This is an excerpt from "Tomb Robbers" a story based on Ch’in Shih Huang Ti, the first emperor of China. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

Suggestions on how to guide students through the writing process when writing editorials "” from brainstorming a topic to publishing their work "” and all the steps in between.

In this lesson students do a close reading of “Learning to Read,” a poem by Francis Watkins Harper about an elderly former slave which conveys the value of literacy to blacks during and after slavery. The activities also prompt students to examine the nature of literacy in the 21st century and the value they put upon it.

Franklin R. Chang-Diaz is an immigrant from Costa Rica who began thinking about space at age seven when the Soviet Union launched the first satellite into space. After going through many obstacles he was accepted to NASA and became “the first Hispanic to be in the space program for the long run". In this CCSS lesson, students will explore his story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.

Students will read scientific text about top predators in Arctic marine ecosystems and how they may be affected by global climate change. Students will work individually or collaboratively to write a report based on the scientific text they have read and participate in a large-group discussion session based on their analysis.

In this lesson, students will listen to Steve Jobs’ section of the speech in order to find the gist and identify unfamiliar vocabulary in a short extract.

In this lesson, the first in the next series of the two-lesson cycle, students will focus on paragraphs 12-14 of Steve Jobs' Commencement Address, reading for gist and determining the meaning of unknown words from context.

In this lesson students work in small groups to analyze various myths alluded to in the Lightning Thief to determine themes for later literary analysis of the central text.

Lesson 10 is the first lesson in the final series of the two-lesson cycle and has students reading for gist and determining the meaning of unknown words from context

In this lesson, students are introduced to the Steve Jobs speech. In this first lesson of a two-lesson cycle, they listen to Steve Jobs delivering a section of the speech while following along in their own text. Then they find the gist and identify the meaning of unfamiliar vocabulary in a short extract.

Lesson 8 is the first lesson in the next series of the two-lesson cycle and has students reading for gist and determining the meaning of unknown words from context.

In this lesson, students analyze the point of view of different aspects of the 1906 San Francisco earthquake in a primary source document, “Comprehending the Calamity.”

In this lesson, students read and find the gist of a new excerpt of “Comprehending the Calamity.”

In this mid-unit assessment, students read a new excerpt from “Comprehending the Calamity” and 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, and elaborated on relief camps.

This lesson launches a new module. It starts with students becoming oriented to World without Fish, one of the two central texts.

In this lesson, students continue to discuss and analyze the Introduction of World without Fish.

In this lesson, students continue to discuss and analyze the Introduction of World without Fish.

This lesson is similar in structure to Lessons 1–3. Students read a new excerpt of World without Fish for the gist and then answer text-dependent questions to dig deeper into the text and analyze how Mark Kurlansky illustrates and elaborates on the idea of fish depletion in Chapter 1.

This lesson is similar in structure to Lessons 1–4. Students read a new excerpt of World without Fish for the gist and then answer text-dependent questions to dig deeper into the text and analyze how Mark Kurlansky illustrates and elaborates on the idea of fish depletion in Chapter 2.

In this Mid-Unit 1 Assessment, students analyze how Kurlansky develops the idea of an ocean food web in Chapter 3 of World without Fish and how this develops his message about fish depletion.