Students read two descriptions of Earth's interior structure and summarize similarities and differences between the two and answer a series on analysis questions.
This story is about a dinosaur find in New Mexico and after many years of information, the paleontologist attempts to persuade the reader about what happened to kill the dinosaur. In order to do so the author gives many ideas and theories but by evaluating evidence, narrows it down to one. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
This lesson was designed to help students gain social studies/history content knowledge by using textual evidence to answer text-dependent questions.
This lesson and resource uses point-by-point arguments to help students develop higher order thinking skills by learning to distinguish fact from opinion.
In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
In this lesson, students will repeat what they have practiced over the past lessons in analyzing point view, using a new excerpt from Chapter 5 of World Without Fish.
In this lesson, students will explore ways an author's use of text structures convey meaning and the purpose of the text.
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Students will explore the Articles of Confederation and the Articles' influence in revising the Constitution of 1787. Students will experience the sentiments of Federalists and Anti Federalists by participating in a partner debate as either North Carolina Federalist James Iredell or Anti Federalist Willie Jones.
This is an excerpt from "Tomb Robbers" a story based on Ch’in Shih Huang Ti, the first emperor of China. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
This unit develops students’ abilities to analyze arguments from a range of perspectives on energy and hydraulic fracturing. Students also learn to develop, write and revise their own evidence-based arguments.
This is the second in the two-lesson cycle started in the Lesson 2. In this lesson, students identify Emma Burke’s point of view of the earthquake and how she conveyed her point of view.
In this lesson, students analyze the same excerpt they read for gist in the previous lesson to identify Emma Burke’s point of view of the immediate aftermath of the 1906 San Francisco earthquake. They then identify how she has conveyed her point of view.
In this mid-unit assessment, students read a new excerpt from “Comprehending the Calamity” and analyze word/phrase meaning; the ways the author has conveyed her point of view of the relief camps; and how the author has introduced, illustrated, and elaborated on relief camps.
In this lesson, students help create an anchor chart of the structure of a literary analysis essay based on the model literary analysis.
In this lesson, students identify Kurlansky’s point of view of fishermen and how he conveyed his point of view.
This lesson is the End of Unit 1 Assessment. Students repeat what they have been practicing over the past few lessons in analyzing point of view with a new excerpt of text: pages 70–75 from Chapter 5 of World without Fish.
This lesson begins a two-lesson cycle during which students analyze Kurlansky’s point of view.
In this lesson, students identify Kurlansky’s point of view of Thomas Henry Huxley and how Kurlansky conveyed his point of view.
The focus of this lesson is to help students dig deep into pages 63–69 of the text by reading for the gist and answering text-dependent questions to gain a deeper understanding of the text and prepare to analyze point of view in the next lesson.
This unit develops students’ abilities to read closely for textual details and compare authors’ perspectives through an examination of a series of texts about wolves.