In this lesson, students will complete a mid unit assessment, focusing on gender identity and expectations.

In this lesson, students will analyze word/phrase meaning; the ways the author has conveyed her point of view of the relief-camps; and how the author has introduced/illustrated/elaborated on relief-camps.

In this lesson, students will read two informational articles in order to compare and contrast two texts in a simulated research activity.

In this lesson, students will trace an argument in both an article and a video, using questions and graphic organizers to assist their understanding.

In this lesson, students will read a passage of Dragonwings and then identify and interpret the figurative laungauge in the passage.

In this lesson, students will analyze how Kurlansky develops the idea of an ocean food web in Chapter 3 of World Without Fish and see how this develops his message.

In this lesson, students will read a passage of Flush and identify and interpret point of view and plot development in Flush.

In this lesson, students will complete the mid unit assessment using the final stanza of the poem.

In this lesson, students are introduced to the criteria for writing introductory/concluding paragraphs. To build their understanding, students look at the similarities/differences of an introduction and conclusion.

In this lesson, students are asked to both identify/interpret the figurative language in this passage. They use a graphic organizer identical to the one they used to track figurative language.

In this lesson, students will complete the mid-unit assessment. In Part 1 in this lesson, students will analyze and interpret the information presented in different kinds of media, including photographs, charts, maps, and eyewitness accounts to find answers to the question: “How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?” Then, they fill out the graphic organizer in order to collect information from research. They also analyze a new literary text and describe how it connects to the other literary texts that have been explored in this module.

In this lesson, students will use a graphic organizer in order to research information about buying fish caught using sustainable methods.

In this lesson, students will continue reading articles and completing their Researcher's Notebook.

In this lesson, students will explain how new information connects to the topic and how the resources deepened their understanding of how to buy sustainably sourced fish.

In this lesson, students will work in groups of three to discuss how the resources they analyzed helped deepen their understanding of the 1906 San Francisco earthquake and fire.

In this lesson, students will read, summarize, and analyze text evidence from an article in order to support the claim that it is beneficial to read every day.

In this lesson, students will focus on the question, "What adversity did people face as a result of the Black Death?" Students will read an excerpt of text and answer questions about word and phrase meanings as well.

In this lesson, students will use the poem "Skateboard" from Technically It's Not my Fault and the article "Councilman: Ban Skateboarding in Downtown Columbia."

In this lesson, students are asked to tread the monologue "Pask, the Runaway" in Good Masters! Sweet Ladies! and consider how the author's word choice contributes to tone and theme development.

In this lesson, students will use the informational text “The Hero’s Journey” to justify their plan for their own narrative as fitting the archetypal pattern of a hero’s journey.