Scholars continue discussing Unbroken by using a fishbowl activity. Some readers share thoughts about the Day of Infamy, while others sit and observe the conversation. After the activity, pupils share what they learned.

Partner up! Scholars continue their fishbowl activity with one partner sitting inside the circle and one sitting outside the circle. Participants add to sentence starters to analyze the perspective of the Pearl Harbor Attack seen in the...

Scholars take a close look at the life of Louie in Unbroken. They discuss events considered turning points in their life and use several graphic organizers and guides to help direct their thinking. After thinking about their responses,...

Scholars think about what message Laura Hillenbrand tries to convey to readers in Unbroken. They begin by sharing their thoughts as thematic statements. After sharing, learners work on explaining their ideas in an Unbroken Thematic...

Scholars read two texts about Miné Okubo’s life. In Riverside’s Miné Okubo and Miné Okubo, readers gather information to write narrative essays describing how Okubo became visible again. The essay serves as part of a performance task.

You will never forget that moment. Scholars read a model narrative and analyze the moment a character became visible again. They compare the narrative to Okubo in Unbroken. Readers also assess the narrative essay according to a rubric...

Pupils explore the narrative structure of a piece of literary text, mapping out the plot structure of the Greek myth "Pyramus and Thisbe." Next, they use their completed graphic organizers to write story summaries.

How do the narrative and play versions of the myth "Pyramus and Thisbe" affect meaning? Scholars reread Act 5, Scene 1 from Shakespeare's A Midsummer Night's Dream and compare its structure to "Pyramus and Thisbe." Next, they use a...

How does Shakespeare develop the theme of control in A Midsummer Night's Dream? Using the resource, scholars analyze the theme of parental control in the play and the Greek myth "Pyramus and Thisbe." Next, they talk to partners to...

Using the resource, scholars complete a mid-unit assessment to gauge their learning at the halfway point of the unit. Pupils read the myth "The Harvest That Never Came" and plot its narrative structure.

Scholars begin writing an argument essay based on Shakespeare's A Midsummer Night's Dream. They read and analyze a model essay, considering the author's thinking before writing it.

Pupils prepare to write argumentative essays based on Shakespeare's A Midsummer Night's Dream. They begin weighing evidence and crafting claims for their writing about control.

It's time for a quote sandwich! Using the resource, pupils learn about the three parts of an effective quotation: introduction, quote, and analysis. Scholars use the model to peer critique each others' writing to show what they learned.

Pupils use a helpful resource to begin a Writing Improvement Tracker, developing awareness of their writing strengths and challenges. Additionally, they continue planning their argument essays about Shakespeare's A Midsummer Night's...

An informative resource instructs pupils on how to write their essay drafts about the theme of control in Shakespeare's A Midsummer Night's Dream. Next, scholars complete an Exit Ticket, listing their three favorite characters from the...

Scholars read and analyze a model character confessional narrative to help guide their writing. Then, they plan the first draft of a character confessional based on Shakespeare's A Midsummer Night's Dream.

Annoyed or bewitched—how does an author's word choice affect a text? Scholars begin the instructional activity by analyzing word choice in Shakespeare's A Midsummer Night's Dream. Next, learners take a closer look at the narrative...

Scholars unpack the word confession as they prepare to write confessionals based on characters from Shakespeare's A Midsummer Night's Dream. Next, they read their narratives to a small group of peers as part of a final performance task.

Scholars participate in a gallery walk to examine photographs related to WWII and record thoughts about the pictures in note catchers. At the end of the gallery walk, pupils share their observations before participating in a discussion...

Scholars read additional pages in Unbroken to discover more about Louie's character. Readers use turn-and-talk strategies to discuss character traits that describe Louie. They then answer text-dependent questions and cite evidence to...

It's all about a bit of give and take. Scholars silently read War in the Pacific and circle any unfamiliar words. Using context clues, they write each word on a strip of paper along with the inferred definition. After looking the word up...

Perspective changes everything. Scholars use a close reading guide while analyzing pages 38-47 in Unbroken. Readers learn that the governments of Japan and the United States had very different perspectives about the attack on Pearl...

Scholars take another look at Japan's Fourteen-Part Message. They then take turns adding ideas to sentence starters to create ideas about the different perspectives of government. To finish, groups mix and mingle to share their sentences...

Scholars work together to compile a list of things good writers do to perfect their craft and write the ideas on a whiteboard. They then discuss the differences between passive and active sentences and use their knowledge to identify...