In this lesson, students will consider what makes a myth a myth through comparing “Shrouded in Myth” read in unit 1 to “Cronus.”

This interactive lesson provides students with an opportunity to evaluate how the use of language and wordplay emphasie the theme presented in Shel Silverstein's humorous poem, "Sarah Cynthia Silvia Stout, Wouldn't Take the Garbage Out." Students will close read the poem and explain how the use of alliteration, hyperbole, and strong imagery assist in revealing the tone, characters, and theme.

In this lesson, students create flowers to represent themselves and present them to the class.

In this lesson, students practice identifying the main idea in a reading passage by using a technique to eliminate unnecessary or irrelevant words.

In this lesson, students use short reading passages to identify, explain, and discuss the author's purpose for writing.

After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame. Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?

Explore the traditions and conventions of haiku and compare this classic form of Japanese poetry to a related genre of Japanese visual art.

This lesson invites students to reconfigure Meg’s journey into a board game where, as in the novel itself, Meg’s progress is either thwarted or advanced by aspects of her emotional responses to situations, her changing sense of self, and her physical and intellectual experiences.

In this lesson, students will begin to draft their three body paragraphs based on a model essay, as well as think of how to revise for word choice.

In this lesson, students will use the steps of the writing process (brainstorming, drafting, revising, proofreading, and publishing) to write original and, in small groups, perform their fables as skits. Students will also review the elements of a fable, such as theme, in order to create original written fables of their own.

In this lesson, students will write an essay using the evidence they have gathered during the last two lessons to explain how the main character from the central text is on a hero's journey.

In this lesson, students select a prose, poetry, or nonfiction excerpt from a book of their choice and share it by reading aloud to their classmates, who identify the genre and respond to related questions in their journals.

In this lesson, students make predictions about the storyline of a novel, then confirm and discuss those predictions as the story progresses.

In this lesson, students take on the role of the director of a movie. After exploring cinematic terms, students read a literary work with director's eyes. This lesson uses Charlie and the Chocolate Factory by Roald Dahl as an example; however, the activities can be completed with any matched movie and piece of literature (e.g., any of the Harry Potter books, A Series of Unfortunate Events, or The Polar Express).

During the Jewish holiday of Hanukkah, Reuven is forced to sell Zlateh, the family goat, because business has been bad. On his way to the butcher, Aaron (Reuven's son) and Zlateh get caught in a terrible snowstorm, and after finding shelter in a haystack, they develop a deeper bond and interdependence. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.