This lesson introduces students to the second and third paragraphs of “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity,” which describes factors that make adaptation successful for refugee and immigrant children.

This lesson introduces students to the fourth paragraph of “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity,” which describes how refugees mourn what they leave behind.

This lesson introduces students to one section of the article “Refugee Children in Canada: Searching for Identity.” The section is entitled “Refugee and Immigrant Children: A Comparison,” which describes the similarities in the adaptation process of refugees and immigrants.

In this lesson, students continue to work with Shirley Chisholm’s speech “Equal Rights for Women.” Having thought about the gist of the whole speech in Lesson 3, they now reread and annotate each section of the text for the gist.

In this lesson, students are going to analyze another speech, “Ain’t I a Woman?” by Sojourner Truth.

In this lesson, students analyze excerpts from Lyndon Johnson’s Speech “The Great Society” for their mid-unit assessment.

Students continue to work with Simon Schama’s article “The Shakespeare Shakedown.” In this lesson, they work together to analyze paragraph structure in the article. This is a complex text and a challenging task.

The assessment text in the lesson is excerpted from “The Top Ten Reasons Shakespeare Did Not Write Shakespeare.” The text has been excerpted due to the long length of the article.

This lesson and resource uses headline articles to help students read effectively by distilling main ideas from an informational text.

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 learn what a thesis statement is and how it relates to an informational reading.

Students will have an opportunity to develop such "live interviews" with ancient athletes; working in small groups, they will produce a script based on the results of their research and they will perform the interview for other students in the class.

Students will explore the personalities of the Revolutionary War's Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate.

This PDF allows students to read six nonfiction passages, identify the main idea and text structure, and come up with an appropriate title for each text.

This Achieve the Core 7th grade mini-assessment for The Long Night of the Little Boats by Basil Heater includes the text excerpt, quantitative and qualitative analyses of the text, question annotations, and supplemental materials so that students will experience an indepth understanding of the text.

In this unit students practice writing to an essential question, using context clues and root words to determine word meaning, close reading with the aid of a glossary, taking notes with graphic organizers, re-reading to answer text dependent questions; and summarizing.

This lesson plan uses graphic organizers to help students create podcasts/ radio broadcasts using a Natural Inquirer article.

In this lesson, students will dissect a Times column about the leadership styles of former Vice President (and Nobel Laureate) Al Gore and President George W. Bush and then write their own opinion editorial on presidential leadership.

This resource includes two nonfiction texts, a link to a video, and 17 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.

The objective of this activity is to reinforce the importance of being specific while dealing with events of a sequential nature, such as the phases of the moon.