A photograph and a poem remind young people of the events of November 11, 2001. After examining Andrea Booher's photograph taken on September 13, 2001, and reading Lucille Clifton's poem "Tuesday 9/11/01", scholars compare their...

In this America Attacked: 9/11 worksheet, students read the book America Attacked: 9/11 and complete fact and opinion, character detail, and short answer question activities. Students complete 26 questions.

After the events on 9/11 many Muslim-Americans experienced discrimination because of their ethnicity and faith. Help break the cycle of ignorance by educating your students on the history, religion, and beliefs of a different culture....

Watch selected scenes from the mini-series, The Path to 9/11, and then have your class download and explore the 9/11 Commission Report. How are these two sources similar and different? Have your learners summarize each source and compare...

If you plan to utilize the ABC miniseries, "The Path to 9/11" in your classroom, consider incorporating media literacy and research skills. After (or while) learners view the series, they discuss ways information can differ from source...

Here is lesson 9 in an extensive series on teaching and learning ASL. Discuss code switching, numerical incorporation, and noun based vocabulary. Then, click on the blue links to view ASL in action. Each link takes you to a printable...

Students explore the history of flags and design banners for their communities. their designs reflect sentiments shaped by the events of 9/11. In addition, they write phrases beginning with, "being an American means..." Students...

In this comprehension check worksheet, students respond to 11 short answer questions covering chapter 11 of Roll of Thunder, Hear My Cry by Mildred D. Taylor.

In this Durango Street comprehension check worksheet, students define 2 vocabulary words and respond to 5 short answer questions pertaining to chapter 9 of Durango Street in order to help them better understand the novel and the author's...

Turning 11 comes with a range of emotions. Explore those emotions by reading the short story "Eleven" by Sandra Cisneros. Readers analyze the main character's reactions to the events of her day. Then, they write an essay describing what...

What is the connection? As scholars read paragraph nine of the chapter "Of Our Spiritual Strivings," they determine how Du Bois connects the ideas he presents in the text. They then participate in class discussions, define words, answer...

Have your class examine the characteristics of various writing genres using the Writing with Writers online project. Detailed instructions for how to introduce, discuss, and develop a piece of writing for each genre are included. Class...

What happens when a tenuous grasp on sanity begins to slip? Compare Edgar Allan Poe's "The Tell-Tale Heart" and Emily Dickinson's "I Felt a Funeral, in my Brain" with a lesson plan focused on developing a common central idea. High...

What are you implying? Scholars look at paragraphs eight and nine of the chapter "Of Our Spiritual Strivings" to determine the implications of Du Bois's use of metaphors. In groups, readers discuss the use of metaphors and add their...

Say precisely what you mean. Scholars analyze the importance of Washington's precise language in paragraphs eight and nine of the "Atlanta Compromise" speech. They interpret his figurative language and add it to their Idea Tracking...

Readers closely examine paragraph nine in Du Bois's "Of Our Spiritual Strivings" to understand prejudice's meaning and research Jim Crow laws.

Students explore the significance of memorials in the creation of their own memorial for the victims of 9/11. Through brainstorming and class discussion, they identify the characteristics of a memorial. Students use construction paper...

What is a memorial and what should it look like? Learners will choose what they believe is important to remember about September 11 and how it should be displayed. They work in groups and brainstorm details about the memorial and present...

Your 9th - 12th graders can hone their analysis and critical thinking skills by studying the way a subject is portrayed across media types. They examine how various print, visual, and online sources have portrayed key players in the 9/11...

The study of Romeo and Juliet continues as pairs use the provided summary tool worksheet to record evidence of how Shakespeare uses dramatic irony to heighten the tension in Juliet's soliloquy in Act 3, scene 2, lines 1–31.

Class members begin their study of Romeo and Juliet by examining the words Shakespeare chooses in the Prologue to Act I to create the tragic tone of his famous play about star-crossed lovers.

Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.

The balcony scene from Romeo and Juliet takes center stage as class members consider the structural choices Shakespeare makes, i.e., having Romeo appear first in the scene and having Juliet appear unaware that Romeo is listening to her...

Why is Romeo and Juliet considered a tragedy? Class members conclude their reading of the play, focusing on the final lines of Act 5, scene 3. They also consider how Shakespeare structures the text, orders events, and manipulates time to...