Students will read a passage and write examples from the text that describe a character's feelings. This resource supports English language development for English language learners.
Students will read a description of and passage from a work by Louisa May Alcott, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, ideas to support a main idea, and an essay. This resource supports English language development for English language learners.
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 a poem by Elizabeth Barrett Browning, cite textual evidence to support the main idea, and justify how the evidence supports it. 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 passages and write to explain and justify how they are examples of either situational or dramatic irony. This resource supports English language development for English language learners.
Students will read a description of and passage from a work by Edgar Rice Burroughs, 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.
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 passage from O. Henry's work and write to explain how the passage contains an example of irony. This resource supports English language development for English language learners.
Students will read "The Road Not Taken," and writes to analyze it for its figurative meaning. This resource supports English language development for English language learners.
Students will read a description of and passage from L. Frank Baum's work, characters' descriptions, questions, vocabulary, definitions, text excerpts, 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.
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.
Students will read a description of and passage from Lewis Carroll's work, events, questions, vocabulary, definitions, text excerpts, 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.
Students will read a passage from Robert Louis Stevenson's work and write to answer questions in order to interpret the meaning of phrases. This resource supports English language development for English language learners.
Literature circles are a way to engage students in reading by selecting texts to read and discuss with peers. Instead of traditional literature circle roles, use question stems as a way to spark discussion. These question stems build in the complexity of thinking required. Reflection questions are included for debriefing after the small group discussion.
Literature circles are a way to engage students in reading by selecting texts to read and discuss with peers. Instead of traditional literature circle roles, use question stems as a way to spark discussion. These question stems build in the complexity of thinking required. Reflection questions are included for debriefing after the small group discussion.
Literature circles are a way to engage students in reading by selecting texts to read and discuss with peers. Instead of traditional literature circle roles, use question stems as a way to spark discussion. These question stems build in the complexity of thinking required. Reflection questions are included for debriefing after the small group discussion.
Literature circles are a way to engage students in reading by selecting texts to read and discuss with peers. Instead of traditional literature circle roles, use question stems as a way to spark discussion. These question stems build in the complexity of thinking required. Reflection questions are included for debriefing after the small group discussion.
Literature circles are a way to engage students in reading by selecting texts to read and discuss with peers. Instead of traditional literature circle roles, use question stems as a way to spark discussion. These question stems build in the complexity of thinking required. Reflection questions are included for debriefing after the small group discussion and students will use flipgrid.com to complete their reflections.