In this lesson students read about the myth of Prometheus in order to analyze allusions in The Lightning Thief.

In this lesson, students build on their previous work on figurative language from Module 2.

This lesson begins to gradually release students to work more independently. They work in triads without any teacher modeling to analyze an excerpt of Flush for point of view, figurative language, tone, and meaning.

This lesson is similar in structure to Lesson 3: students work in triads without any teacher modeling to analyze an excerpt of Flush for point of view, figurative language, tone, and meaning.

This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.

This expository text selection outlines the efforts of the Chinese people to build the Great Wall to protect them from the Mongol invaders and describes how the wall led to the eventual fall of the empire. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

This resource contains a GDrive Folder that houses 4 separate root word quizzes. Each quiz contains 21 terms for a total of 84. I have linked the list I used for these quizzes, I do not own the list nor do I take any credit for its creation.

This is an introductory unit on Greek and Latin roots. The three accompanying list allow students to become familiar with how Greek and Latin roots contribute to the meanings of words and understand how words relate to their words.

In these activities, students will become familiar with how Greek and Latin roots contribute to the meanings of words.

Do folktales, myths, and fables all have nonhuman characters? Do they all express a lesson or moral for readers to take away? Students use a semantic feature analysis to find out in this lesson. A semantic feature analysis, a comprehension strategy that helps students identify characteristics associated with related words or concepts, is used to compare folktales, myths, and fables. Students begin with an introduction to the strategy and a teacher-directed lesson in how to use the strategy to analyze a folktale. In subsequent sessions, students continue to practice the strategy in small groups by analyzing myths and fables. After students have read and analyzed the texts, they reflect on how semantic feature analyses helped improve their understanding of their reading.

In this lesson students build background knowledge about mythology through a continued close read of the text "Shrouded in Myth."

In this lesson students practice drawing evidence from the text to infer about the main character and narrator, and use context clues to determine the meaning of unfamiliar words.

In this lesson students continue their close read from the previous lesson now focusing on vocabulary strategies including using context clues and prefixes to determine the meaning of words.

In this lesson, student partners practice new words using their verbal, visual, and kinesthetic intelligences.

In this lesson student groups create story sheets with missing vocabulary words in order to locate context clues, justify their work, and evaluate their responses.

In this lesson, students practice analyzing word meanings by learning root words and affixes. They work in a variety of ways with a list of about 20 common but challenging words to learn the definition and spelling of each. Then students get in small groups to design and play the Make-a-Word card game, during which they must form complete words with three cards: a prefix, a root word, and a suffix.

Teachers and students can click through each stanza to learn about alliteration, assonance, and internal rhyme, as well as certain vocabulary words.

Students will complete a word map for building vocabulary by following the eight perscribed steps. Students will also increase their retention of selected vocabulary by making a personal connection to each word. In addition, students will demonstrate internalization of vocabulary by writing an original sentence using the chosen word. Finally, students will generate a journal response by reflecting to this way of learning vocabulary words.

Concept Sorts can be used before reading to gather students’ prior knowledge about the upcoming content, or can be used after reading to assess students’ understanding of the concepts that were presented to them. Have students brainstorm a list of words from reading material or an upcoming unit, lesson, or text (sometimes the word list may need to be provided by the teacher). Students then discuss each word and place it in its correct category; categories can either be defined by the teacher or students.