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Speech Structure: Part 2 of the Commonwealth Club Address
Scholars continue reading and analyzing César Chávez's 1984 speech, "Address to the Commonwealth Club of California." Working with partners, they answer text-dependent questions about how governments and consumers affect working...
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Understanding Interactions: Launching Pygmalion, Part 1
During a reading of one section of Pygmalion, individuals begin thinking more deeply about identity. They also complete text-dependent questions and a close reading guide.
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Mid-Unit Assessment: Evidence and Inference in Pygmalion
Scholars complete the Pygmalion mid-unit assessment to show their progress toward the unit's stated goals. The assessment requires learners to read text and successfully answer multiple choice and extended response questions.
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Citing Evidence: The Ending of Pygmalion
Show time! After completing questions over Pygmalion section nine, scholars perform a reader's theater activity of pages 87-88. They then revisit their Eliza Character Trackers and add details as needed.
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Introducing the Performance Task: The Children’s Book
Using a Venn diagram, class members generate similarities and differences between narratives and summaries. Next, pupils co-create an anchor chart to capture their thinking about how an author zooms in on a particular part of a story.
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End of Unit Assessment and Independent Reading Review
Reader, writer, illustrator ... scholars wear many hats! Pupils become experts in recommending books to their classmates as they write reviews of their independent reading books. Next, after finishing the second draft of their children's...
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The Performance Task: The Children’s Book—Final Draft
All good stories must come to an end. Writers review teacher feedback from their Children's Book Storyboards and make plans for revision. Next, they begin writing their final drafts and putting them together with their illustrations.
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Coda: What Gives This Story Power? Re-Examining Powerful Stories
Writers consider what makes a story powerful as they listen to a short story about Frederick Douglass. Once finished, small groups complete a worksheet to analyze what makes the story so enduring.
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Writing the Children’s Book: Day Three
Illustrations are a key feature of children's books. Using the resource, pupils learn about adding illustrations to their children's books. Next, as they complete their storyboards and work on their second drafts, they consider their...
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Analyzing the Main Idea in Video: Understanding the Limbic System
It's time to put on those thinking caps and analyze the brain! Pupils watch a video about teenage brain development, using a note-catcher to capture their thoughts about the main idea. Finally, they select two pieces of information from...
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Mid-Unit Assessment: Development of the Young Brain
Scholars view a video clip about adolescent brain development and work with partners to identify the main idea and supporting details. Next, as part of the mid-unit assessment, pupils watch another clip from the video and complete a main...
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Building Context for the Narrative: Slavery in America
Scholars use an Analyzing Images: Slavery in America handout to make predictions from pictures featuring slavery. They then discuss the pictures with partners. Learners further their thinking by close reading The Slave Trade and...
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Building Context for the Narrative: The Abolition Movement
That's history. Scholars work together to review the text Abolition and its accompanying text-dependent questions. They then determine what information to add to the Historical Context anchor chart. For homework, individuals think of...
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Analyzing Douglass’s Purpose
Class members continue analyzing text excerpts from Narrative of the Life of Frederick
Douglass. They read and draw conclusions to determine Douglass's view on slavery. Learners finish by discussing with partners how the excerpts connect...
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Introducing the Process for Close Reading: Meeting Frederick Douglass
To learn more about Frederick Douglass, class members complete close reads of excerpts from Narrative of the Life of Frederick Douglass. They complete a close reading guide and questions for each excerpt. Pupils then add to the...
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Analyzing a Model Position Paper: “Facebook: Not for Kids”
It's time to take a position! Scholars learn to write a position paper by analyzing a model paper titled Facebook: Not for Kids. After studying the model paper, learners think about their own papers using the Position Paper Planner. They...
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End of Unit Assessment, Part 1, Continued: Revising Vocabulary and Conventions Based on Feedback
Writers align their position papers with the last two rows in the rubric. After looking at the rubric rows for vocabulary and conventions along with feedback on their papers, class members revise their essays. They then look at the...
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Analyzing Interactions: Launching the Unit
How much screen time is too much? Scholars explore the question as they consider whether the American Academy of Pediatrics (AAP) should increase its screen time recommendations. With group discussions, close readings, and a jigsaw...
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Logic and Argument: Evaluating the Argument in “Beyond the Brain”
The brain is not the mind. Scholars explore the claim by reading an informational article about neuroscience research, "Beyond the Brain." As they read, they answer text-dependent questions and complete an anchor chart to evaluate...
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Paraphrasing and Evaluating Sources: “Gaming Can Make a Better World”
Explore how gaming might make the world a better place. To dissect the statement, scholars watch video clips about the benefits of video games. While listening, pupils make notes in their researcher's notebooks, attempting to discern the...
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Contrasting Evidence: “Games Can Make a Better World” and “Video Games Benefit Children, Study Finds”
Anecdotes, analogies, testimonies, statistics. The most powerful arguments rely on multiple types of evidence. Scholars explore the topic as they read contrasting evidence about the benefits of video games. They complete Venn diagrams to...
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Gathering Information about Screen Time: Assessing and Reading Internet Sources, Day 1
What's the best way to evaluate a source's accuracy and credibility? Pupils discuss the question with a partner and then share their ideas with the class. They also conduct Internet research, looking for an article that answers a chosen...
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Mid-Unit Assessment, Part 1: Tracing and Evaluating Arguments
It's test time! As part one of the mid-unit assessment, scholars complete a Tracing an Argument note-catcher for both a text and a video about the Internet's effect on the brain. Pupils demonstrate learning by evaluating the argument and...
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Using Multimedia in Presentations: Preparing to Present Claims
Eye contact, volume, pronunciation are all parts of a great presentation. Scholars create visual displays to clarify the claim for an upcoming presentation about whether the American Academy of Pediatrics should increase its screen time...