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 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?”

In this lesson, students read the first excerpt from Narrative of the Life of Frederick Douglass.

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 begin their work with Excerpt 3 from the Narrative, which they will read several times across Lessons 2–4.

In this lesson, students consolidate their understanding of Excerpt 4 by reviewing the answers to the second read questions and then telling a section of the story using the strategies from the Storyteller’s Toolbox anchor chart.

In this lesson, students focus on types of figurative language. They do this during the Figurative Language Matching Game and again when they create Figurative Language cards for the Powerful Language word wall.

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.

The Researching to Deepen Understanding units lay out an inquiry process through which students learn how to deepen their understanding of topics. Students pose and refine inquiry questions, exploring areas they wish to investigate. They find and assess sources and organize researched material in ways that will support their analysis and integration of information.

Students will explore the distinction between a hero and an idol. Based on collaboratively established criteria for heroism and characteristics of heroes, students will select, read about, and report on a hero. Students will identify how their hero matches their criteria and characteristics. Hero reports will be compiled into a class book. As a follow-up, the teacher will read aloud and lead a discussion of the poem Heroes We Never Name to emphasize the fact that there are heroes all around us. Students will write about a hero they know and describe this person's noble qualities and deeds.

This resource includes informational paried passage mini-assessment that includes two articles and one accompanying recording, thirteen text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS. Articles included are “High Schools Starting Later to Help Sleepy Teens,” by Michelle Trudeau and “High schools will keep starting too early. Here’s why" by Dan Weissman.

In this reflective essay, Chief Dan George compares his native North American culture with that of white culture. In this CCSS lesson, students will explore this essay through text dependent questions, academic vocabulary, and writing assignments.

In this lesson and resource, students practice identifying main ideas in informational text and distinguish between explicit and implicit statements.

Students can improve their comprehension of content area textbooks by summarizing chapters in the form of magazine covers. This lesson begins by asking students to examine a magazine and discuss the ways in which the magazine cover's headlines and graphics express the main ideas of its articles. They then review a chapter in a content area textbook and use an interactive tool to create a magazine cover that summarizes the textbook information. This process enables students to form connections and create visual representations to share information. Although the focus is on informational texts, this assignment could potentially be expanded to include other types of text as well.

Students will read a passage and write to answer questions based on the passage. This resource supports English language development for English language learners.

Students will read a passage and write to answer questions based on the passage. This resource supports English language development for English language learners.

Students will read a passage, write answers to questions based on the passage, and write to explain and justify their position. This resource supports English language development for English language learners.

Students will read a passage from Sojourner Truth's autobiography, read questions, and write answers to questions about a phrase and details in the text. This resource supports English language development for English language learners.