In this lesson, students continue the novel, analyze Ha's character in contrast to her brothers, and use a "Chalkboard Splash" protocol to make some of their analysis visual.

In this lesson, students complete the mid-unit assessment, analyzing how critical incidents in the novel reveal aspects of Ha’s character, and also participate in a Gallery Walk protocol.

In this lesson, students do a close read of Chapter 5 to practice analyzing figurative language, as well as making inferences about the text.

During today’s assessment, students independently analyze how the Harper Lee uses allusions, perspective, and text structure to convey meaning in a piece of literature.

This lesson launches students’ study of To Kill a Mockingbird. Students first encounter the novel through Story Impressions, a pre-reading activity in which students make predictions about a piece of literature through reading phrases from the novel or connected to the novel and then developing an “impression” of the text.

In this lesson, students will closely read to better understand Atticus as a character by comparing his and Mr. Gilmer’s approaches to cross-examination of witnesses.

In this lesson, students will analyze a key line from Atticus’s closing speech by studying the literal and figurative meanings of what Atticus says to the jury. Students will also analyze the line to understand the irony of what Atticus says. By doing this, students will synthesize and refer to the racial prejudice and tension that this trial represents.

In this lesson, students begin reading Act 2, Scene 1 of A Midsummer Night’s Dream. In the first half of the lesson, students participate in a full-class read-aloud designed to help them “feel” the rhythm of Shakespeare’s poetry in the play. In the second half of the lesson, students read the play using the Drama Circle routine they are familiar with from previous lessons.

In this lesson, students begin with the Drama Circle, as usual. Then discuss the scene that is read aloud independently. This time, they follow the World Café protocol in which they move from group to group to discuss key questions about the read-aloud.

In this lesson, students begin reading Act 3, Scene 1 of A Midsummer Night’s Dream using the Drama Circle routine used in previous lessons.

This lesson is designed to provide cohesion to the important decisions and actions performed by the characters and reveal the consequences of these decisions and actions. Students learn how the plot is propelled by these important decisions and actions, and how characters are connected across groups.

The Mid-Unit 2 Assessment Part 2 is broken down into three parts: The first part (a) requires students to analyze an author’s word choice. The second part (b) requires students to explain how Shakespeare uses a classic myth in his play and how he renders it new, and the third part (c) requires students to analyze the structure of two texts and explain how they contribute to the meaning of each.

In this lesson, students continue to discuss the scene read-aloud in the Drama Circle more independently. This time, they will follow the World Café protocol in which they get out of their seats and move from group to group to discuss key questions about the read-aloud.

In this lesson, students read the story “Pyramus and Thisbe,” which is the story the mechanicals are rehearsing throughout A Midsummer Night’s Dream. Students closely read the text to gain a deeper understanding of the story before they read how the story is performed in the play within the play.

In this lesson, students read the play within the play, “Pyramus and Thisbe,” performed by Bottom and his group of players for Theseus, Hippolyta, and the lovers. They compare and contrast the two plays to determine why the play “Pyramus and Thisbe” was written into A Midsummer Night’s Dream.

The Mid-Unit 2 Assessment has two parts, taking two lessons to complete. In Part 1, students read a new myth and plot the narrative structure on the same Narrative Structure note-catcher used in Lesson 6 of this unit.

This resource includes two poems, eleven text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS.

In this lesson, students study poetic devices included in conversation poems and explore their eloquent messages.

This worksheet uses 26 quotes from Lord of the Flies by William Golding to teach students to identify simile, metaphor, personification, and hyperbole.