In this lesson, traditional stories of the Native peoples (i.e., narrative text) introduce students to the study of animals in Alaska (i.e., expository text). Students use the Internet to listen to a Yu'pik tale told by John Active, a Native American living in Alaska. They also use online resources to find facts about animals in Alaska. Students compare and contrast the two types of text in terms of fiction and nonfiction. The narrative stories provide students with a context to begin studying a content area topic; this lesson emphasizes the integration of curriculum.

It's raining cats and dogs! Students explore figurative language through read-alouds, teacher modeling, and student-centered activities, further developing their understanding of the literal versus the metaphorical translations of idioms.

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.

Students will read about literacy narratives, read a published literacy narrative, and then create their own.  

This packet contains a curriculum-embedded CCLS?aligned task and instructional supports. The task is the culminating task at the end of a 3?5 week unit. Throughout their 9th grade year, students read informational and literary texts focused on responding to the essential question of ?Who am I?? In the study of this question, students will draw from a variety of sources, including texts addressing the social, political, economic, and cultural factors and relationships that build identity in order to analyze the place which rites of passage have in the 21st century.

After students have read Out of the Dust, they will create a Glogster. They will write about the theme, use their vocabulary words in writing, write using similes, metaphors, and personification in poetry, compare and contrast Billie Jo's experience to someone else in history, and be able to pick an option from a list. They will use their creativity to make their poster appealing to the reader.

In this lesson, students will explore the concept of perceptives by looking at the story of Red Riding Hood from the points of view of Red Riding Hood and the wolf.

Created By: Hillary Brady, Digital Public Library of America - Time Period: The Development of the Industrial United States (1870-1900) - Subjects: US History; Native Americans - Remixed By: Nicole Cockey - The writing task described here can be used as a diagnostic to assess students' inferential and narrative writing skills. Teachers should asses students' ability to drawing inferences based on what the primary sources explicity show and say. Teachers are also assessing students' narrative techniques, include establishing point of view or perspective, sequencing events coherently, vivid use of language language, and resolution. As a diagnostic, this writing activity should be performed on demand after students have had sufficient time to examine and analyze the primary sources.See "Text Set Exploring Identity, Culture, Agency through Boarding Schools" for more details.

This is part of a larger unit I created about descriptive/narrative writing. Students use this short sensory reading search as a model to help them think about how they can add sensory details into their own writing.