Let's take a walk—a gallery walk. Scholars complete a mid-unit assessment relating to Unbroken by taking a gallery walk to view the various primary source mediums. They then use organizers to select three sources and respond to...

Can you see me now? Scholars discuss two definitions of invisibility and then connect the definitions to text evidence related to Louie's invisibility in Unbroken. Readers turn their attention to The Life of Miné Okubo and record text...

Share your thoughts. Scholars use Think-Pair-Share to answer questions related to Louie in Unbroken. The class completes the Becoming Visible Again anchor chart to understand the text's theme better. They write an example of Louie...

Is that your final answer? Scholars discuss the terms, edit, and revise. They then complete their final drafts as the end-of-unit assessment of Unbroken. Writers use their graded draft essays from a previous instructional activity to...

What is the central idea of the Fourteenth Amendment? Scholars attempt to answer the question as they read and discuss the Fourteenth Amendment to the United States Constitution, which guarantees all citizens equal protection of the...

Music has the power to bring topics alive. Learners take on the role of sound director in their film planning and choose the songs to accompany their photographs. They must also support their decisions with evidence and reasoning as they...

Practice makes progress. Working in pairs, presenters rehearse and refine their presentation skills before the big day when they pitch their film choices. Rehearsing also allows for refining prompt cards based on peer feedback and...

Ready, set, write! Every great film begins with a script, and every presentation starts with a plan. Directors use their research and experience to compose an essay explaining the rationale behind their film's musical and visual choices...

The presentation is the thing. Learners combine all their skills by creating a pitch for their films about the Little Rock Nine. They explain to classmates why they selected the images and songs using self-created prompt cards. The end...

Scholars extend their research of the food chain that Michael Pollan discusses in The Omnivore's Dilemma. They determine additional consequences of the food chain and add them to their Cascading Consequences charts. Additionally, pupils...

Organic versus conventional farming: which option is best? Pupils use Michael Pollan's The Omnivore's Dilemma to determine the cascading consequences of the industrial organic food chain. They work in research teams to create an...

Scholars gain interest in the case of Brown v. Board of Education by watching a video clip and completing a quick write. They then independently read excerpts from Brown v. Board of Education and work through a Steps for Getting the Gist...

Scholars work in groups to compare Brown v. Board of Education excerpts and A Mighty Long Way. They use the Paired Text note catcher to organize their thoughts and divide the work using a jigsaw activity to track Carlotta's journey.

Text, speech, phone call. Scholars discuss the advantages and disadvantages of using speech and written text to express ideas. They use an Analyzing Mediums graphic organizer to analyze speeches by Martin Luther King Jr. They then...

Using an informative resource, pupils discover how to write research questions that are focused, answerable, and relevant. Scholars evaluate resources about the industrial food chain from Michael Pollan's The Omnivore's Dilemma and then...

Young researchers create a class Cascading Consequences chart to see how the industrial food chain affects people, animals, and the environment. They also work in teams to complete a Stakeholders chart for the industrial food chain model...

Researchers continue determining the effects of the industrial organic food chain that Michael Pollan describes in The Omnivore's Dilemma. In teams, pupils add to their Cascading Consequences charts and complete Stakeholders charts based...

What are the consequences of the local, sustainable food chain? Research teams explore the question as they review Michael Pollan's The Omnivore's Dilemma. The teams complete Cascading Consequences charts and then choose research topics...

Researchers review how to create citations, find reliable sources, and paraphrase. Next, using guided task cards and their researcher's notebooks, they investigate the question they developed in instructional activity eight about the...

Equip the class to perfect their presenting skills. To prepare for an upcoming oral presentation, scholars create and analyze an anchor chart for effective speaking skills. Pupils also use their research to add to their Cascading...

As part of a mid-unit assessment, scholars complete a research simulation about food deserts to mimic the research process. Afterward, they engage in a think-pair-share to discuss what they've learned throughout the unit.

Focusing on the consequences of the hunter-gatherer food chain that Michael Pollan discusses in The Omnivore's Dilemma, teams work together to create hunter-gatherer food chain consequences charts. Next, scholars view other groups'...

It's time to gather nuts, berries, and lots of information. Scholars continue on their quest to determine the consequences of each of Michael Pollan's food chains from The Omnivore's Dilemma. Using research questions developed in a...

Could the hunter-gatherer food chain feed everyone in the United States? To consider the question, pupils use their research and add to the Cascading Consequences chart based on Michael Pollan's hunter-gatherer food chain from The...