In this lesson, students identify some basic terms associated with boats, ships, and sailing. Students will also use expressions derived from nautical sayings in context.

After reading narratives from former slaves that were recorded in the 1930's as part of the Federal Writers' Project, students conduct research on slavery and tell a story based on their findings. The lesson incorporates an exploration of storytelling techniques.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade English Language Arts.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade ELA. 

A young girl, Sarah Stout, despite her father’s request, chooses not to take out the garbage, and soon realizes that there are serious and far-reaching consequences to her choices. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students solve unknown words using context clues, select and generate words for semantic gradients, and develop new semantic gradients and contexts.

In this lesson, students are introduced to the genre of American tall tales. Students are exposed to several traditional tall tales, then prompted to write an original tall tale set in contemporary America. The tall tale must address a current event or issue and must feature a "larger-than-life" main character. The students use exaggeration and hyperbole to portray the way in which the main character resolves the issue or problem. Students then dramatize their tall tales for the class.

This resource contains a list of terms used to analyze poetry and activity suggestions for student use.

This document lists the 300 most common English words for ESL students to study and learn.

In this lesson, students use previewing to activate their prior knowledge and set a purpose for reading. Using a strategy called THIEVES, which is an acronym for title, headings, introduction, every first sentence in a paragraph, visuals and vocabulary, end-of-chapter questions, and summary, students are guided through a preview of a nonfiction text. After guided practice, partners work together to use the strategy to preview a chapter from a textbook.

Students will be the definition of vocabulary experts as they use the skills they learn in this lesson to track, define, and ultimately master unfamiliar words.

The Check and Line method described in this lesson encourages awareness by requiring readers to place a light pencil check in the margin if they have understood the line of text, and a dash or line if they have not. At the end of the paragraph, students use the GMR method to go back, motivate their brains, and reread any text marked with a line. If they are still confused after rereading, they can turn to an outside source-a peer, a teacher, or a print or online resource. The end result is that students pay closer attention when reading, thus increasing their comprehension and retention of the text.

Students will explore their own experiences with online activities, build a common vocabulary of online related terminology and identify purposes and methods of online interactions from the user"™s perspective.

In this lesson, students will learn general facts about the voting process and its importance in a democratic form of government. They will research and locate information on the U.S. Constitution and the Amendments that altered voting rights throughout U.S. History. They will become familiar with the importance of voter registration and voting rights while understanding the role government plays in a student’s daily life. They will produce a plan of action, boosting awareness of voter participation and create a computer graphic campaign poster to encourage voter participation and voting awareness.

This middle school lesson from the Anti-Defamation League provides an opportunity for students to learn about Malala Yousafzai, why she won the Nobel Peace Prize and to explore activism projects to address areas of injustice they see in the world.

This lesson invites students to reconfigure Meg’s journey into a board game where, as in the novel itself, Meg’s progress is either thwarted or advanced by aspects of her emotional responses to situations, her changing sense of self, and her physical and intellectual experiences.

In this lesson, students will use the steps of the writing process (brainstorming, drafting, revising, proofreading, and publishing) to write original and, in small groups, perform their fables as skits. Students will also review the elements of a fable, such as theme, in order to create original written fables of their own.