Are we interested in crime stories because we either identify with the victims or enjoy watching the rich suffer? Do we feel guilty and want someone to take our blame and let us feel innocent? Groups investigate how the author of "How...

Who is to blame for Bernie Madoff's crime? Class members look for evidence Diana B. Henriques uses in The Wizard of Lies: Bernie Madoff and the Death of Trust to support her claims that we share the responsibility with Madoff.

Can scholars predict the future? They try as they first watch the video The Future of Water to capture details and trace the argument. Next, individuals complete the Tracing an Argument note catcher to guide their thoughts. To...

Give a little clue! Readers learn how context clues can help them determine the meaning of words by viewing a Context Clues Resource sheet then completing a Context Clues practice sheet. They then compare events presented by two...

Is American growing fatter? Scholars begin with a mini instructional activity on reading charts and graphs using information about Human Body Fat in United States. They then transfer what they learned to charts and graphs using ...

Only fear fear itself. Scholars read Public Fear from The Exterminator. Triads work together to annotate and determine the gist of the text. They then complete a Tracing an Argument graphic organizer to identify arguments, claims,...

That's a double whammy! Scholars read the excerpt Double Whammy from The Exterminator. After identifying the gist of the text, they annotate by marking the author's claim. The group discusses what is meant by double whammy and...

What is your interpretation? Scholars look at their Cascading Consequences Charts and interpret the information they have gathered. Learners match claims with evidence and then watch a video. At the end, they carry out a fishbowl...

Get the facts straight. Scholars complete their mid-unit assessment by reading a text, watching a video, and observing a picture about howler monkeys. They take notes about the facts they discover to use in future lessons.

Let me draw you a picture. Scholars read a quote from Roger Tory Peterson and discuss his views on drawings. They then create their own drawings of an ant or butterfly to add to their science journals. 

The answer is blowin' in the wind. Using the resource, scholars read and analyze a model essay about wind power. Next, they work in groups to write an introductory paragraph that expresses an opinion about the topic. 

What a puzzle! Scholars participate in a Jigsaw discussion within their expert groups, determining the gist of an article about the 2010 Haiti earthquake. As they read and discuss the article, they record thoughts on their note...

Students review the literary elements of plot and conflict. In this plot and conflict lesson, students read a story and answer questions about the plot and conflict within. Students create a concept map for the novel to identify the...

Third graders discuss the meaning of the word "haunted." They watch as the teacher demonstrates using a sticky note to mark words that they find interesting in their reading. Students read chorally, then break into groups for a...

In this ESL comprehension instructional activity, students read or listen to the passage, then complete a variety of warm up, before listening/reading, while reading/listening, listening, after reading, homework and discussion...

Students pick out words that rhyme. In this lesson on rhyme, students listen to the teacher read the poem "My Robot Does My Homework" by Kenn Nesbitt and pick out words that rhyme.