EngageNY
Inferring about Character: Close Reading of the Poem “Inside Out” and Introducing QuickWrites
Grab a partner! Scholars partner up to take a second look at the verse novel Inside Out & Back Again. They discuss questions about and connections to the novel and then learn how to complete a Quick Write task properly. To finish,...
EngageNY
Mid-Unit Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha?
Take a walk with me. Scholars participate in a gallery walk of the anchor charts their groups created about Inside Out & Back Again in the previous lesson plan. Pupils take notes about Ha's character on sticky notes as they take the...
EngageNY
Building Background Knowledge: Guided Practice to Learn about the History of Wars in Vietnam
Scholars use a map of Asia to help them better understand the article "The Vietnam Wars," focusing on word meaning in the title and subtitle. Learners then use guided notes while reading the article and discuss their ideas with partners.
EngageNY
Building Background Knowledge: Small-Group Work to Learn More about the History of Wars in Vietnam
Scholars take a close look at "The Vietnam Wars." They answer questions and discuss in groups to conclude that the author respects the Vietnamese. They participate in a modified jigsaw discussion and end the exercise with a quick writing...
EngageNY
Development of the Plot: Impending Danger and Turmoil
Danger! Scholars look closely at two poems, 'TV News' and 'Closed Too Soon.' While reading, learners think about Ha's country's increasing dangers and conflict. They record their thoughts in graphic organizers and discuss what details...
EngageNY
Building Background Knowledge: Vietnam as a “Battleground in a Larger Struggle”
Read. Stop. Think. Scholars use a reading strategy to process the challenging text, "The Vietnam Wars." They read a paragraph and then stop to think about the text and its meaning. Readers then go on to work with partners and make notes...
EngageNY
Building Background Knowledge: The Impending Fall of Saigon
Scholars read "Doc-Lap at Last" and participate in a Three Threes in a Row activity in which they answer three questions about the text in their rows. They then discuss the central idea of the text. Readers finish the lesson plan with a...
EngageNY
Character Analysis: How Do Personal Possessions Reveal Aspects of Characters?
Learners use a jigsaw activity to examine characters in "Left Behind." Each group member focuses on a different character and then regroups to those with the same focus. Class members then return to their home groups for discussion...
EngageNY
Comparing Meaning and Tone: The Fall of Saigon in Fiction and Informational Text
Who's that talking to? Readers listen to a reading of the "Forgotten Ship" transcript and answer questions focusing on word meaning and choice. They complete a chart to track the multiple narrators in the script. For homework, readers...
EngageNY
End of Unit Assessment: How Word Choice Contributes to Tone and Meaning
It's finally time for pupils to show what they know! Scholars finalize the unit with an end-of-unit assessment. They use the book Inside Out & Back Again and the "Forgotten Ship" transcript to examine word choice, tone, and...
EngageNY
Launching The Module: Taking a Stand
Scholars analyze various photos to determine how the people pictured take a stand. They use a Notice/Wonder Note Catcher to help organize their thoughts. Learners then study a Taking a Stand: Frayer Model handout to learn what it means...
EngageNY
Taking a Stand: Equal Rights for Women
Equality for all? Scholars talk with partners to predict Shirley Chisholm's stand in her speech "Equal Rights for Women." They then read the speech and circle unfamiliar words to understand the meaning better. Readers go on to answer...
EngageNY
Analyzing Text Structure & Summarizing Text: “Equal Rights for Women” by Shirley Chisholm
Let me check my schedule! Scholars set up discussion appointments with five classmates to discuss Shirley Chisholm's speech "Equal Rights for Women." Readers then use their Note Catcher guides to analyze the text of the speech more...
EngageNY
Central Idea and Supporting Details: “Equal Rights for Women”
It's my right, not a privilege! Scholars review the details of the claims in the speech "Equal Rights for Women." They meet with one of their discussion appointments from a previous instructional activity to locate evidence to support...
EngageNY
Analyzing the Author’s Perspective: “Equal Rights for Women” by Shirley Chisholm
It's all about perspective. Scholars talk about the meaning of perspective and look closely at the point of view of Equal Rights for Women. They discuss how Chisholm addresses the views of others and complete a close reading guide to...
EngageNY
World Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”
May I take your order? Scholars read "Ain't I a Woman" and participate in a World Cafe. They work in small groups to discuss text-related questions and then complete a Note-Catcher sheet to organize their thoughts. For homework, learners...
EngageNY
Mid-Unit Assessment: Analyzing Excerpts from Lyndon Johnson’s Speech “The Great Society”
Time for intermission! Scholars take an intermission break from learning in the unit to work on a mid-unit assessment independently. Readers answer questions about Lyndon Johnson's Speech "The Great Society" to demonstrate the knowledge...
EngageNY
Launching To Kill A Mockingbird: Establishing Reading Routines (Chapter 1)
Scholars use a Story Impressions Note-catcher to capture their first impressions of words or phrases from To Kill a Mockingbird. They then listen to a reading of the first six pages of the novel before the teacher asks questions to check...
EngageNY
Analyzing Character: Understanding Atticus (Chapter 1, cont.)
Scholars use a Note-catcher to gather text evidence to reveal the character of Atticus Finch in To Kill a Mockingbird. After collecting evidence, they work with a partner to make an inference about the character and then share their...
EngageNY
Analyzing Text Structure: To Kill a Mockingbird (Chapter 2)
Scholars use the Narrative Structure graphic organizer to analyze the structure of the smaller stories within To Kill a Mockingbird. They talk with a partner to discuss how the structure adds meaning.
EngageNY
Close Reading: Focusing on Taking a Stand (Chapter 2 cont.)
Scholars complete a close read of To Kill a Mockingbird and determine why characters take a stand. They use text-dependent questions and Note-catchers to help guide their thinking. Readers review the Taking a Stand Anchor chart and...
EngageNY
Analyzing How Literature Draws on Themes from the Bible and World Religions: The Golden rule (Chapter 3)
Scholars use their Golden Rule Note-catcher to examine passages from To Kill a Mockingbird. They then take a gallery walk to compare and contrast the quotes before sharing Think-Write-Pair-Share ideas on how the quotes demonstrate the...
EngageNY
Making Inferences: The Golden Rule and the Radley’s Melancholy Little Drama (Chapter 4)
Time for a TED Talk. Class members watch a TED Talk clip covering Karen Armstrong and the Golden Rule. Once finished, they use Turn and Talk to discuss the questions in their Golden Rule Note-catchers. As a closing, they reflect on the...
EngageNY
Text Comparisons: Comparing Text Structures and Text Types (Chapter 9)
Scholars revisit the comparisons they made in the previous instructional activity of "Incident" and To Kill A Mockingbird. They talk with their discussion appointment partners about the structure of a narrative and use a Compare and...
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