In this lesson, students build background knowledge about Vietnam by reading and discussing one section of "The Vietnam Wars."
In this lesson, students continue reading and discussing "The Vietnam Wars," focusing on how Vietnam was a “Battleground in a Larger Struggle.”
This lesson introduces a new opening routine that students will follow throughout Unit 2. This routine allows 10 to 15 minutes for students to work with the portion of the novel they read for homework. Students share their structured notes homework and are encouraged to add to their notes based on this discussion.
During today’s assessment, students independently read an unfamiliar informational text about a refugee experience and answer literal and inferential text-dependent questions, as well as questions that assess students’ ability to determine word meaning based on context clues. Students also answer three constructed-response questions that require evidence from the text to support their answers.
In this lesson, students are introduced to the end of unit assessment prompt. From the assessment prompt they then begin to transition from the idea of how refugees flee and find a new home to a focus on the more psychological and emotional aspects of being turned “inside out.”
In this lesson, students read and analyze the Model Readers TheaterOne-Scene Script (from Lesson 14) to generate criteria of an effective Readers Theater script that they can then apply when drafting their own scripts later in today’s lesson.
In this lesson, work on their essay revisions during class. Have independent activities ready for students who finish revising early.
In this lesson, students will use the Written Conversation protocol to synthesize the various reactions of characters to the verdict.
In this lesson, students begin the writing process for the End of Unit 2 Assessment, an argument essay on To Kill a Mockingbird.
In this lesson, students complete an on-demand mid-unit assessment. The questions posed in the assessment have been discussed at length in previous lessons, so students should be able to answer them confidently. At the end of the lesson, students peer critique the script of another member of their Readers Theater group against the Readers Theater Criteria anchor chart.
In this lesson, students reread Act 1, Scene 2, in which Shakespeare introduces Bottom the weaver and Peter Quince gives out roles for the tradesmen’s production of Pyramus and Thisbe. The focus during the Work Time becomes the text to film comparison. Students view a short segment of the film version of A Midsummer Night’s Dream.
Although this lesson is in Unit 2, it is actually the kickoff for Unit 3. This is to give you time to look over the draft end of unit assessments before handing them back to students with feedback in Lesson 18. Before this lesson, use the exit ticket from Lesson 15 to analyze students’ favorite character choices and assign characters to students.
In this lesson, students read and analyze a model character confessional narrative to generate criteria for an effective narrative that they can then apply when writing their own drafts later in today’s lesson.
In this lesson, students revise their essays.
This lesson focuses on Shakespeare’s craft, and allows students to think about how Shakespeare crafted a text in which other themes simultaneously come through.
This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The final task assesses student mastery of the geometry standards related to finding the volume of geometric figures.
In this module, students consider the guiding question: How do writers capture a reader's imagination? as they take a deep study of the classic tale Peter Pan.
In Unit 1, students begin to build background knowledge about the women’s suffrage movement and the role that Susan B. Anthony played in it. Students will read a variety of informational texts as well as primary source documents. In Lessons 1 and 2, students are introduced to the topic through examining a timeline on the history of voting in America and an excerpt of a speech by Susan B. Anthony. (They will revisit the speech throughout the module.) Throughout the first half of this unit, students will read and summarize several informational texts about Susan B. Anthony. Students will also learn to use glossaries, context clues, and deconstructing parts of words as strategies for understanding unfamiliar academic and domain-specific words. This is followed by a mid-unit assessment of RI.4.2 and RI.4.4. Students then continue learning about Susan B. Anthony’s role in the suffrage movement, comparing firsthand and secondhand accounts of key events in the history of voting in America. The end of unit assessment focuses on RI.4.2 and RI.4.6: Students compare firsthand and secondhand accounts of a modern-era historical event (the inauguration of Barack Obama).
This unit focuses on earthquakes and volcanoes as the visible signs of plate tectonics. Students progress through a series of investigations using indirect evidence (models) and direct evidence, experiments, active learning experiences, researching using a variety of sources, questions, and assessments. Assessments include: pre-, post and 4 formative assessments.
This unit focuses on the layers of the Earth and what causes movement in the layers. Students progress through a series of investigations using indirect evidence (models) and direct evidence, experiments, active learning experiences, researching using a variety of sources, questions, and assessments. Assessments include: pre-, post and 4 formative assessments.