In this lesson, students will first review and discuss the reading they did for homework, and then use evidence to support their claims.

In this lesson, students will focus on identifying evidence of how Eliza Doolittle is a dynamic character.

In this lesson, students will synthesize their learning from Chapters 1-5 of A Long Walk to Water, focusing on their current understanding of Nya and Salva. This prepares them for a shift in focus to informational text in the following lesson.

This lesson combines a lesson on genre with an opportunity for students to write and experience how genre changes a situation. Students first share what they know about letters and discuss books that feature letters. They then compare and contrast letters written for different purposes and situations. Then, by examining letters in selected picture books, students see how genres have flexibility and can be used in different situations. Next, they practice this flexibility with genres by writing a story using a series of letters to tell the story—using a book they have recently read, rather than creating one of their own, so that they can see the effect of genre choice. Finally, students make final revisions to their letter-stories and share them with the class.

The following series of activities for the classroom allow students to explore and interact with poetry by writing letters to poets.

For this lesson, students closely examine the different characters in a novel by keeping journal entries, meeting for group discussions, and using an online graphic organizer. This extensive character examination helps them prepare for a final project that involves creating an interview-style television show in which students write the script and assume the roles of the television host and the characters on the show. Questions can be about events from the novel as well as other topics that were not explicitly covered in the novel. Answers are based on students’ knowledge of the characters and their personalities.

This teacher's guide for Lion Island: Cuba's Warrior of Words by Margarita Engle contains information about the book, discussion questions and prompts, activity suggestions including a readers theater, and ways to connect the themes in the book to other subjects.

In this lesson, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.

This teacher's guide for Little Green by Chun Yu includes background information on the Cultural Revolution, discussion questions, activities, writing practices, and collaborative exercises.

This lesson from the New York Times is a collection of activties and lessons to help students make accurate inferences in their own reading.

In this lesson, students will use the individual experience of Mary McLeod Bethune to analyze choice, its affects on social equality, and impact on their own life experiences.

In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.

Students will be introduced to reading through the use of graphic novels. Students will follow different themes in the novel citing quotes to support the different themes in the book.

The activities in this lesson invite students to focus on the characters from A Midsummer Night's Dream, to describe and analyze their conflicts, and then to watch how those conflicts get resolved.

In this lesson, a three-pronged approach is used to help students create mental images while reading. The first approach develops schemata (prior knowledge) and visual awareness (the understanding and interpretation of visual images) by introducing content-related picture books and having students respond to the illustrations using a series of question prompts. The next approach capitalizes on existing visual comprehension using a strategy called Watch-Read-Watch-Read (W-R-W-R), where video clips build background knowledge and assist students in developing "memory pegs" as they read. Finally, students use a strategy similar to the think-aloud approach, creating drawings to illustrate and understand relevant information gleaned from print.

This teacher's guide for The Misfits by James Howe containes discussion questions, activities, and research assignments.

The students will explore reading strategies using the think-aloud process as students investigate connections between the life and writings of Edgar Allan Poe. The unit, which begins with an in-depth exploration of “The Raven,” then moves students from a full-class reading of the poem to small-group readings of Poe’s short stories (“The Black Cat,” “Hop-Frog,” “Masque of the Red Death,” and “The Fall of the House of Usher”). The unit concludes with individual projects that explore the readings in more detail.

When a sudden and inexplicable force causes everything to stop working on Maple Street, the people there begin to wonder who or what is responsible. Fear begins to invade each person’s mind. This behavior reveals that the real monsters on Maple Street are the people themselves and the fears and prejudices they harbor. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

A teachers guide for My Sisters' Voices: Teenage Girls of Color Speak Out by Iris Jacob including questions for deeper comprehension, exercises for the class, and suggestions for further reading.

Using the topic of Mythology, students will work through various activities to learn the characteristics of a Narrative Essay. This particular unit will/should take place prior to writing the Narrative Essay. Many of the lessons address how to identify, create, apply and analyze point of view, theme, dialogue punctuation, argumenative qualities and citing direct and indirect evidence.