In this lesson, students will analyze point of view by considering how comparing and contrasting Salva and Nya's experiences allows the author to show what factors enabled survival in Sudan.
In this lesson, students will focus on the powerful content, language, images, and themes of Frederick Douglass: The Last Day of Slavery.
In this lesson, students will participate in a modified Gallery Walk to preview and connect the case studies that compose this module.
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 explore the foundation for the module's exploration of identity. Students will begin building a working definition of identity by first exploring their own, and then framing the concept through cultural identifiers.
In this lesson, students learn the difference between a narrative and a summary, using Frederick Douglass: The Last Day of Slavery as a the model text for the performance task.
In this lesson, students will be introduced to the unit, examine the AAP Recommendation for Screen Time, and complete a mini lesson focused on how to identify credible sources.
In this lesson, students will explore an investigation of working conditions in the modern-day garment industry.
In this lesson, students will learn about the concept of theme, which lays the foundation for their work later in the unit on an essay related to the theme in the novel.
In this lesson, students will consider a short video and then participate in a modified Gallery Walk to preview and connect to the learning in future lessons.
In this lesson, students are introduced to the topic of the module through a map of south Sudan in the central text, A Long Walk to Water.
In this lesson, students hear The People Could Fly: The Picture Book by Virginal Hamilton read aloud. Students will discuss what makes it powerful.
In this lesson, students will be introduced to the guiding question of Unit 2: Who changes working conditions? The students will think about this individually, in groups, and as a class.
In this lesson, students will use feedback from others to revise and improve their essay.
In this lesson, students will begin to read A Long Walk to Water and learn some of the close reading strategies that will be used, including reading for gist.
In this lesson, students will deepen their working concept of identity by exploring how gender expectations influence identity formation. They will then add to or revise their definition of identity on the anchor chart. Students will begin reading the central texts of Unit 1, six nonfiction texts on identify from a variety of genres.
In this lesson, students will evaluate a children's book in order to evaluate the narrative technique. Students will participate in a Children's Book Scavenger Hunt. Then, using the author's language as a scaffold, they will then write their own theme for two of the episodes they read.
In this lesson, students will begin to work with the central text, César Chávez’s Commonwealth Club Address (1984). This text is challenging. Therefore, students will first read and listen to large chunks of the speech for gist. Then they will reread and analyze each selection in greater depth. Then students dive deeper into the first seven paragraphs of the Commonwealth Club Address to analyze one of Chávez’s claims.
In this lesson, students will begin to learn about the central text, Narrative of the Life of Frederick Douglass and its historical context. Students will focus on the author's point of view, purpose, and audience.