In this lesson, students investigate and analyze the historical context of the Revolutionary War song, "Yankee Doodle." As a culminating activity, students will be asked to create their own additional verses about George Washington to the tune of the song.

This unit is designed for students to learn to make judgments and decisions based on facts, and to use informational and imaginative speech to present their personal viewpoint and opinion to others. Students experience, first hand, taxation without representation, and will develop a very real sense for the need to preserve the inherent freedoms of man. Using the American flag as a graphic organizer, students will develop a clear understanding of the actions and reactions of the American colonists to British rule and to our most important national holiday, the 4th of July. Historically significant events will be studied and organized through exploration of facts and opinions and interaction with informational text and class discussion.

In this lesson, students generate their own list of superheroes from popular culture. They work in groups to read selected books and develop a list of superhero traits from these titles. They then compare the book superheroes with their pop culture counterparts using the online Venn Diagram or the Venn Diagram mobile app. Finally, students explore individual superheroes from multiple perspectives, using a list of guiding questions that encourages them to consider how superheroes might differ depending on audience, gender, or setting.

Students will read a passage; read and match vocabulary and characters with descriptors; write responses to questions; read excerpts and write the Standard English version; write textual evidence as support; and write about a character's viewpoint. This resource supports English language development for English language learners.

Students will read a description of and passage from one of Aesop's works, events, questions, vocabulary, definitions, idioms, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read background information and a passage. Students will then read questions and write answers to the questions. This resource supports English language development for English language learners.

Students will read "If," write to explain, read and analyze the text for character traits and vocabulary, write examples of figurative language, write quotes to support a main idea, and write a narrative. This resource supports English language development for English language learners.

Students will read two passages from a book and infer the author's message about two differente settings. This resource supports English language development for English language learners.

Students will read a description of and passage by Albert Payson Terhune, events, questions, vocabulary, definitions, text excerpts, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a passage from Dickens's work and write a summary. This resource supports English language development for English language learners.

Students will read and write to analyze "A Red, Red Rose," for vocabulary and use of similes. This resource supports English language development for English language learners.

Students will read a description of and poem by Lewis Carroll, events, questions, vocabulary, definitions, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a passage from Twain's work and write to compare and contrast two settings. This resource supports English language development for English language learners.

This resource supports English language development for English Language Learners. Students can read the classic fairy tale online or print out the available PDF. Accompanying audio is also available for supporting comprehension and building fluency.

Students will read a description of and a passage from Rober Louis Stevenson's work. Students will then write answers to questions based on the passage. This resource supports English language development for English language learners.

Students will build speaking and listening skills through discussion, develop fluency and literary understanding, and will build skills in written expression.This resource supports English language development for English Language Learners. This is a full lesson plan focusing on the poem "I'm Nobody." The plan includes activities in all language domains with multiple opportunities for student interaction.

In this lesson,students work to transform narrative-style letters into poetic format and they are forced to think carefully about where to end each line. Students begin by discussing letters they have written and working with an online tool as an introduction to letter poems. As a group, students look at a letter form of “This is Just to Say” by William Carlos Williams and add line breaks to turn it into a poem. They then compare the poem they created with the original, discussing why the poet made the line break choices he did. Next, students
work in small groups to rewrite another letter as a poem and then compare the various groups’ results with the original poem. Students then use a Venn diagram to compare letters and poems. Finally, they compose their own letter poems.

In this lesson, students identify similes in poetry and gain experience in using similes as a poetic device in their own work.

This retelling of the Greek myth "Pandora's Box" includes accompanying audio and graphic illustrations. This resource can be used as scaffolding for reading comprehension, as differentiation for a multileveled classroom, and can build listening comprehension skills and vocabulary development. This resource supports English language development for English Language Learners.

Students are required to act out their favorite character from the book, The Invention of Hugo Cabret. Students will also develop an opinion of the main character, Hugo Cabret. They must decide if he is a diligent or obsessed person. Students will then create their own Hugo Cabret puppet using a paper plate and cut out body parts. The puppet will convey two reasons why the student felt the way they did about Hugo, as well as two references from the text to support their opinion.