A continuation of the previous lesson, which is part of a larger group of lessons on human rights (see additional materials). Here, in Lesson 7, your class will explore more articles from the Universal Declaration of Human Rights. After...

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...

Inspire first grade artists to learn about abstract and realistic art while reading Eric Carle's Where are you Going? To See My Friend. Young artists design and make a mural collage by tearing shapes of paper while comparing English and...

Pupils conduct a close reading of "The Shakespeare Shakedown" by Simon Schama, and identify evidence the author uses to support his claims. Finally, they discuss and answer text-dependent questions before completing a Quick Write about...

Class members review expectations for successful discussions before reading chapter one of A Long Walk to Water by Linda Sue Park. They engage in a think-pair-share to discuss the gist of the text and add their thoughts to their Readers'...

Readers practice gathering textual evidence to support their understanding of character point of view in A Long Walk to Water by Linda Sue Park. Working with partners, they complete a Gathering Evidence graphic organizer and engage in...

Here is a poetry lesson that begins with a free-association activity focused on the word voice. Learners each sit alone for a moment and make sounds that express how they are currently feeling, and then turn to their partners to share...

What are the four basic steps of any nonviolent campaign? Readers discover the answer by analyzing a letter written by Martin Luther King Jr. Lesson three involves discussion and analysis of King's claims in paragraphs seven through...

A tragic play includes imperfect heroes, pity and fear, and a fatal flaw. Scholars analyze Shakespeare's Macbeth as an example of the tragedy genre. Pupils demonstrate understanding by completing a Quick Write discussing how Shakespeare...

Five hundred schoolchildren first performed the song "Lift Every Voice and Sing" in 1900 to celebrate President Lincoln's birthday. Scholars listen to the historic song and discuss the lyrics with partners. They continue preparing notes...

How have society's expectations influenced female writers? Pupils explore the topic by reading chapter three of Virginia Woolf's A Room of One's Own. Scholars complete a Quick Write to analyze how Judith Shakespeare's experiences...

How did Elizabeth Cady Stanton advocate for women's rights? Pupils consider this question as they continue reading "An Address by Elizabeth Cady Stanton." They complete a Quick Write, analyzing how satire and sarcasm advance the author's...

Was freedom really free? Scholars analyze paragraphs six and seven of Du Bois's chapter "Of Our Spiritual Strivings." They look at how the author uses rhetoric to strengthen his point of view about freedom. Learners complete a Rhetorical...

Scholars look at paragraphs two and three in the "Atlanta Compromise" speech. They analyze how Washington uses a story about a ship lost at sea and rhetorical devices to develop his point of view. After class discussion and completing...

Scholars read two texts about Miné Okubo’s life. In Riverside’s Miné Okubo and Miné Okubo, readers gather information to write narrative essays describing how Okubo became visible again. The essay serves as part of a performance task.

During a reading of one section of Pygmalion, individuals begin thinking more deeply about identity. They also complete text-dependent questions and a close reading guide.

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.

Show time! After completing questions over Pygmalion section nine, scholars perform a reader's theater activity of pages 87-88. They then revisit their Eliza Character Trackers and add details as needed. 

It's all a process. Scholars watch as the teacher models a peer feedback process. They then carry out the process on their own using the Sustainable Water Management Peer Feedback Form. As a bonus, individuals then participate in an MLA...

No, not literally. Scholars read Hugo, the Lord’s Nephew to compare figurative and literal language. Readers learn about simile, metaphor, personification, and idioms with a graphic organizer. Pupils then answer text-dependent...

Time to go on a quote hunt! Because learners cannot interview real eye witnesses for their newspaper articles, they read through text The Great Earthquake and Fires of 1906 looking for quotes to answer their questions. Learners...

Go fish! Scholars continue using their research skills to find factual information to use in their consumer brochures about overfishing. They work in triads to research information about sustainable fishing practices and share their...

Problem solved! Readers continue their work on determining gist and paraphrasing problem-solving steps by reading section four of Investigating the Scientific Method with Max Axiom Super Scientist. Learners complete a graphic organizer...

Express dance moves mathematically. Scholars dissect dance routines and express them using mathematical notation, such as translations and rotations. They use video clips to investigate seven different dance genres.