It's time to put on a show! Scholars participate in a Pygmalion Readers Theater. They discuss the text-dependent questions from the previous lesson and revisit the Eliza Character Tracker. To end the lesson, individuals reflect on their...

Learners read in section five of Pygmalion about Eliza's words and actions that shock the Victorian crowd. They answer text-dependent questions about the section, and then work with partners to add more details to their Eliza Character...

Scholars refer to a British Dialect/Slang anchor chart as they answer text-dependent questions over section eight of Pygmalion. While learners work on the questions, the teacher conducts check-ins on the progress of their independent...

Scholars take a close look at the role of gender presented in Pygmalion. They work in pairs to complete Gender Excerpts and Text-Dependent Questions. To finish, classmates discuss the role gender plays in the United States today.

Help scholars comprehend a challenging text. Using the resource, pupils read excerpts from an article about the digital revolution and adolescent brain development. As they read, they answer text-dependent questions and complete a close...

Class members consider how technology affects social interactions as they continue reading an article about the digital revolution and adolescent brain development. Then, working in pairs, scholars answer text-dependent questions and...

Read to me! Scholars get lost in a picture book read aloud of The People Could Fly. They discuss text-dependent questions and talk with partners about the meaning of the story. They then study an image in the book to determine the power...

Scholars use an Analyzing Images: Slavery in America handout to make predictions from pictures featuring slavery. They then discuss the pictures with partners. Learners further their thinking by close reading The Slave Trade and...

That's history. Scholars work together to review the text Abolition and its accompanying text-dependent questions. They then determine what information to add to the Historical Context anchor chart. For homework, individuals think...

Learners revisit Plantation Life to focus on Douglass's purpose and choices he made for writing the text. They complete text-dependent questions, an analysis note catcher, and finalize their thoughts by sharing out with the class.

Fix your mistakes. Scholars look over their end-of-unit assessments while the teacher focuses on common mistakes made among the class. Learners then make predictions about their next text, Frederick Douglass: The Last Day of Slavery, by...

How is a sentence like the human body? Scholars think about the comparison as they view an image of the human anatomy and begin to complete an Anatomy of a Sentence anchor chart. They review roots, prefixes, and suffixes and then begin...

The brain is not the mind. Scholars explore the claim by reading an informational article about neuroscience research, "Beyond the Brain." As they read, they answer text-dependent questions and complete an anchor chart to evaluate...

The proof is in the reading. Scholars read an article, "Attached to Technology and Paying the Price," and answer text-dependent questions. Next, they complete a Venn diagram to contrast two authors' use of evidence on the topic of screen...

It's puzzle time! Pupils participate in a jigsaw activity to discuss the various uses of water, including personal, agricultural, and industrial uses. They also conduct a close reading of The Big Thirst by Charles Fishman and answer...

Apples to oranges, Dasani to Aquafina. Using a Venn diagram, scholars contrast two authors' use of evidence on the topic of bottled water. Additionally, they continue reading Charles Fishman's The Big Thirst and answering text-dependent...

Three is company! Scholars work in groups of three to discuss quotes from the first pages of The Lightning Thief. Each group records their thinking on the paper of the quotes before talking about Percy's character using the Making...

Take a closer look. Scholars learn how to read closely using chapter six in The Lightning Thief. While reading, they write the gist of paragraphs on sticky notes and stick them in the book. They then answer text-dependent questions over...

No, not literally. Scholars read Hugo, the Lord’s Nephew to compare figurative and literal language. Readers learn about simile, metaphor, personification, and idioms with a graphic organizer. Pupils then answer text-dependent...

It is just a figure of speech. Readers look for figurative language as they read Taggot, the Blacksmith’s Daughter. They complete a Figurative Language graphic organizer by recording and identifying the types of figurative...

Three heads are better than one. Scholars gather back in their triads for another read of their monologues. They answer text-dependent questions and review their work. Learners then present their jigsaw monologues to the rest of the...

Would you, could you? Scholars read World without Fish and focus carefully on the use of the words could and would. They chunk the text into smaller sections and write annotations on sticky notes to help with comprehension. To...

Half way there. Scholars work on the mid unit assessment for World without Fish. Learners work independently to complete the assessment. They then answer text-dependent questions and use sticky notes for annotating.

It's the halfway point—there's no turning back now. Scholars work on the mid unit assessment for Flush. For the assessment, learners analyze the point of view and plot development by annotating the text using sticky notes and underlining...