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Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience
Refugee & Immigrant Transitions is an organization that helps newcomers adjust to life in the United States through education and community leadership opportunities. As part of a mid-unit assessment, pupils independently read a...
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Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again
How might different authors approach the same topic? Scholars read a paragraph from an informational text about Canadian refugees using the resource. Next, they participate in a jigsaw activity to connect real-life refugees' experiences...
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Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again, Part 3
What does it mean to mourn something? Scholars continue reading paragraph four from "Refugee and Immigrant Children: A Comparison" to better understand the mourning process for refugee children. Working with a partner, pupils then read...
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End of Unit 1 Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language
Scholars demonstrate their learning with an end-of-unit assessment. They work independently to discuss the Golden Rule and its relationship in To Kill a Mockingbird.
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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...
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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...
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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...
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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...
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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...
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Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)
We have an appointment! Scholars meet with another discussion appointment to discuss the text structure of the poem "Incident" by Countee Cullen. They use a Note Catcher to guide their thinking and compare the structure to chapter 8 of...
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World Café to Analyze Themes in To Kill a Mockingbird (Chapter 10)
Time for table discussions. Scholars once again take part in a World Cafe activity. They discuss chapter 10 of To Kill A Mockingbird in groups of four and rotate from table to table. At each table, they select a new leader. Readers then...
Literacy Design Collaborative
Analyzing the Development of Theme through Pivotal Moments
Liliana Heker's "The Stolen Party" and Martha Salinas' "The Scholarship Jacket" provide sixth graders with an opportunity to identify key scenes that authors use to develop their themes.
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Making Character Inferences: Analyzing How Words and Actions Reveal Character in To Kill a Mockingbird
Partner up! After an I have/who has activity, readers partner with one of their discussion appointments to add evidence from chapters 11-13 in To Kill a Mockingbird to the Atticus Note-catcher. Partners then share with the class and add...
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Analyzing Themes: The Golden Rule and Taking a Stand (Chapters 16-17)
Positive or negative? Class members take another look at one of the taking-a-stand photographs from lesson plan one. They talk with partners to connect the picture to the text in To Kill A Mockingbird and discuss to determine when taking...
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Making Inferences: Analyzing Atticus (Chapters 22- 23)
What's the verdict? Scholars look closely at the reactions of various characters in To Kill A Mockingbird in the aftermath of the verdict. They circulate the room, responding to a variety of probing questions. Pupils finalize their...
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Analyzing Word Choice: Atticus’s Closing Speech (Chapters 20-21)
Choose your words carefully. Scholars begin by reading a line of Atticus's closing speech in To Kill A Mockingbird. Readers work independently on their note catchers, then complete a Think-Pair-Share activity with partners. They finish...
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Analyzing the Model Essay: Studying Argument (Chapter 27 Plus Synthesis of Scenes in Previous Chapters)
Scholars partner up to review a model essay and talk through the process leading up to writing their essays. During a second reading of the essay, learners locate and underline the claim given, reasons, and counterclaim. They then...
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Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream
Pupils first participate in a drama circle as they continue reading Shakespeare's A Midsummer Night's Dream aloud with classmates. Next, scholars move around and discuss text-dependent questions about the play with a Three Threes in a...
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Analyzing the Author’s Perspective: “The Shakespeare Shakedown”
Simon Schama's article "The Shakespeare Shakedown" allows young writers to see how authors respond to conflicting viewpoints. Class members participate in discussion appointments with five peers to explore the author's point of view.
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Reading Shakespeare: Analyzing a Theme of A Midsummer Night’s Dream
After finishing Act I, scene 1 from Shakespeare's A Midsummer Night's Dream, class members study the theme of control as it relates to the play and start an Evidence of Control note-catcher worksheet.
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Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream
Scholars examine how characters try to control one another in Shakespeare's A Midsummer Night's Dream. They engage in a read-aloud and class discussion to iron out ideas. They also work in small groups to complete a note-catcher...
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Analyzing the Resolution of the Play: World Café Discussion
It's time to get active! Scholars participate in a World Café protocol to promote discussion and leadership. They leave their seats and move from group to group to discuss critical questions related to their read-aloud of Shakespeare's A...
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Analyzing Character: Louie Zamperini
Let's talk! Scholars create discussion appointments using map locations. After completing their appointment books, readers look closely at a few Unbroken pages. They use sentence strips to record details from their readings that help...
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Analyzing a Thematic Concept: Becoming Visible Again, Part 2 (354–380)
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,...
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