In this autobiographical text, Gary Paulson narrates experiences he had in the bitter cold of the North which taught him to respect all animals. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
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.
Students will read a passage and write answers to 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 learn to order their thoughts into sequential writing. The students will map a trail around the school and then follow some of Jefferson's instructions for wrtiing detialed reports. Each student then writes a description of an animal after reading Meriwether Lewis's report of the black woodpecker, another "new" creature.
Students will explore the personalities of the Revolutionary War's Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate.
From the Standford University Martin Luther King, Jr. Research and Education Institute,the primary goal of this lesson is to challenge students’ preconceived notions about Martin Luther King, Jr. and Malcolm X and the roles they played in the African American Freedom Struggle. While there is certainly much to be learned by examining the different philosophies and tactics of each leader, these two men, who combined their religious leadership with political action, have much more to teach us as we explore how their vision for racial justice developed into a call for social and economic equality and human rights.
This Achieve the Core 7th grade mini-assessment for The Long Night of the Little Boats by Basil Heater includes the text excerpt, quantitative and qualitative analyses of the text, question annotations, and supplemental materials so that students will experience an indepth understanding of the text.
In Mrs. Flowers, an excerpt from the autobiography I Know Why the Caged Bird Sings, the author, Maya Angelou, describes a significant experience with a respected person in her community, Mrs. Flowers, who changes her life. Through their interactions, Maya Angelou learns the power of language (spoken and written) and relationships to transform lives. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
In this lesson, students will explore the various beliefs and points of view Douglass experienced as he became increasingly aware of the unfairness of his life. Students will need to consider the emotional context of words and how diction (word choice) affects an author’s message.
In this speech, Rudolfo Anaya celebrates the purchase of the 1 millionth library volume by the University of New Mexico. He begins by describing how as a child on summer evenings he sat under the stars and listened to the stories of los viejitos, the old ones. For Anaya the million volumes in the university’s library represent freedom because preserving access to ideas leads to the preservation and ultimately the regeneration of our cultural ideals. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
In this lesson, students will dissect a Times column about the leadership styles of former Vice President (and Nobel Laureate) Al Gore and President George W. Bush and then write their own opinion editorial on presidential leadership.
This resource includes two nonfiction texts, a link to a video, and 17 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.
The students will read and reread the passage closely, and focusing their reading through either a series of questions and discussion about the text or the structured journal approach outlined here, students will come away with a working knowledge of the digestive system, its parts, and how they function together.
In this lesson, students learn about proverbs: how they work, how they differ from cliches, how to interpret them, and how they can be culturally and personally significant. Students begin by talking about proverbs, interview family and friends to find proverbs that were not discussed in class, and figuring out the meaning of proverbs by creating a new definition of proverbs based on what they've learned.
In this lesson, students will use text from Mandela's autobiography "Long Walk to Freedom" to connect with Mandela's life and words.
This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade Math.