This lesson will provide eighth grade students with an inquiry-based research project based on C.S. Lewis' classic, The Lion, the Witch and the Wardrobe. Students will determine the author's purpose in writing this story. This will be accomplished by researching material using the Alabama Virtual Library and Gale Resources.

This selection provides an overview of two laws dealing with fugitives from slavery. The Fugitive Slave Act of 1793 establishes monetary penalties for protecting fugitives. The Fugitive Slave Act of 1850 addresses the same topic but is more detailed. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

Lesson 1 consisted of a reading about the true meaning of patriotism and another reading posed the question as to if a person should or should not stand during the anthem. This lesson investigates controversies with ways people express themselves during the playing of the National Anthem and will explore the controversial topic of how several National Football League players have protested during the playing of the United States National Anthem through a reading. As students read the article, the teacher will remind them that thoughtful readers annotate the text they read and sometimes reread the sections that seem especially important. As students mark and reread important sections, they draw inferences about bigger ideas within the text. This lesson was developed by Megon Mancini as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, the idea of a “quote sandwich” is introduced. This is a way to help students understand that when they use evidence in an argument essay, they should always analyze the quote.

In this lesson, students start a Writing Improvement Tracker that they will return to after writing the essay in each module for the rest of the year. The purpose of this is to develop students’ awareness of their strengths and challenges, as well as ask students to strategize to address their challenges.

In this lesson, work on their essay revisions during class. Have independent activities ready for students who finish revising early.

In this lesson, the Quote Sandwich is introduced; this is a way to help students understand that when they use evidence in an argument essay, they should always: introduce the quote with context so the reader is not confused about what is happening in the novel, include the quote, and analyze the quote.

This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.

Students read about what it"™s like to be a Muslim teenager growing up in America at this moment, then consider ideas for countering stereotypes and Islamophobia. Lessons include guided informational readings, research and writing suggestions, videos, and resources to continue the discussion.

Harriet Tubman's first journey to Canada on the Underground Railroad is fraught with danger, harsh conditions, and uncertainty. In order to keep her disillusioned party of runaway slaves safe during the long journey, she bolsters their spirits by telling stories of freedom and singing spirituals. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

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.

In this lesson students will collect and create bumper stickers to examine how writing can influence people.

In this lesson students use a school map to create a charted course and a corresponding written description of the directions for travel from class to class, beginning with an arrival location in the morning and ending with a departure location in the afternoon.

In this lesson students analyze comics for samples of logical, emotional, and ethical appeal (ethos, logos, pathos). Students then write a paragraph for each selected comic strip explaining how the comic strip represents the use of each rhetorical appeal.

In this interactive lesson students will learn the basics of how to write their own poem by matching words with one of the five senses, identifing how the senses are used in writing, writing a poem, and using details.

Students analyze the work of winners of the Learning Network's 2014 Student Editorial Contest as well as professional models from the Times editorial pages to learn how writers effectively introduce and respond to counterarguments. Then they write their own position pieces, incorporating counterarguments to strengthen their claims.

These excerpts from Maya Angelou’s autobiography describe important points in her childhood. First Angelou describes the importance of her Grandmother’s store. Later, when she becomes withdrawn and unhappy, Mrs. Flowers takes an interest in her and encourages her to read aloud and share her thoughts. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

This lesson will use the "infinite variety" of resources on the Internet to let students find their own image of Othello. The lesson will take them on a WebQuest, first to textual references, and then to on-line searches for images of Othello in film, play productions, and art. Then, students will write an essay about the casting of Othello to conclude the lesson.