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\nMaking Inferences (6)\n

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\n\nFor Students\n\n2nd - 5th\n\nStandards\n
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\nThe story of Petey and Ralphie provides readers with the perfect opportunity to practice using clues in a text to draw inferences. The questions that follow the story direct readers' attention to details that imply rather than directly...\n
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\n\"Making\n\n
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\nMaking Inferences (7)\n

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\n\nFor Students\n\n2nd - 5th\n\nStandards\n
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\nWhy did Carla shut the window? Why did Benny feed his puppy? Why did the train blow its whistle? Why did Mom's car have a flat tire? Young readers consider cause and effect relationships in order to draw inferences from four situations...\n
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\n\"Making\n\n
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\nHave Fun Teaching\n
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\nMaking Inferences (8)\n

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\n\nFor Students\n\n2nd - 5th\n\nStandards\n
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\nKids examine the clues provided by a prompt to infer what will happen next. They then illustrate the short story.\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 27\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nUsing their notes developed throughout the unit, class members prepare for the end of the unit assessment by writing a formal essay in which they \"analyze how the author of The Autobiography of Malcolm X provides a conclusion that...\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 1\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nHere's a fresh approach to the dreaded personal narrative required by most college applications. The Autobiography of Malcolm X is the anchor text for a unit that, through modeling and guided practice exercises, encourages the...\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 3\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nUsing questions they developed, class groups discuss Chapter 2 of Malcolm X's autobiography, focusing on the individuals and events Malcolm X feels contributed to his character development.\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 5\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nZoot suits, the Lindy hop, and conks. Readers carefully examine the rhetoric of chapter 4 of The Autobiography of Malcolm X, analyze the effectiveness of using slang to develop a narrative, and consider how they might incorporate Haley's...\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 9\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nAs they read and discuss Chapter 7 of The Autobiography of Malcolm X, class members continue to use the Tracking Tool worksheet to record evidence on how the central ideas are being developed.\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 11\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nChapter 10 of Malcolm X's Autobiography introduces readers to Elijah Muhammad's teachings. Discussion questions focusing on syntax and diction draw attention to how Malcolm X's perspective on Mr. Muhammad changes.\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 12\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nWriters use class time to develop the draft of their personal narratives, drawing on techniques Haley uses in The Autobiography of Malcolm X.\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 1\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nIn this first activity of the unit, class members continue to work on their draft of a narrative essay response to a prompt found on the college Common Application.\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 2\n

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\nWhere to begin? This lesson plan, part of a series designed to help seniors compose a narrative response to a prompt found on the college Common Application, focuses on the techniques writers employ to craft an engaging introduction to...\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 3\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nWorking in pairs, class members use the provided narrative writing rubric to assess the effectiveness of dialogue, pacing, and description in two model paragraphs with similar content. Writers then use the insights they have gained from...\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 4\n

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\nOnce again, class groups examine two model paragraphs and, using the provided rubric, evaluate how effectively the writers use structural techniques to sequence events so that they build a specific tone. Individuals then use what they...\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 5\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nTo underscore the importance of precise diction and sensory details in narratives, class members examine two statements to determine which is more effective and significantly impacts the reader. Individuals then examine their college...\n
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\nGrade 12 ELA Module 1, Unit 3, Lesson 6\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nAfter a brief discussion of their independent reading texts, pairs exchange their college narratives and, using the provided peer review tool, give their partner suggestions on how the draft may be improved.\n
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\nGrade 12 ELA Module 1, Unit 2, Lesson 2\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nAs part of their reading of Leslie Marmon Silko's \"Yellow Woman and a Beauty of the Spirit,\" class members analyze how the author develops her narrative through dialogue, description, and multiple plot lines.\n
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\nGrade 12 ELA Module 1, Unit 2, Lesson 3\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nHow does an author sequence events in a narrative so that the events build on one another and create a tone of mystery, growth, or resolution? As part of a study of narrative writing, class members work in pairs to examine the techniques...\n
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\nGrade 12 ELA Module 1, Unit 2, Lesson 5\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nAs class members conclude their reading of Leslie Marmon Silko's \"Yellow Woman and a Beauty of the Spirit,\" they consider how the story of Kochininako, Yellow Woman, not only provides a satisfying ending to the narrative but also...\n
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\nGrade 12 ELA Module 1, Unit 2, Lesson 6\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nThe final lesson in this narrative writing unit asks class members to craft a multi-paragraph essay reflecting on the structural elements Leslie Marmon Silko employs in her \"Yellow Woman and a Beauty of the Spirit.\"\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 4\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nConnect with the text using helpful annotation strategies. As your class reads the first section of Karen Russell's short story, \"St. Lucy's Home for Girls Raised by Wolves,\" they note important passages that establish character...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 5\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nFinding the central idea in a text is equally important in fiction and nonfiction. Work on analyzing a piece of writing for the central idea with Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves,\" complete with supporting...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 6\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nCan you tell everything about a character based on their actions? Delve into the prominent characters of Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves\" with helpful reading tips and discussion questions. A thorough lesson...\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 9\n

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\nFind the central idea in an excerpt from Karen Russell's \"St. Lucy's Home for Girls Raised by Wolves\" with a literary analysis lesson. As your class analyzes a section of the story, they determine how the author forms the central idea...\n
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