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Mid-Unit 1 Assessment: Making Inferences from Percy
Time to shine! Scholars show everything that they have learned so far in the unit by completing a mid-unit assessment. In the assessment, they discuss the gist of sections of text from The Lightning Thief and inferences they made about...
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Reading Closely to Build Background Knowledge: “Myths and Legends”
That is a myth! Scholars take a look at Greek myths referenced in The Lightning Thief. As learners listen to stories in Myths and Legends, they imagine the sights and sounds described. Pupils then talk with partners about specific words...
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Using Details to Determine Theme: The Myth of Cronus
There's nothing like a good theme! After reviewing the story of Cronus, learners participate in a mini instructional activity about theme by pulling papers from an envelope and identifying the writing on it as either a topic or a...
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What Makes a Myth a Myth? Comparing “Cronus” and “Shrouded in Myth”
Scholars complete a Venn diagram to compare and contrast Cronus and Shrouded in Myth. Learners work in their triads to write similarities and differences on sticky notes. They then take a look at the text The Key Elements of...
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Exploring Allusions to Myths in The Lightning Thief: Close Reading Part 1 of “Prometheus”
It's all just an allusion. Scholars learn the meaning of allusion and read an allusion in The Lightning Thief. Learners gather in their triads and discuss questions from the text to take a close look at vocabulary words and choose...
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End of Unit Assessment, Part 1: Revising Claims and Evidence based on Feedback
What to do with all that feedback? Scholars use colored writing instruments to circle any feedback that relates to the first two rows of the grading rubric. After working on revisions for their papers, learners view the performance task...
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Writing a Summary: “Middle Ages” Excerpt 1
What's this all about? Scholars learn the importance of summarizing skills using a summary writing graphic organizer. They work with an elbow partner to discuss summaries and complete the organizer using Middle Ages Excerpt 1. Learners...
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Reading for Gist: “Middle Ages” Excerpt 2
Read and repeat. Scholars repeat the strategies for digging deeper into text from activity two. This time they focus on Middle Ages Excerpt 2. Learners write unfamiliar words in the word catcher and use details from the text to add to...
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Writing a Summary: “Middle Ages” Excerpt 2
What is the big idea? Scholars use Middle Ages Excerpt 2 to complete a summary graphic organizer. They then use the information from the organizer to write a summary of the text on lined paper. Learners share summaries with the class.
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Mid-Unit Assessment: Research
Middle assessment for the Middle Ages. Scholars complete a mid-unit assessment by reading and answering questions about three different text pertaining to the Middle Ages. Learners work independently on the assessment for the class period.
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Evaluating Evidence: Adversities Faced in the Middle Ages
How is that relevant? Scholars gain an understanding of the words relevant and compelling. They then go back to the End of Unit 1 Assessment Prompt: Adversity in the Middle Ages and look at the second bullet that pertains to relevant and...
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Drafting Body Paragraphs
That's just the style. Learners begin with a mini-lesson about formal writing style. They then use what they learned about formal writing to begin the body paragraphs for their End of Unit 1 Assessment Prompt: Adversity in the Middle...
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End of Unit Assessment: Final Essay
This is just the transition phase. Scholars participate in a mini lesson plan about using transitions in writing. They then have a brief peer critique of the introduction and conclusion paragraphs for their end of unit assessment....
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Close Read, Part 1: “Hugo, the Lord’s Nephew”
Fourth time is a charm. Learners complete multiple reads of Hugo, the Lord’s Nephew. On the fourth read, they make notes about each page on sticky notes. They then complete a think-pair-share activity with a partner to determine the...
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Launching Modern Voices: Concrete Poetry
Challenges are different for today's kids. Learners begin to think about their own challenges by examining the adversities faced by children in medieval villages. They complete a graphic organizer as they watch the...
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End of Unit 2 Assessment: Final Draft of Literary Argument Essay
It's a common mistake. Scholars begin with a mini instructional activity about common errors in draft essays. They then complete a stars and steps peer critique of essay drafts. To finish, learners revise their essays and finalize their...
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Mid-Unit Assessment: Analyzing Idea Development in Chapter 3 of World without Fish
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.
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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...
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Mid-Unit Assessment: Analyzing Point of View and Plot Development in Flush
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...
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Carl Hiaasen’s Perspective of Florida: Part 2
Look it up. Scholars read Florida: A Paradise of Scandals Excerpt 1 and use a dictionary to look up any unfamiliar words. They then do a close read of the text and answer text-dependent questions. Learners analyze author perspective by...
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Finding Evidence of Carl Hiaasen’s Perspective in Flush
Mix and mingle. Scholars travel around the room to music stopping to meet with a classmate when the music stops. They answer questions about Flush at each stop. Learners then work together to identify the evidence they used to determine...
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End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and Illustrating Perspective
The end is here. Scholars work independently on End of Unit 2 Assessment: Finding Evidence of Carl Hiaasen’s Perspective in Flush and
Illustrating Perspective. Learners use their graphic organizers and text to write to a prompt asking...
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Analyzing Plot Development across Flush
The end. Scholars discuss how the end of the text in Flush contributes to the plot development of the story. They then write book reviews to share their thoughts about the story. After finishing their book reviews, learners share them...
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End of Unit 3 Assessment: Drafting the Newspaper Article
Choose your words carefully. Scholars continue looking at the creation of a newspaper article by examining word choice. They highlight key verbs, vocabulary, and descriptive words in the model article Sandy wreaks havoc...