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.

In this lesson, now that students have built some background knowledge about Shakespeare, they begin reading A Midsummer Night’s Dream.

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 now use the Written Conversation to conduct a nearly completely independent discussion about the text. The discussion question is open-ended; students’ Written Conversations will differ greatly. Consider collecting the Written Conversation note-catchers to gain insight into students’ comprehension of the scene and ability to use dialogue as a way to analyze character.

In this lesson, after the Drama Circle, students get out of their seats, move around, and interact with others while discussing text-dependent questions in a Three Threes in a Row activity.

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 map out the narrative structure of the story “Pyramus and Thisbe” using a new narrative structure organizer.

This lesson focuses on Shakespeare’s craft, and allows students to think about how Shakespeare crafted a text in which other themes simultaneously come through.

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.

In this lesson, students complete an on-demand end of unit assessment. They are required to write a commentary to answer specific questions about the connections between their narrative and the play A Midsummer Night’s Dream.

In this lesson, students have the opportunity to read-aloud a portion of their confessional or their entire confessional to a small group of peers. This is not a speaking and listening assessment, but rather provides students with an opportunity to further create a community of writers.

In this lesson, students are drawn in by a classic story of guilt or innocence as they discover the story of Al, a young man who begins to doubt the innocence of his mentor and father figure. Students are introduced to the elements of a short story and forget that they are learning how to write an argumentative essay in their zeal to defend their opinion with evidence from the text.

This lesson examines the characteristics of Greek heroes and leads students to recognize references to Greek mythological heroes found in literature and culture today. Students will present analyses of heroes by defending their favorites in a slideshow presentation nominatting them for selection to a Heroes' Hall of Fame.

The hero's journey is an ancient story pattern that can be found in texts from thousands of years ago or in newly released Hollywood blockbusters. This interactive tool will provide students with background on the hero's journey and give them a chance to explore several of the journey's key elements. Students can use the tool to record examples from a hero's journey they have read or viewed or to plan out a hero's journey of their own.

This webpage contains theme-based discussion prompts for each vignette in The House on Mango Street by Sandra Cisneros, as well as a selection of follow-up activities.

This lesson begins with a creative review of the four types of literary conflict and then asks students to evaluate conflict within a particular novel. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

A teachers guide for I Capture the Castle by Dodie Smith, including discussion questions, deeper subject-based prompts, and ways to related themes to other aspects of education.

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.

This resource is a series of questions for students to answer after reading I, Robot by Isaac Asimov to provoke discussion of culturual and societal issues and how their effects in the book reflect in daily life.