Judicial Learning Center
Article III and the Courts
What's the best way to make sense of the Constitution? A helpful lesson contains both the text of Article III and annotation of each of its sections, breaking it down into easy-to-understand parts. It also includes links to a...
EngageNY
Grade 10 ELA Module 2: Unit 1, Lesson 9
How did Martin Luther King Jr. establish tone in his writing? Scholars analyze King's tone and discuss how he changes and refines his claim in "Letter from Birmingham Jail." They also define new vocabulary words, respond to a writing...
Literacy Design Collaborative
Analyzing Language through Dialogue and Internal Monologue in "The Scarlet Ibis"
James Hurst's short story "The Scarlet Ibis" provides eighth graders with an opportunity to sharpen their literary analysis skills. After a close reading of the text, class members highlight and annotate parts of the dialogue and...
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Grade 10 ELA Module 4: Unit 1, Lesson 2
Class members analyze the details of a section of E. B. White’s Death of a Pig to determine a central idea. Learners use turn-and-talk to discuss the details and ideas they identify. They then work in groups to annotate the text, respond...
Literacy Design Collaborative
"New American Characters" - Analyzing the Impact of Cultural Change in "The Great Gatsby"
Learners annotate text from The Great Gatsby before working through a character development map. They then use text evidence in a final essay to describe the connection between central ideas and character development.
Literacy Design Collaborative
Identifying Points of View through Character Responses in R.J. Palacio's "Wonder"
Readers examine the book Wonder by R.J. Palacio to determine how characters respond differently to situations and events. Readers annotate and analyze the text and carry out group discussion using accountable talk. They work in small...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 5
Can you please clarify? Scholars continue to work on their argumentative essays about selling human tissue by clarifying and adding cohesion. Writers begin by looking at model paragraphs and then begin improving their writing. They...
EngageNY
Building Background Knowledge: "Fleeing Saigon as Panic Rises”
How can scholars better understand the refugee experience? Pupils read Fox Butterfield's article "Panic Rises in Saigon, but the Exits are Few" and connect it to the novel Inside Out & Back Again. They annotate the text, looking for...
Literacy Design Collaborative
Rhetorical Analysis for Pre-AP English
Scholars closely analyze the use of rhetorical strategies in several model texts. They work in groups to annotate the text identifying rhetorical elements, and to complete a Rhetorical Analysis chart and guided reading worksheet....
EngageNY
Reading for Gist and Answering Text-Dependent Questions: Industrial Food Chain
Where do humans fall on the food chain? Scholars read about the Industrial Food Chain in The Omnivore’s Dilemma sections. They use word catchers to record unfamiliar words as they read and place sticky notes in the margins to annotate...
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Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Organic Food Chain
After re-reading The Omnivore’s Dilemma using a Reading Closely: Guiding Questions handout, class members use sticky notes to annotate and determine the gist of the text. Finally, they use an Author’s Purpose graphic organizer to...
EngageNY
Poetic Tools in Narrative of the Life of Frederick Douglass
Scholars listen to a reading and answer probing questions about If We Must Die by Claude McKay. Readers annotate their personal copies of the poem as they discuss its figurative language, vocabulary, and meaning. They then transfer...
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Engaging the Reader: Close Reading Part 1 of “Shrouded in Myth”
Read and reread for better understanding. Scholars listen to a read aloud of Shrouded in Myth. They talk with a partner about the things they noticed and wondered about the text. They then listen to the text a second time to focus...
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The Hero’s Journey, Part 1: What is a Hero?
That was heroic! Scholars quickly look over What is a Hero to determine and discuss the structure of the text. They then read the introduction and Act 1 closely to find the gist and annotate the text. They circle unfamiliar words...
EngageNY
Analyzing Point of View and Figurative Language: Chapter 1
Check out the view! Scholars complete a graphic organizer to analyze how Laurence Yep develops a character's point of view in Dragonwings. Additionally, pupils re-read parts of the novel and annotate the text on sticky notes, looking for...
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Inferring Laurence Yep’s Perspective on the Police, from the Crime in the Neighborhood Excerpt of The Lost Garden
Gist get to the point! Pupils read another excerpt from The Lost Garden, author Laurence Yep's autobiography. Working with partners, scholars annotate the text to look for the gist and record unfamiliar vocabulary in their word...
EngageNY
Reading for Gist and Answering Text-Dependent Questions: Chapter 4 of World without Fish
True or false? Scholars read chapter four of World without Fish and explore the idea of a myth. They discuss in triads the meaning of the myth of nature’s bounty. Learners annotate the text on sticky notes and then answer...
EngageNY
Introducing World without Fish
One fish, two fish, red fish, no fish. Scholars analyze World without Fish to determine the gist, identify vocabulary, and answer text-dependent questions. As learners read, they use sticky notes to annotate the text. They also work...
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Reading for Gist and Answering Text-Dependent Questions: Chapter 5 of World without Fish
Discover the rules of fishing. Pupils read chapter five of World without Fish to discover ideas about the rules and laws of fishing. They use sticky notes to annotate text as they read about fishing in other countries. They focus on...
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Getting the Gist and Tracing an Argument: “Public Fear” Excerpt from “The Exterminator”
Only fear fear itself. Scholars read Public Fear from The Exterminator. Triads work together to annotate and determine the gist of the text. They then complete a Tracing an Argument graphic organizer to identify arguments, claims,...
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Annotating the Text and Identifying Argument, Claims, and Evidence: “Double Whammy” Excerpt from “The Exterminator"
That's a double whammy! Scholars read the excerpt Double Whammy from The Exterminator. After identifying the gist of the text, they annotate by marking the author's claim. The group discusses what is meant by double whammy and...
EngageNY
Close Reading and Gathering Evidence from Frightful’s Mountain and “Welcome Back”
Where did the falcons go? Scholars read the article Welcome Back which describes the disappearance of falcons due to the use of pesticides. During a second read, learners annotate the text by marking unfamiliar words and facts about...
EngageNY
Close Reading: “Natural Resources and the Canadian Economy”
Readers continue to learn how natural resources are important to Canada's economy. They read, annotate, and answer text-dependent questions about Natural Resources and the Canadian Economy. They then discuss key terms in the text.
K20 LEARN
Lord of the Flies Unit, Lesson 2: Leader of the Pack
The second lesson in the Lord of the Flies unit asks scholars to consider the characteristics of a good leader. After generating a list of these qualities, they annotate a passage from the novel highlighting the leadership qualities of...