Students will use the Web 2.0 tool at glogster.com to create a book report, or the tool may be used to create a summary poster for a short story.

In this lesson, students search for evidence that communicates four given themes in Bud, Not Buddy and analyze how the evidence they have chosen communicates the theme. Text evidence may support more than one thematic statement.

In this lesson, students dig deeper into the meaning of the first stanza, with teacher questioning using the close reading guide.

In this lesson, students dig deeper into interpreting the meaning of the second stanza of "If", with teacher questioning using the close reading guide.

In this lesson, students focus on the third stanza of the poem “If.” Students dig deeper into interpreting the meaning of the third stanza, with teacher questioning using the close reading guide. Students answer more of the questions independently in this lesson in preparation for the mid-unit assessment.

In this lesson, students complete the mid-unit assessment using the final stanza of the poem, which they haven’t yet worked with.

In this lesson, students begin in their triad routine discussing “My Sister Is Crazy.”

In this lesson, students complete the Mid-Unit 3 Assessment Parts 1 and 2 using the concrete poem “Skateboard” from Technically, It’s Not My Fault and the news article “Councilman: Ban Skateboarding in Downtown Columbia.”

In this lesson, students continue to draft their literary analysis essays. This lesson follows a similar structure as Lesson 9, direct instruction with the model literary analysis followed by students’ work on their own literary analysis essays.

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.

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.

This resource includes nonfiction two texts, a link to a video, and 13 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.

This lesson uses narrative structures to introduce students to one form of expository writing—news briefs and articles. By condensing a short story into a newspaper article and expanding an article into a short story, students will explore the ways that exposition differs from narration.

In this story, the main character, Margaret is affected by the loss of her father and then the loss of her best friend who moves away. As she adapts to that change she discovers new talents and new friends. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments;

Students have read the novel, Roll of Thunder, Hear My Cry and will compare and contrast the relationship of the blacks and whites in the 1930's to the relationship of blacks and whites in 2013.

In this activity, students read, Masks, a poem from Silverstein’s book of poems called Everything On It.

In this lesson, students will complete the mid unit assessment using the final stanza of the poem.

In this lesson, students will use the poem "Skateboard" from Technically It's Not my Fault and the article "Councilman: Ban Skateboarding in Downtown Columbia."