This lesson includes the End of Unit 1 Assessment. After the assessment, students refine and reflect their knowledge of identity by creating three more anchor charts that summarize their knowledge.
In this lesson, students analyze how different sections of “Water Is Life” contribute to the overall meaning of the text.
In this lesson, students answer text-dependent questions on Paragraphs 10–12 of “Water Is Life.” The homework assignment on Paragraphs 13 and 14 is a continuation of this close reading, so it is intentionally included on the same handout.
These English Language Arts/Literacy Units empower students with critical reading and writing skills at the heart of the Common Core: analyzing and writing evidence-based arguments.
This unit develops students’ abilities to analyze arguments from a range of perspectives on the use of performance-enhancing drugs in sports. Students also learn to develop, write and revise their own evidence-based arguments.
This resource includes informational paried passage mini-assessment that includes two articles and one accompanying recording, thirteen text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS. Articles included are “High Schools Starting Later to Help Sleepy Teens,†by Michelle Trudeau and “High schools will keep starting too early. Here’s why" by Dan Weissman.
This lesson and resource uses headline articles to help students read effectively by distilling main ideas from an informational text.
In this lesson, students will read and listen to/view a speech by Jesse Jackson during the 1988 Democratic National Convention. Students will deeply analyze the speech for content and purpose, focusing on the relevancy and effectiveness of Jackson’s personal story that he uses to conclude his speech. Students will analyze how this concluding section contributes to the whole speech and to the development of ideas expressed throughout the speech. Students will then independently complete a RAFT assignment in which they may self-select the Role, Audience, and Format; all students will have the same topic – reaction to hearing the speech. The RAFT writing will further explore the impact of the personal testimony on the speech as a whole. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.
This PDF allows students to read passages, identify the text structure, and write information from the passage into the appropriate graphic organizer. The handout will serve as a great means of practice to remediate, enrich, or extended students? knowledge about various types of text structures found in informational text.
In this lesson and resource, students evaluate debate claims and examine their own reasoning.
In this lesson, students will analyze the main idea of an informational text, "You Trouble" by Justin O'Neill.
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 will continue to examine unions as agent of change, focusing on Chavez's address and how he shifts the focus from the past to the future.
In this lesson, students will focus on how Chavez develops his claims int he Commonwealth Club Address.
In this lesson, students will analyze how parts of the Commonwealth Club Address contribute to the overall central claim.
In this lesson, students will focus on if/then statements in "The Digital Revolution and the Adolescent Brain Evolution."
In this lesson, students will analyze text structure, working with a graphic organizer that helps them note how each section connects tot he central claim of the text.
In this lesson, students will study the rhetoric in the second part of Chavez's address, as well as focusing on the structure of the conclusion of the speech.
In this lesson, students will analyze the structure of Chavez's Wrath of Grapes speech.
In this lesson, students will focus on analyzing text structure in the text, "Generation Z Stereotyped." Students will discuss generational identity.
In this lesson, students will analyze the text "Is Money Affecting Your Social Status?" and identify claims, interactions, and structures.