In this lesson students begin to select evidence for supporting the claim in their essays in order to plan the body paragraphs for their essays.
In this lesson students complete the first part of their end of unit assessment by writing their planned body paragraphs.
In this lesson students complete the next part of their end of unit assessment by writing their introduction and conclusion paragraphs for their literary analysis.
In this lesson students practice discussion and note-taking routines introduced in the previous lesson.
This lesson is a continuation of the work with the theme of survival in A Long Walk to Water and practice for the type of explanation of evidence that students will do for the End of Unit 2 Assessment essay.
This lesson gives students background information that helps them better understand Nya’s story. It includes the Mid-Unit 2 Assessment, which evaluates students’ ability to explain how and why the novel’s author both used and altered historical facts.
In this assessment students plan their two-voice poem.
In this assessment students read and analyze several text excerpts and select strong evidence to support their analysis.
In this lesson, students are introduced to and discuss the question about which they will be writing their essay: Should Lyddie sign the petition?
In this lesson, students gather and analyze textual evidence about why Lyddie should or should not sign the petition.
In this lesson, students reread the final passage listed on Lyddie’s Decision: Passages to Reread chart. Students then synthesize the evidence they have gathered to create reasons why Lyddie should and should not sign the petition.
In this lesson, students will decide and write the claim for their essay and the reasons they will use to support their claim.
In this lesson, students closely read and discuss pages 62-66 of Lyddie.
In this lesson, students continue to analyze working conditions in the mill and how they affect Lyddie.
This lesson includes the Mid-Unit 1 Assessment.
In this lesson, students reach the end of Act V of Pygmalion, which is the end of the dialogue of the play, and conduct the now familiar routines of the Checking for Understanding entry task, close reading, Readers Theater, Eliza Character Tracker, and Reader’s Notes.
In this lesson, students read an adapted version of the epilogue, “sequel” essay, “What Happened Afterwards,” that George Bernard Shaw penned in response to the opinion that Eliza and Higgins should fall in love and marry.
In this lesson, students develop, weigh, and choose the reasons that will lead to the claim they will make in their argument essay.
In this lesson, students learn background information about Victorian England and the setting and time period of the play Pygmalion.
In this lesson, students analyze how the plot, setting, and characters in Pygmalion interact.