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Close Reading: Paragraphs 1–5 of “Water Is Life”
Be more specific. Scholars take a look at domain-specific vocabulary by discussing an anchor chart. They then look at vocabulary words recorded from paragraphs one through five in Water of Life. After analyzing the vocabulary used in the...
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Analyzing Text Structure: “Water Is Life” Paragraphs
Water, water everywhere. Readers revisit paragraphs six through nine in the article "Water is Life" to answer text-dependent questions. They then pair up to reread the article focusing on its structure and record their thoughts on...
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Analyzing the Central Claim in The Big Thirst
Quench the class's thirst for knowledge while building analytical skills. Scholars listen as the teacher reads excerpt from the book The Big Thirst. They then complete a close read and answer text-dependent questions from pages one...
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Evaluating an Argument in The Big Thirst
Don't argue with me! Scholars first evaluate the argument in The Big Thirst. Learners work with partners to determine if the text supplies enough evidence to support the claim. They then complete a Tracing an Argument Note catcher for...
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Tracing and Evaluating Arguments: “The Future of Water” and The Big Thirst
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...
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End of Unit Assessment: Tracing and Evaluating Arguments
Give water the attention it deserves. Scholars watch Corporations Need to Pay More Attention to Water and respond to questions as part of their end of the unit assessment. They then complete the assessment by reading and responding to...
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Introducing Module 4B: “Water Is Life”
Learners take a gallery walk around the classroom to view various images and quotes. As they walk, they write down what they notice and wonder about what they see. After discussing their notice and wonder notes, they read the...
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Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
If only life came with an owner's manual. Pupils assemble with their research teams to discuss which of Steve Jobs' rules to live by most resonates with them. Scholars also read informational texts in pursuit of finding the gist and...
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Writing a Summary: “Middle Ages” Excerpt 1
What's this all about? Scholars learn the importance of summarizing skills using a summary writing graphic organizer. They work with an elbow partner to discuss summaries and complete the organizer using Middle Ages Excerpt 1. Learners...
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Reading for Gist: “Middle Ages” Excerpt 2
Read and repeat. Scholars repeat the strategies for digging deeper into text from lesson two. This time they focus on Middle Ages Excerpt 2. Learners write unfamiliar words in the word catcher and use details from the text to add to the...
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Writing a Summary: “Middle Ages” Excerpt 2
What is the big idea? Scholars use Middle Ages Excerpt 2 to complete a summary graphic organizer. They then use the information from the organizer to write a summary of the text on lined paper. Learners share summaries with the class.
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Evaluating Evidence: Adversities Faced in the Middle Ages
How is that relevant? Scholars gain an understanding of the words relevant and compelling. They then go back to the End of Unit 1 Assessment Prompt: Adversity in the Middle Ages and look at the second bullet that pertains to relevant and...
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Introducing “Comprehending the Calamity”
Some things are beyond comprehension. Scholars read an excerpt from "Comprehending the Calamity," a primary source text about the 1906 San Francisco earthquake. After identifying the gist, pupils complete anchor charts to analyze how the...
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Finding the Gist of the Immediate Aftermath: Excerpt of “Comprehending the Calamity”
Brace for the aftershocks! Scholars read an excerpt from a primary source document about the immediate aftermath of the 1906 San Francisco fire and earthquake. Next, pupils complete an anchor chart, analyzing how the author introduces,...
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Analyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity"
Analyze that! Scholars continue reading and analyzing a primary source about the immediate aftermath of the 1906 San Francisco fire and earthquake. Then, individuals use graphic organizers to identify the author's point of view.
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Qualities of a Strong Literary Analysis Essay
Read like a writer. Scholars read a model literary analysis in preparation for a similar writing assignment before annotating each paragraph for the gist. Next, pupils devise a list of qualities of a strong literary analysis essay.
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Reading for Gist and Analyzing Point of View: Moon Shadow
Character analysis isn't always earth-shattering. Using a graphic organizer, pupils analyze Moon Shadow's point of view following the earthquake in Laurence Yep's Dragonwings. Also, scholars co-create an anchor chart showing the...
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Analyzing the Purpose of a Newspaper Article
Shh! No talking during the discussion! Using the resource, scholars engage in a silent discussion called a Chalk Talk activity to analyze the purpose of a newspaper article. Additionally, they read a model newspaper article and try to...
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End of Unit 2 Assessment: Final Literary Analysis
Get ready to review and revise! Scholars peer edit each other's literary analysis essay drafts. Next, using peer and teacher feedback, pupils compose their final drafts.
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Analyzing a Model Informative Consumer Guide
What do consumers need to know about overfishing before buying fish? Scholars consider the question as they prepare for their performance task, which is to create a consumer guide for people about purchasing fish responsibly. After...
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Performance Task: Hosted Gallery Walk of Scientific Posters
The guests have arrived. Scholars participate in a hosted gallery walk, using their scientific posters to share their research about DDT with their classmates. Then, using sticky notes, individuals leave positive feedback on their peers'...
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Finishing Poster and Preparing for Gallery Walk
Practice makes progress! Using their drafts and resources from the previous instructional activity, pupils complete scientific posters for an upcoming gallery walk. Next, they practice presenting their posters to assigned partners.
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Completing Reflection: Preparing a Poster for Presentation
Prewrite, plan, draft, revise, edit, share. Scholars complete a worksheet to reflect on how they used the writing process to improve their writing. They also draft plans for their scientific posters that they will display in an upcoming...
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Peer Critique and Revising: Formal English
Dear Sir or Madam: What's the difference between formal and informal language? Scholars focus on using formal English and transitions in their position papers. After revising their rough drafts, they engage in the peer editing process...
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