In this lesson, students will begin recording the authors, titles, sources, and dates of the sources in order to collect research information.

In this lesson, students will be introduced to research topics, and by the end of the lesson they will choose a topic for their own research.

In this lesson, students will continue their close read from the previous lesson to include background knowledge about the important archetype of the hero’s
journey by reading an article.

In this lesson, students will use information about the myth of Cronus to interpret a key allusion to Cronus in the central text.

In this lesson from Expeditionary Learning, students will imagine themselves in the role of the main characters of That Book Woman by Heather Henson. They will discover the motivations of the characters through role-playing and investigating the illustrations in the text. Students will use an informational text to investigate why it might be difficult to get books to people, as it was in That Book Woman. This is Lesson 1 of 17 from the Grade 3 Curriculum Map Unit 3, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-3 .

In this lesson, student will develop word-models for key concepts they encounter in "The Key Elements of Mythology" informational text.

In this lesson, students will use teacher feedback from their mid unit assessment in order to identify their individual writing strengths and set goals for their own analytical writing.

In this lesson, students will read the first of a two-part excerpt of a 60 Minutes interview with Carl Hiaasen in 2005.

In this lesson, students will read Excerpt 2 of "Florida 'A Paradise of Scandals" and complete most of the Gathering Evidence of Hiaasen's Perspective: Part 3 graphic organizer.

In this lesson, studuents are introduced to an excerpt from an interview titled "Five Creative Tips from Carl Hiassen: Florida's Cleverest Chronicler."

In this lesson, students will think analytically about the research they collected in their researcher's notebook, coding information into two categories: Benefits of DDT or Harmful Consequences of DDT. Students will use their Cascading Consequences chart as a visual to support their claims and findings.

In this lesson, students will work in triads and share responses to Chapter 4, "The Wilderness Tests the Eyases" focus question. Students will continue to discuss and develop vocabulary from the text.

In this lesson, students will analyze a body paragraph of the model position identifying the author's reason, supporting evidence, and the author's explanation of how the evidence supports the claim.

In this lesson, students will use close reading strategies in order to understand the flow of the text and get the gist of the monologue "Hugo, the Lord's Nephew."

In this lesson, students will read the monologue "Taggot, the Blacksmith's Daughter," closely four times, each for a different purpose.

In this lesson, students will compare figurative language with literal language in order to examine how an author uses different figures of speech to help convey messages or express themes in interesting/dramatic ways.

In this lesson, students will review figurative and literal language and practice identifying examples form song lyrics.

In this lesson, students will use the jigsaw method to collaborate with peers in order to learn about peregrine falcons. This lesson reviews reading for the gist and gives students practice in annotating informational texts.

In this lesson, students will complete "Text 2" information on the Comparing and Contrasting Authors' Presentation graphic organizer using "Rachel Carson: Sounding the Alarm on Pollution."

In this lesson, students will work in groups to discuss narrative techniques in "My Sister is Crazy."