Jabberwocky is an epic poem told through nonsense words. The poem relates a father’s quest for his son that involves the slaying of a beast (The Jabberwock). The poem charts the son’s progress from his departure to his successful return. In this CCSS lesson, students will explore this poem through text dependent questions, academic vocabulary, and writing assignments.

Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.

This autobiographical piece tells what a neat, tidy rule-follower this author was in his youth—except for his yo-yo. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

The resource provides guidance to using a double entry journal in ELA class, including a "tips" page for students.

Students will read a passage and write examples from the text that describe a character's feelings. This resource supports English language development for English language learners.

Students will read background information, a passage, information, vocabulary words, and vocabulary in context. Students will write answers to questions, quotations to support a main idea, and a response to a prompt. This resource supports English language development for English language learners.

Students will read a description of and passage from L. Frank Baum's work, characters' descriptions, questions, vocabulary, definitions, text excerpts, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a passage from Robert Louis Stevenson's work and write to answer questions in order to interpret the meaning of phrases. This resource supports English language development for English language learners.

In this lesson, students participate in learning clubs, a grouping system used to organize active learning events based on student-selected areas of interest. Guided by the teacher, students select content area topics and draw on multiple texts—including websites, printed material, video, and music—to investigate their topics. Students then have the opportunity to share their learning using similar media, such as learning blogs.

In this lesson, student teams read Native American legends from books and websites and write an original legend with enriched word choice and elaboration.

In this lesson, students will read the end of Act V of Pygmalion, as well as a modified version of a postscript essay from 1916.

In this lesson, students will share in an independent reading celebration and then prepare to read Pygmalion and explore the connection between the myth and identity.

In this lesson, students will share their understanding of the novel A Long Walk to Water through an analytical essay.

In this lesson, students are introduced to and discuss the question about which they will be writing their essay: Should Lyddie sign the petition? They gather and analyze evidence using the Odell Forming Evidence-Based Claims materials.

In this lesson, students will read an adapted version of the epilogue, "sequel" essay, "What Happened Afterwards," that George Bernard Shaw penned in response to the opinion that Eliza and Higgins should fall in love and marry.

In this lesson, students reread selected passages carefully to gather and analyze textual evidence about why Lyddie should or should not sign the petition.

In this lesson, students will develop, weigh, and choose the reasons that will lead to the claim they will make in their argument essay on Pygmalion.

In this lesson, students will synthesize the evidence they have gathered and begin forming their argument of whether Lyddie should or should not sign the petition.

In this lesson, students will continue to clarify vocabulary and meaning and work through the rubric to build information for their literary analysis essays, focusing on how to make a claim.

In this lesson, students will analyze the model essay and explore the best practice for writing an argumentative essay.