Why is reading a text closely a helpful skill? Using the 13th of 20 lessons from the Grade 8 ELA Module 1, Unit 2 series, scholars continue reading the informational text "Refugee and Immigrant Children: A Comparison." They work with...

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.

Who? Where? Why? Scholars answer these questions to help identify the gist of Inside Out & Back Again. First, they add text evidence to their research folders. They then begin looking at a performance task in which they write their...

Time to revise! Scholars revise their argument essays based on Shakespeare's A Midsummer Night's Dream using feedback from their teacher and peers. They begin their revisions after reviewing a mini-lesson on proper writing conventions.

Which of Michael Pollan's four food chains from his book The Omnivore's Dilemma would best feed everyone in the United States? Using a thought-provoking resource, scholars learn how to create a Cascading Consequences chart to answer the...

Class members conduct independent research to continue examining the consequences of the industrial organic food chain from Michael Pollan's The Omnivore's Dilemma. Pupils learn about source credibility and effective search terms, then...

Class members discuss the gist of chapter four of A Long Walk to Water by Linda Sue Park with a partner and share their responses with the class. Next, they complete graphic organizers to answer text-dependent questions based on a close...

Class members discuss how culture, place, and time influence a character's identity in A Long Walk to Water by Linda Sue Park. Then, as part of a mid-unit assessment, they complete a Gathering Evidence graphic organizer to answer the...

Welcome to the World Café! Readers discuss A Long Walk to Water by Linda Sue Park. They circulate throughout the classroom, stopping at different tables to answer a discussion prompt with their classmates and record their ideas on a chart.

Readers consider comparisons between the Dinka and Nuer tribes in South Sudan, making connections between an informational article about Sudanese tribes and the novel A Long Walk to Water by Linda Sue Park. They annotate the text to help...

Scholars continue making connections between the article "Sudanese Tribes Confront Modern War" and A Long Walk to Water by Linda Sue Park. They talk with partners to discuss how the article helps them understand a character's point of...

One last chance to fix it. Writers work through a mini-lesson plan covering common errors found within their essays. They then receive their drafts with instructor feedback and adjust their essays one last time before handing it in for a...

Is that a true story? Readers work to gather evidence for comparing the historical and fictional text Time Trip: Sudan’s Civil War and A Long Walk to Water. Scholars identify the use of real people and experiences versus the use of...

Let's get visual! Scholars embark on a gallery walk around the classroom to view quotes, images, and videos about historical and modern working conditions in various professions. They consider how working conditions have changed over...

Models and exemplars help pupils learn. Scholars read a model argumentative essay to prepare for an upcoming writing assignment. As they read, they work with partners to complete a worksheet analyzing the essay's structure. 

César Chávez gave his 1986 "Wrath of Grapes" speech to educate consumers about pesticide use. Scholars complete an end of unit 2 assessment, applying what they learned throughout the unit to a new text. They then analyze the structure of...

What's going on in the teen brain? Pupils consider the question as they continue reading an informational article about the topic. While reading, they use a Thinking Log worksheet and an anchor chart to track their understanding of...

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...

Calling all researchers! Using the resource, scholars continue conducting independent Internet research about a chosen research question. As they browse the web in search of articles to answer their questions, pupils paraphrase their...

Time to pick a side! Building on the Fishbowl activity from the previous instructional activity, scholars choose a position about whether the American Academy of Pediatrics should raise its screen time recommendations. Using notes,...

Here's a surefire way to ensure that class discussions go swimmingly! Using the resource, scholars participate in a Fishbowl activity, forming two concentric circles in the classroom. As the group on the inside of the fishbowl discusses...

Time to wrap it all up! Using facts, details, and examples, pupils present their claims about whether the American Academy of Pediatrics should increase its screen time recommendations. They incorporate a multimedia visual display and...

Let's get to the gist. As scholars continue their study of Charles Fishman's The Big Thirst, they practice writing the gist of the text. Additionally, pupils add notes about the industrial uses of water to their researcher's...