into the first seven paragraphs of the Commonwealth Club Address to analyze one of Chávez’s claims.
In this lesson, students will work with Thinking Log and the Brain Development anchor chart. They will also add to the Domain-Specific Vocabulary anchor chart.
In this lesson, students will explore how unions can be agents of change, learn about the problems faced by farm workers, and how Chavez organized the UFW. Students will also learn to analyze not just what Chavez said but also how he said it.
In this lesson, students will begin to explore both ethnicity and sense of agency as aspects of identity. They will use this information to continue to develop their working definition of identity on the Identity Anchor Chart.
In this lesson, students will continue to examine unions as agent of change, focusing on Chavez's address and how he shifts the focus from the past to the future.
In this lesson, students will focus on how Chavez develops his claims int he Commonwealth Club Address.
In this lesson, students will annotate an informational text, focusing on how to tackle a complex text.
In this lesson, students will begin to grapple with the central text and they central question they will consider as they read it: "What is Frederick Douglass's purpose in writing the Narrative, how does he convey his purpose, and how does he differentiate his position from that of others?"