Learners use a jigsaw activity to examine characters in "Left Behind." Each group member focuses on a different character and then regroups to those with the same focus. Class members then return to their home groups for discussion...

It's finally time for pupils to show what they know! Scholars finalize the unit with an end-of-unit assessment. They use the book Inside Out & Back Again and the "Forgotten Ship" transcript to examine word choice, tone, and...

May I take your order? Scholars read "Ain't I a Woman" and participate in a World Cafe. They work in small groups to discuss text-related questions and then complete a Note-Catcher sheet to organize their thoughts. For homework, learners...

As part of a mid-unit assessment, scholars draft their inside-out poems and then work on their "Back Again" poems. Learners use a rubric and graphic organizers to guide their writing.

Readers look closely at Scout in chapter 15 of To Kill A Mockingbird. Learners use turn and talk and Analyzing Scout's and the Reader's Perspectives Note-catcher to compare their perspectives to Scout's. They then make a comparison to...

Scholars partner up to review a model essay and talk through the process leading up to writing their essays. During a second reading of the essay, learners locate and underline the claim given, reasons, and counterclaim. They then...

Scholars meet in a drama circle to discuss what they remember from reading A Midsummer Night's Dream Act III, Scene 1 in the last activity. They then take turns reading the scene aloud, stopping to answer questions as they read. Learners...

Scholars think about what message Laura Hillenbrand tries to convey to readers in Unbroken. They begin by sharing their thoughts as thematic statements. After sharing, learners work on explaining their ideas in an Unbroken Thematic...

Annoyed or bewitched—how does an author's word choice affect a text? Scholars begin the instructional activity by analyzing word choice in Shakespeare's A Midsummer Night's Dream. Next, learners take a closer look at the narrative...

Perspective changes everything. Scholars use a close reading guide while analyzing pages 38-47 in Unbroken. Readers learn that the governments of Japan and the United States had very different perspectives about the attack on Pearl...

Scholars work together to compile a list of things good writers do to perfect their craft and write the ideas on a whiteboard. They then discuss the differences between passive and active sentences and use their knowledge to identify...

Scholars discuss a reading selection in Unbroken by writing to a partner about text selection. After completing the writing, learners revisit the use of active and passive sentences by reviewing a second Active and Passive Sentences...

Learners use a Analyzing Mediums handout to detail the advantages and disadvantages of communicating with mediums such as artwork, photographs, and political cartoons in the Japanese-American Internment during World War II primary...

Check those sources carefully. Scholars learn to analyze and critique primary sources with the work they completed in the previous activity. Learners compare and contrast sources that agree and disagree about Japanese-American internment...

Add another layer to the class's understanding. Scholars deepen their knowledge of the primary sources in their Japanese-American Internment during World War II packet and determine how the sources relate to the theme of invisibility....

A Three Threes in a Row note catcher enables class members to dig deeper into the theme in Unbroken. They work with partners for 10 minutes and then rotate around the room to work with others. After regrouping and class discussion,...

Pupils walk through the process of writing essays for their final assessment of Unbroken. They begin by reviewing the rubric using Rubric Criteria strips that assign a portion of the rubric to each pair of learners. They then participate...

This is just the beginning. Learners take the first step toward their end-of-unit assessments of Unbroken. They use their tools and knowledge gained from the unit to create first drafts of their informational essays. Writers then respond...

What is the central idea of the Fourteenth Amendment? Scholars attempt to answer the question as they read and discuss the Fourteenth Amendment to the United States Constitution, which guarantees all citizens equal protection of the...

Music has the power to bring topics alive. Learners take on the role of sound director in their film planning and choose the songs to accompany their photographs. They must also support their decisions with evidence and reasoning as they...

Ready, set, write! Every great film begins with a script, and every presentation starts with a plan. Directors use their research and experience to compose an essay explaining the rationale behind their film's musical and visual choices...

The presentation is the thing. Learners combine all their skills by creating a pitch for their films about the Little Rock Nine. They explain to classmates why they selected the images and songs using self-created prompt cards. The end...

Let's go for a walk. Learners complete the mid-unit assessment by completing a gallery walk to analyze different primary sources discussed while reading A Mighty Long Way. After viewing the sources, class members complete organizers and...

Find your voice. Readers look at a passage from A Mighty Long Way and discuss what it means for Carlotta to find her voice. After discussing figurative language and idioms, learners listen to the song "This Little Light of Mine" and...