Is immigration reform necessary? In this lesson, students will revise their narratives for sentence variety and proofread them. They’ll read Emma Lazarus’s poem “The New Colossus” and discuss what the poem says about immigrants. They’ll write about current issues regarding immigration.

In this lesson, students will share their drafts of their fear narratives and give feedback in small groups. They’ll have class time to revise and complete a final draft. They’ll revisit the Universal Declaration of Human Rights to see what the document says about immigrants and refugees.

Whom should we let in? In this lesson, the defense, prosecution, and teenager from two cases will make their presentations. The policy board members will decide each case. Those observing will take notes, listing arguments for and against granting asylum.

Whom should we let in? This lesson is a repeat of the last lesson, with the cases of two different teenagers presented. After the class listens to the cases and decisions, you will clarify your students’ argument assignments.

In this lesson, students will be assigned a role for the Granting Refuge Activity. They’ll meet in groups to research, develop strategies, and plan how to argue for granting asylum or denying it.

In this lesson, students will meet with their Granting Refuge Activity groups. Then they’ll meet in one of three groups: teenagers and their defenders, prosecutors, and policy board members. Finally, they’ll go back to their original groups to prepare arguments for the next lesson.

What are the requirements for a written argument? In this lesson, students will draft an essay arguing in favor of granting asylum to one refugee in the Granting Refuge Activity and against granting it to another. They’ll share their writing and get feedback.

In this lesson, you'll use your detailed outline to write an initial draft of your report. You'll share your writing in triads and receive feedback. Your essay may be chosen for Author's Chair. You'll revise the body of your report and consider ways to embed multimedia elements.In this lesson, students will use their detailed outline to write an initial draft of their report. They’ll share their writing in triads and receive feedback. Their essay may be chosen for Author’s Chair. Students will revise the body of their report and consider ways to embed multimedia elements.

In this lesson, you'll work with a partner to brainstorm ideas for research for your report. You'll review the Informational rubric and write a detailed outline.In this lesson, students will work with a partner to brainstorm ideas for research for their report. They’ll review the Grade 12 Informational Writing Rubric and write a detailed outline.

In this lesson, you'll join a small group to share your report and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. You'll revise, proofread, and prepare the final draft of your report.In this lesson, students will join small groups to share their reports and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. Students will revise, proofread, and prepare the final draft of their report.

Congratulations on all the writing you have completed in this unit! In this lesson, selected students will present their work. After those presentations, you'll submit your report and write a reflection on what it means to be a civilized citizen.Congratulations on all the writing students have completed in this unit! In this lesson, selected students will present their work. After those presentations, they’ll submit their report and write a reflection on what it means to be a civilized citizen.

In this lesson, you'll see who the class thought should be granted asylum. You'll learn about your next assignment: a report on an issue from your Independent Reading book. You'll choose your issue, submit it to your teacher, and start working.In this lesson, students will see who the class thought should be granted asylum. They’ll learn about their next assignment: a report on an issue from their Independent Reading book. Students will choose their issue, submit it to you, and start working.

In this lesson, after being introduced to the unit, students will begin reading act 1 of The Tempest with the goal of understanding who the characters are and what happens. They’ll begin to chart the characters and find useful vocabulary.

What are the conventions for citing quotations from a play? You will guide students through the rules, and they’ll have one more chance to proofread their essays. Students will reflect on the Guiding Questions. Then they will select their Independent Reading books.

In this lesson, students will begin by reviewing the play so far and then meet again in groups to read act 4. They’ll do a close reading of Prospero’s lines and take on the perspectives of different characters to comment on his meaning. For homework, students will continue planning their essays.

In this lesson, students will write about and discuss this question: Who is enslaved in The Tempest? They’ll read, annotate, write about, and discuss act 5. Then students will take on the persona of one of the characters and explain their actions.

Who is free at the end of the play? In this lesson, students will share their responses to that question and their ideas about the ending of the play. Students will have class time to draft an essay about civilized behavior in The Tempest. For homework, students will complete an initial draft of their essay.

Who in Shakespeare’s play is guilty of violating human rights as we understand them today? In this lesson, students will continue reading, annotating, and discussing act 2 in small groups. They’ll also focus on Gonzalo’s ideas of an Eden-like civilization.

Which character in The Tempest has been treated most unfairly? In this lesson, students will continue that discussion. Then they’ll share their annotation of the O’Toole essay and write about whether technology can be used to “suppress and subjugate.” Students will also plan for their “Who Is Civilized?” essay.

In this lesson, students will meet in small groups to read initial drafts of their essays, focusing on introductions and conclusions. Then they’ll use a rubric to see what needs to be revised and will do so for homework.