In this lesson, students compare and contrast the tragic event that occurs in a work of fiction to a real-life tragic experience that occurs in a work of non-fiction.
Students will read a description of and passage from a work by Louisa May Alcott, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, ideas to support a main idea, and an essay. This resource supports English language development for English language learners.
Students will read a description of and passage from Alcott's work. Students will then read and write answers to questions about the passage. This resource supports English language development for English language learners.
Students will read a description of and passage from a work by Edgar Rice Burroughs, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.
In this story, the main character, Margaret is affected by the loss of her father and then the loss of her best friend who moves away. As she adapts to that change she discovers new talents and new friends. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments;
Tapping existing texts for models is one of the best strategies for writer’s workshop. This lesson examines types of leads in prominent young adult literature and asks students to search for great leads and then try their own hand at writing leads. Students rank several leads from novels as they are read aloud, and then discuss their rankings. Working in small groups, students read alternative leads from Harry Potter and the Sorcerer’s Stone. They then act as a marketing group to select the best lead. Next, students create two new leads for a novel, using different strategies for each. Finally, students apply this process to their own writing, working in pairs to create two alternative leads to something they have written.
This lesson focuses on character analysis throughout William Golding's novel Lord of the Flies. While contemplating both direct and indirect characterization techniques, students will be able to consider how characterization builds relationships among the boys in the novel.
This teacher's guide for Lion Island: Cuba's Warrior of Words by Margarita Engle contains information about the book, discussion questions and prompts, activity suggestions including a readers theater, and ways to connect the themes in the book to other subjects.
This is a digital anchor chart.
In the short story, "Lob’s Girl," a girl, Sandy, and her dog, Lob, create an emotional bond that provides the will to survive. The story follows a chronological sequence from the time Sandy and Lob first met, how they strengthen their bond through life events, to the culminating accident where Sandy is seriously injured and Lob helps revive her in the most mysterious manner. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
Students will practice implementing engineering design principles through a water-carrying challenge in which they program a Sphero robot (*could also be done with an Ozobot*) to carry water across a desert landscape that is also designed by students.
In teams, students will create and test a water-carrying prototype and program it to navigate the desert landscape model.
Driving Questions / Scenario (what are we trying to solve or improve?)
Why is access to water important for civilizations to thrive?
How has humanity improved access to water over the centuries?
In what areas of the globe is access to fresh water still an issue? Is it an issue in your community?
How does one program a robot to move over an obstacle course?
Class Novel A Long Walk to Water by Linda Sue Park
ELA - A Long Walk to Water and accompanying related poems and nonfiction passages related to the novel.
Science - the water cycle, ecosystems and biomes
Math - geometry (circumference, distance/time, and angles), scale (7th grade)
SS - Africa, ancient civilizations, human-environmental interactions and human conflict arising from resource scarcity.
In this lesson, students analyze the plot of "The House of Dies Drear" and recall events chronologically to create a story map.
In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.
The activities in this lesson invite students to focus on the characters from A Midsummer Night's Dream, to describe and analyze their conflicts, and then to watch how those conflicts get resolved.
This teacher's guide for The Misfits by James Howe containes discussion questions, activities, and research assignments.
This lesson will be completed once students have read the script of the play The Monsters are Due on Maple Street and watched the film adaptation on The Twilight Zone. Students will complete a learning menu that includes an appetizer, entree, and dessert. All students will complete the same starter and main course but will then have a choice for their dessert.
Having studied the archetypes of heros, students will be asked to complete a collaborative essay of a hero's journey utilizing narrative writing skills, the stages of the hero's journey, and elements, such as supernatural beings or creatures, found in mythology. Students will bring the events of their hero’s journey to life by using dialogue, descrition, transition phrases, and sensory language. Using a hyper-doc students will work in groups to create their collaborative story.If you want an option for students to have their own individual work have them independently complete Phase 4 of the hyper-doc.
A teachers guide for My Sisters' Voices: Teenage Girls of Color Speak Out by Iris Jacob including questions for deeper comprehension, exercises for the class, and suggestions for further reading.
A young Bedouin girl has earned the nickname Nadia the Willful because of her quick temper. Her brother, Hamed, is the only one who can tame her temper. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
Julia Alvarez recalls her family's early years as Dominican immigrants in America, and describes her reactions to the mispronunciation of her family members’ names. Eager to fit into school, Alvarez allows herself to be called American names and nicknames” although proud of her heritage and native language, young Alvarez struggles to fit in. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.