This lesson primarily is left open for teachers to determine how you would like to celebrate the independent reading students have been doing.
In this lesson, students analyze how the plot, setting, and characters in Pygmalion interact.
In this final lesson of the unit and module, students will turn in their final performance task. Students then write book reviews for their independent reading books.
In this lesson, students choose the ads they will analyze in their performance task.
In this lesson, students continue to build their stamina and ability to make meaning of the Narrative through the process of reading each excerpt several times.
In this lesson, students continue to build their poetry analysis skills.
This is the final lesson on poetry, and it includes the End of Unit 1 Assessment, which focuses solely on poetry.
In this lesson, students begin to grapple with the central text and the central question as they read it: “What is Frederick Douglass’s purpose in writing the Narrative, how does he convey his purpose, and how does he differentiate his position from that of others?”
This lesson provides an opportunity for each student to share his or her learning aloud with the class, as well as to learn from classmates’ research before committing to a position. The students are put into like-minded groups intentionally to encourage them to work together to deepen their arguments.
This is the first lesson in a full unit that scaffolds background knowledge, research skills, and note-taking toward a final written argument in which students will present a position on whether the American Academy of Pediatrics should increase its recent recommendation for screen time for children from two hours to four hours.
In this lesson, students read an argument text which links neuroscience and digital media. This lesson continues the implementation of the Tracing an Argument note-catcher, which students will use twice in order to evaluate both sides of a yes/no debate piece on the question “Is Google Making Us Stupid?”
This lesson is students’ formal introduction to the overarching research question of the unit: “What are the potential benefits and risks of entertainment screen time, particularly to the development of teenagers?” This serves as the “big idea” for students’ research; it will serve as the lens through which the research is focused.
This lesson offers a quick review of the skill of paraphrasing, which is taught in Module 2. Students who have not done Module 2 will have plenty of review to catch up. This lesson also continues the launch of the researcher’s notebook.
In this lesson, students reflect on their growth as writers over the course of the year using their Writing Improvement Trackers.
In this lesson, students participate in an independent reading check-in using whichever routine you have established with your class.
This lesson is the “capstone” for the independent reading students have completed throughout the module. Students step back and take an evaluative approach to the book they have completed by creating a “cheat sheet” to which future students can refer to see if the book is a good match for them.
In this lesson, students begin to define the key term sustainable through the use of a Frayer model. This vocabulary work is designed to support students as they build a deeper understanding of sustainable water management, the overarching theme of the module.
In this lesson, students analyze how different sections of “Water Is Life” contribute to the overall meaning of the text.
In this lesson, students answer text-dependent questions on Paragraphs 10–12 of “Water Is Life.” The homework assignment on Paragraphs 13 and 14 is a continuation of this close reading, so it is intentionally included on the same handout.
This lesson introduces the text The Big Thirst, which students will work with across Units 1 and 2.