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.

Powerpoint and worksheets with answer keys to help students identify and/or reveal theme in seleceted passages.

In this lesson, students become motivated reades as they read, comprehend, and interpret a short story. Students will present plot diagrams in slideshows and additional information about the author in a brochure.

In this lesson, students are drawn into post-Revolutionary Philadelphia during the midst of the infamous yellow fever epidemic of 1793 by reading Laurie Halse Anderson's novel Fever 1793. Use this novel as supplemental reading to assist students in developing their understanding of and interest in colonial times, while heightening their reading skills and ability for higher order thinking.

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 “Invocation” from John Brown’s Body, Stephen Vincent Benet calls on the muse of America to inspire him. He invokes the varied American landscape and the many kinds of people who have contributed to American culture and life. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

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.

In this short story, a boy named Billy Weaver needs to find lodging in Bath, England. He goes to a boardinghouse. The landlady is an odd woman who compels Billy Weaver to stay with her at the boardinghouse. As the story progresses, clues are given as to the whereabouts of previous guests on the fourth floor.

Students will read a passage from Alcott's work and write the main idea and supporting details in a graphic organizer. This resource supports English language development for English language learners.

Students will read a brief passage from Twain's work and will write the main idea and supporting details in a graphic organizer. This resource supports English language development for English language learners.

Students will read background information, a passage, information, vocabulary words, and vocabulary in context. Students will write answers to questions, quotations to support a main idea, and a response to a prompt. This resource supports English language development for English language learners.

Students will read a passage from Irving's work and write answers to questions about the main idea and supporting details. This resource supports English language development for English language learners.

Students will read a description of and passage from a work by Howard Pyle, 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.

Summarize the plot of "The Legend of Sleepy Hollow."

Adapt passages of "The Legend of Sleepy Hollow" for a contemporary audience.

Analyze the characterization of Ichabod Crane and Brom Bones in "The Legend of Sleepy Hollow."

Create an imaginative response to the conclusion of "The Legend of Sleepy Hollow."

Students will have the opportunity to use four of the Miss Breed letters as primary source documents. As students compare the writers’ differing points of view, they might see more clearly that the history of an event or period of time is never a single story.

Listen-Read-Discuss (LRD) is a comprehension strategy that builds students' prior knowledge before they read a text. During the first stage, students listen as you present the content of their reading through a lecture, often paired with a graphic organizer. Next, students read the text and compare what they have learned during the lecture to their understanding of reading the text on their own. Finally, students discuss their understanding of the text with other students in their small/large group.

This teacher's guide for Little Green by Chun Yu includes background information on the Cultural Revolution, discussion questions, activities, writing practices, and collaborative exercises.