How do the Three Witches' interactions with Macbeth advance the plot of Shakespeare's Macbeth? Learners complete a Quick Write to answer the question. They also participate in a whole-class dramatic reading of Act 4.1.

English language arts and science combine in a lesson plan that focuses on asking and answering questions about frog skin. Discussion, a read-aloud, and partner work lead the way towards a three-page worksheet that tests learners'...

A lesson challenges learners to ask and answer questions about the life cycle of a frog. With a class read-aloud, partner discussion, and notebook reflections, scholars complete a three-page worksheet to prove their understanding of the...

How does Shakespeare employ figurative language to emphasize central ideas in Hamlet? Using an interesting resource, learners complete a Quick Write to answer the question. Additionally, they continue their study of the play by exploring...

Scholars analyze the use of active and passive voice in The Montgomery Bus Boycott speech and refer to an Active and Passive Sentences handout while viewing the text. Pairs of learners then work together to identify passive and active...

In conclusion ... Scholars analyze the model essay Adversity Faced by Townspeople in the Middle Ages to gain a better understanding of introductory and concluding paragraphs. After studying the author's strategies, learners begin...

Continue on. Learners continue with the work they began in the last lesson looking for quotes to complete an eye witness interview. Pupils work in their groups to examine the texts in their research folders and The Great Earthquake and...

How did it happen? Scholars examine how the author describes the order of events in an excerpt from The Immortal Life of Henrietta Lacks. Learners use a Surfacing Issues Tool to guide their thoughts. Finally, they share ideas in pairs...

Don't argue for the sake of argument. Scholars begin their work in lesson plan 13 and continue into lesson plan 14 as they analyze The Immortal Life of Henrietta Lacks. Working in groups, learners work toward collecting text evidence and...

Take it one step at a time. Scholars use the steps learned in lessons three through five to guide their independent research. While using the steps, learners complete research tool organizers to record their thinking, sources, and...

Scholars compare and contrast two informational texts about Poison Dart Frogs. A brief vocabulary review and discussion lead the way to a two-part close reading—the first reading for gist the second reading for details. Followed by a...

Scholars analyze various photos to determine how the people pictured take a stand. They use a Notice/Wonder Note Catcher to help organize their thoughts. Learners then study a Taking a Stand: Frayer Model handout to learn what it means...

When it comes to love and midsummer nights, confessions are tricky. Learners place themselves in the shoes of a character from William Shakespeare's A Midsummer Night's Dream and explain how a character manipulated another character in...

How do authors play to people's moods? After briefly reviewing mood using a Conditional and Subjunctive Mood handout, learners practice identifying conditional and subjunctive sentences in the Montgomery Bus Boycott speech before reading...

Class members look again at the end-of-unit essay prompt for A Mighty Long Way. After reviewing the requirements of the essay, they use their Gathering Evidence note-catchers and color-code the evidence that matches the two questions in...

It is not what you say but how you say it. Class members prepare for writing their A Long Walk to Water essays by analyzing row four in the writing rubric. Learners discuss the words used and talk about the importance of correct grammar...

Identify yourself! Learners listen to Nadia’s Hands read aloud before working in their identity journals to answer prompts relating to the story. They then look at identity using two recording forms Who Am I on the Outside? and...

Is it possible to judge a book by its cover? Scholars analyze and make predictions using various cover images of Narrative of the Life of Frederick Douglass. They then discuss the difference between autobiographies and biographies....

Class members continue analyzing text excerpts from Narrative of the Life of Frederick Douglass. They read and draw conclusions to determine Douglass's view on slavery. Learners finish by discussing with partners how the excerpts...

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...

Organize your thoughts! Scholars work on the drafts of their position papers about sustainable water management. The draft serves as their mid-unit assessment. Before beginning, the class discusses the prompt and then learners work...

Scholars look at and describe a picture of Cronus and Rhea and discuss the process of making predictions. Learners then use the images to write a prediction about the myth of the gods on an index card before completing guided...

Learn to write right. Scholars analyze the model essay Adversity Faced by Townspeople in the Middle Ages. They discuss the essay and make annotations working with an elbow partner. Learners then take another look at the essay using a...

Put it all into words. Scholars work toward writing an argumentative essay. They begin by examining and marking strong words in Are We Medieval? A Literary Argument Essay Prompt. Learners then use Qualities of a Strong Literary Argument...