In this lesson, students delve more deeply into figurative language and conflict resolution as they read the novel "Jacob Have I Loved"

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.

Students will explore images from the Klondike and read White Fang closely to learn how to define and differentiate these terms, ultimately presenting their findings as nature and culture detectives.

In this lesson, students will take a trip back in time and look at the lifestyles and classes of people in the late 1800s. Using a WedQuest, text, and graphic organizers, students will learn about the class systems in the 1800s and how the use of symbolism increased the point of interest within the story.

Jabberwocky is an epic poem told through nonsense words. The poem relates a father’s quest for his son that involves the slaying of a beast (The Jabberwock). The poem charts the son’s progress from his departure to his successful return. In this CCSS lesson, students will explore this poem through text dependent questions, academic vocabulary, and writing assignments.

This autobiographical piece tells what a neat, tidy rule-follower this author was in his youth—except for his yo-yo. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

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 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 lesson, students participate in learning clubs, a grouping system used to organize active learning events based on student-selected areas of interest. Guided by the teacher, students select content area topics and draw on multiple texts—including websites, printed material, video, and music—to investigate their topics. Students then have the opportunity to share their learning using similar media, such as learning blogs.

In this lesson, students will read the end of Act V of Pygmalion, as well as a modified version of a postscript essay from 1916.

In this lesson, students are introduced to and discuss the question about which they will be writing their essay: Should Lyddie sign the petition? They gather and analyze evidence using the Odell Forming Evidence-Based Claims materials.

In this lesson, students will 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 reread selected passages carefully to gather and analyze textual evidence about why Lyddie should or should not sign the petition.

In this lesson, students will synthesize the evidence they have gathered and begin forming their argument of whether Lyddie should or should not sign the petition.

In this lesson, students will engage with questions of identity, independence, and freedom. Students will focus on character traits and how they shape events and other characters.

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.

In this lesson, students will focus on the powerful content, language, images, and themes of Frederick Douglass: The Last Day of Slavery.

In this lesson, students will evaluate the play Pygmalion through the lens of gender roles. In particular, students will analyze the media's influence on our understanding of gender and gender roles.

In this lesson, students will begin to read Lyddie, the central text of Unit 1. Students will analyze how the plot, setting, and characters in Lyddie interact.

In this lesson, students will track the character of Eliza, focusing on her internal and external characteristics.