In this CCSS lesson, students will explore these stories through text dependent questions, academic vocabulary, and writing assignments.

This curriculum guide covers six works of Laurie Halse Anderson (Chains, Forge, Ashes, Fever 1793, Independent Dames: What You Never Knew About the Women and Girls of the American Revolution, and Thank You, Sarah: The Woman Who Saved Thanksgiving), and contains discussion prompts, key vocabulary terms, and ideas for assignments and activities related to each book.

This resource includes an excerpt from the book, "Two Hot Dogs with Everything", six text-dependent questions, one constructed-response writing prompt, and explanatory information for teachers regarding alignment to the CCSS.

This teacher's guide for The Dark Side of Nowhere by Neal Shusterman contains a summary of the text, discussion questions, activities, and research assignments.

In this lesson, students explore figurative language and point of view in the novel "Jacob I Have Loved".

A guideline for teachers to compare the works of Edgar Allan Poe and Ambrose Bierce and discuss how their narration choices affect the piece and the reader.

Rachel wakes up on her eleventh birthday feeling as if she’s still ten—and nine, and eight, and all the ages that came before and the day just gets worse from there. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.

This is unit utilizes Historical Fiction and Nonfiction text to address standards such as determining  a theme; providing a summary; Describing how the plot unfolds as well as the character’s response; and explaining how an author develops the point of view of the narrator or speaker in a text.

In this lesson, students will work independently to find evidence of Laurence Yep's perspective on being Chinese in Dragonwings.

In this lesson, students will find evidence of Carl Hiaasen’s Perspective in Flush and use it to illustrate perspective.

In this lesson, students will look behind the story at the historical, social, and cultural circumstances that shape the narrative throughout Esperanza Rising. The lesson also invites students to contemplate some of the changes Esperanza undergoes as she grows into a responsible young woman and the contradictions that she experiences.

In this lesson, students learn the elements of biography and autobiography, determine what information is included in each genre, identify the text structures to explain why it is used, and compare/contrast the use of point of view and text structures in biographies and autobiographies.

In this lesson, students will work in groups to identify evidence of Carl Hiaasen's perspective of Florida in Flush.

In this lesson, students will use a graphic organizer in order to add textual evidence of author Laurence Yep's perspective of the police present in Dragonwings.

This is an end of unit assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings and Determining Connotative Language

In this lesson, students are introduced to the novel Dragonwings by reading pages 1–5. They also are introduced to the concept of point of view.

In this lesson, students build on their previous work on figurative language from Module 2.

This lesson begins to “gradually release” students to work more independently. They work in pairs without any teacher modeling to find the gist and then to analyze an excerpt of Dragonwings for point of view, figurative language, tone, and meaning.

In this lesson, students work in pairs without any teacher modeling to find the gist and to analyze an excerpt of Dragonwings for point of view, figurative language, tone, and meaning.

In this Mid-Unit 1 Assessment, students read a passage of Dragonwings and are asked to identify and interpret the figurative language in the passage.