In this lesson, students will begin with a discussion about their reading of the play so far. In small groups, they’ll speculate about where Shakespeare got some of his ideas. They’ll write about Prospero’s justification for causing the life-threatening storm.

How does Prospero plan to avenge the wrongs done to him? In this lesson, students will discuss responses to the reading. In groups, they will continue to read, annotate, and discuss the play. At the end of the period, students will quiz themselves on vocabulary from the play.

In this lesson, students will discuss human rights. They’ll begin asking who in The Tempest is civilized. Students will research what life was like in Shakespeare’s time. Then they’ll read and annotate the Universal Declaration of Human Rights.

Where did Shakespeare get his ideas? In this lesson, students will read and annotate source materials written by Montaigne and others. They’ll discuss the question of what the materials say about native peoples of the Americas. They’ll also compare the ideas of Gonzalo and Montaigne.

Over the next two lessons, students will complete the culminating assessment for this unit.In this lesson, students will read text and answer questions that reflect their reading comprehension. Some questions will ask students to select from a group of answers supplied. Other questions will ask students to construct their own answers and write them in the space provided.

Today, students will take the writing portion of the culminating assessment.They will reflect on all the material they have read in this unit, and they will use their understanding of all the material presented to them to write an essay. You will evaluate their work in both reading comprehension and writing.

In this lesson, students will read an excerpt from Lincoln’s first inaugural address and analyze how he used this speech to express his ideas at a critical point in history.

In this lesson, students will read two speeches given by Abraham Lincoln and consider how he shaped his words to have the most impact on his audience. They’ll consider how these speeches reflect the national situation just before the Civil War and put themselves into the mind-set of a New Jersey state senator.

In this lesson, students will continue analyzing Lincoln’s first inaugural address. They’ll read two more of his speeches, including the Gettysburg Address. Then, they’ll analyze his themes and the ways that he used literary and rhetorical devices.

Now it’s time for students to start planning their written chapter. They’ll read prior journal entries and written assignments to help them decide what they want to write about. As they start planning, they’ll consider what anecdotes and memorable characters to include and create a timeline of events.

The purpose of this third informational Benchmark Assessment (Cold Write) is to determine what students know about informational writing. Students respond to a writing prompt, and you will score results as a measure of progress in subsequent assessments. Then students will brainstorm what they want to communicate in their self-portrait and begin to outline their self-portrait.

What do students need to accomplish to complete this project? What part of their work will take the most time? They’ll start to create a planning calendar to establish the steps of their work plan. They’ll schedule due dates for themselves and get feedback on their outline and calendar.

What does a multimedia memoir look like? Students will continue to explore website-creation or portfolio platforms they can use to create and publish their self-portrait. They’ll take a close look at a multimedia story to examine its features and plan the media they will use to express their own work.

Students will spend time finishing the revision of their written chapter and reviewing possible extensions to include in their work—such as creating an image or writing a poem. They’ll share the ways in which their project work has gone well and any concerns they still have.

Time to write! Students will get started on the first draft of the written chapter of their self-portrait. They’ll spend time focusing on ways to create a strong and memorable opening to draw their readers in.

How can students enhance the written chapter of their self-portrait? They’ll review different types of artifacts that they can add to their written chapter, such as images, video, and audio. They’ll decide which artifacts they want to include and make plans to create them.

Today, you will demonstrate how much you know about writing an effective argument.In this lesson, you will administer a Benchmark Assessment (Cold Write) to determine what students have learned about argument writing. Students will respond to a prompt, and then you will assess each student’s argument using the scoring guide. Students have had the opportunity to write an argument earlier in the year; this final assessment will show their growth as writers and their mastery of the genre. To see individual students’ progress in argument writing, compare the scoring guides from previous Cold Writes.

What questions and concerns do students have with the first draft of their written chapter? They’ll spend time working with a partner to peer edit their draft and get feedback on their writing. They’ll then start planning the revisions they’ll make to their written chapter.

How will students explain their work? What do they want their audience to know about their creative process? They’ll look at examples of Artist’s Statements and start to plan their own statement. With the class, they’ll create a checklist of requirements for writing an Artist’s Statement.

Congratulations! Students have finished and published their final project. Now they will begin to share and present the chapter they included in the class anthology. As their classmates share, they should note what in the presentations stands out. What made a strong impression?