In this lesson, students will read a new excerpt of World Without Fish for the gist and then answer text-dependent questions in order to dig deeper into the text and analyze how the author, Mark Kurlansky, illustrates and elaborates on the idea of fish depletion in chapter 1.

In this lesson, students will read a new excerpt of World Without Fish for the gist and then answer text-dependent questions in order to dig deeper into the text and analyze how the author, Mark Kurlansky, illustrates and elaborates on the idea of fish depletion in chapter 2.

In this lesson, students will determine the theme of the myth of Cronus and connect details from the text to allusions and themes in the central text.

In this lesson, students will create cascading consequence charts about two different opinions concerning the use of DDT.

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

In this lesson, students will analyze the conclusion of a narrative in order to draft a conclusion for their narratives.

In this lesson, students will use the model essay and the "Are We Medieval? Forming Evidence Based claims graphic organizer in compose their body paragraphs and adjust their language usage.

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 process feedback from the end of unit-2 assessment to help them set goals for their writing for the performance task and then begin drafting.

In this lesson, students will write interview questions for a hypothetical eyewitness of the 1906 San-Francisco earthquake/fire.

In this lesson, students will write a summary of the excerpt reading the previous lesson and analyze how part of the text contributes to the whole text.

In this lesson, students will write a summary of the excerpt of text and analyze the text itself.

In this lesson, students will closely examine the "experience" or "Event" in the narrative models and use a graphic organizer to scaffold their thinking and writing process.

In this lesson, students will read a model essay for gist and analyze a model essay against a rubric in order to understand how to design their own essay content.

In this lesson, students will learn how to use dialogue, sensory words, and action verbs to improve their narratives.

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 read excerpt 5, focusing on Douglass's failed escape attempt. They will focus on identifying different types of figurative language.