Where do humans fall on the food chain? Scholars read about the Industrial Food Chain in The Omnivore’s Dilemma sections. They use word catchers to record unfamiliar words as they read and place sticky notes in the margins to annotate...

Class members complete the final part of the The Omnivore’s Dilemma end-of-unit assessment. The portion includes a fishbowl activity where learners demonstrate their persuasive advocacy abilities. As each pupil speaks, their peers assess...

Be a team player! Learners examine the article Team Players and discuss how the title might relate to identity. They then analyze the article using the sheets Reader’s Notes: Team Players and Text-Dependent Questions: Team Players....

You wrote it, now what? Learners take their writing to the next level when they perform it for classmates. They then engage in a self-reflection and assessment of their work to determine how well they hit targets, such as identifying...

Two voices, one poem. Scholars learn about and write a two-voice poem using graphic organizers, model poems, and guides. They practice reading poems with a partner and discuss how a poem of this type could help compare Salva and Nya...

Scholars complete a mid-unit 2 assessment, analyzing how César Chávez supports his claims in his 1984 speech, "Address to the Commonwealth Club of California." Learners focus on paragraphs 18 and 19 of the speech, answering text-based...

Give credit where credit is deserved. Scholars discuss what makes a credible source as they take a look at "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" Learners read the article to look for answers to the research...

It's time for scholars to be on their own. Individuals work independently reviewing sources to answer their research questions. Learners read "Are Your Clothes Made in Sweatshops?" to help complete the mid-unit assessment. After...

Learners take a gallery walk around the room to view images and text of Victorian England culture and then complete a Predictions Walk note-catcher as they circulate and take turns reading quotation strips from Pygmalion. Class...

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 complete the Pygmalion mid-unit assessment to show their progress toward the unit's stated goals. The assessment requires learners to read text and successfully answer multiple choice and extended response questions.

Learners look over the iCare about the iPhone performance task and discuss how it relates to working conditions. They then review the research process and place focus on the step of asking questions. Finally, scholars ask questions to...

Readers take a look at the source Ethical Style: How Is My T-Shirt Made? and discuss how to say the information in the article without plagiarism. Learners make note of and underline sentences that may present a problem in paraphrasing....

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 look at the difference between explanatory and argumentative essays by completing graphic organizers. They then determine how this difference applies to the Pygmalion writing prompt. Learners keep track of their writing...

Seventh graders get the option of choosing their own text from a selection to read and gather more information as part of their research. Learners discuss the difference in reading for research and reading for pleasure. They also begin...