In this lesson, students continue to gather evidence and begin to gather evidence for their argument, choosing their most compelling claim.

This lesson focuses on character analysis throughout William Golding's novel Lord of the Flies. While contemplating both direct and indirect characterization techniques, students will be able to consider how characterization builds relationships among the boys in the novel.

In this lesson, students will evaluate the play Pygmalion through the lens of gender roles. In particular, students will analyze the media's influence on our understanding of gender and gender roles.

In this lesson, students will learn background information about Victorian England and the setting and time period of the play, "Pygmalion."

In this lesson, students will plan their two-voice poem, focusing on the juxtaposition of characters and how they convey ideas about survival in Sudan.

In this lesson, students will track the character of Eliza, focusing on her internal and external characteristics.

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 practice the routines they learned in Lesson 2.

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 continue to work with the theme of survival in A Long Walk to Water and practice for the type of explanation of evidence that they will do in their end of unit assessment essay.

In this lesson, students will be introduced to a guiding question that will help focus their work. Students will gather evidence about Salva's and Nya's points of view.

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 complete the Gathering Evidence graphic organizer and respond to one text dependent question independently as a grade, mid unit assessment. This task calls upon students to employ the practices of close reading that they have been practicing in earlier lessons.

In this lesson, students will be asked to explain how and why the novel's author both used and altered historical facts.