EngageNY
Grade 9 ELA Module 4, Unit 1, Lesson 6
How do writers create a specific tone in their text? As class members continue their study of Sugar Changed the World, they focus on the words and phrases that Aronson and Budhos use to create that tone in their descriptions of arduous...
EngageNY
Grade 9 ELA Module 4, Unit 1, Lesson 7
Class members examine the images Arson and Budhos use to depict the working conditions on the sugar plantations and consider how these images support the arguments the writers present in Sugar Changed the World.
EngageNY
Grade 9 ELA Module 4, Unit 1, Lesson 18
As first-year students continue to investigate how sugar changed the world, the focus shifts to a consideration of why people with limited job options take on dangerous or subjugating work. Class members read an opinion piece by Nicholas...
EngageNY
Grade 9 ELA Module 4, Unit 1, Lesson 29
Writers review the provided essay rubric, edit and rewrite if necessary, polish their work, and then submit their argument essay.
EngageNY
Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Scholars reflect upon colonial jobs such as a blacksmith, cooper, shoemaker, etc. Together, the class writes a job application as a practice for working independently. Learners employ their experience in writing a job application for a...
EngageNY
Reading and Talking with Peers: A Carousel of Photos and Texts about Frogs
Frogs are the theme of a lesson plan that challenges scholars to examine photographs, read informational texts, then ask and answer questions. Scholars work collaboratelively as they rotate through stations, discuss their observations,...
EngageNY
Close Reading: Paragraph 4 of “Refugee and Immigrant Children: A Comparison”
Why is reading a text closely a helpful skill? Using the 13th of 20 lessons from the Grade 8 ELA Module 1, Unit 2 series, scholars continue reading the informational text "Refugee and Immigrant Children: A Comparison." They work with...
EngageNY
Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again, Part 3
What does it mean to mourn something? Scholars continue reading paragraph four from "Refugee and Immigrant Children: A Comparison" to better understand the mourning process for refugee children. Working with a partner, pupils then read...
EngageNY
Introducing Final Performance Task and Analyzing Statistics
How do statistics help people understand the universal refugee experience? Using the resource, scholars engage in an activity called a Chalk Talk, working in teams to analyze statistics from informational texts about refugees. Also, they...
EngageNY
Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide
Let's get to the gist! Pupils work in research teams to gather information about specific refugee experiences from Bosnia, Afghanistan, and Kurdistan. Scholars then try to find the gist of informational texts about their topics,...
EngageNY
End of Unit 1 Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language
Scholars demonstrate their learning with an end-of-unit assessment. They work independently to discuss the Golden Rule and its relationship in To Kill a Mockingbird.
EngageNY
Building Background Knowledge: Vietnam as a “Battleground in a Larger Struggle”
Read. Stop. Think. Scholars use a reading strategy to process the challenging text, "The Vietnam Wars." They read a paragraph and then stop to think about the text and its meaning. Readers then go on to work with partners and make notes...
EngageNY
Mid-Unit Assessment: Analyzing Excerpts from Lyndon Johnson’s Speech “The Great Society”
Time for intermission! Scholars take an intermission break from learning in the unit to work on a mid-unit assessment independently. Readers answer questions about Lyndon Johnson's Speech "The Great Society" to demonstrate the knowledge...
EngageNY
Analyzing Character: Understanding Atticus (Chapter 1, cont.)
Scholars use a Note-catcher to gather text evidence to reveal the character of Atticus Finch in To Kill a Mockingbird. After collecting evidence, they work with a partner to make an inference about the character and then share their...
EngageNY
Close Reading: Focusing on Taking a Stand (Chapter 2 cont.)
Scholars complete a close read of To Kill a Mockingbird and determine why characters take a stand. They use text-dependent questions and Note-catchers to help guide their thinking. Readers review the Taking a Stand Anchor chart and...
EngageNY
Mid-Unit Assessment: Writing Best First Draft of “Inside Out” Poem
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.
EngageNY
Analyzing Word Choice: Atticus’s Closing Speech (Chapters 20-21)
Choose your words carefully. Scholars begin by reading a line of Atticus's closing speech in To Kill A Mockingbird. Readers work independently on their note catchers, then complete a Think-Pair-Share activity with partners. They finish...
EngageNY
Four Corners: Taking a Stand in To Kill a Mockingbird (Chapters 24-26 Plus Synthesis of Scenes in Previous Chapters)
Think outside the box! Scholars work on the Frayer Model, completing boxes for the word integrity. They turn and talk with partners to discuss real-life examples and some from To Kill A Mockingbird. Readers then discuss integrity, taking...
EngageNY
End of Unit Assessment: Text to Film Comparison
Scholars work on an end-of-unit assessment to put all of their learning together. They complete short answer questions about gist, multiple choice questions about A Midsummer Night's Dream, and complete graphic organizers comparing film...
EngageNY
Text to Film Comparison: Bottom the Fool
Pretty ugly, jumbo shrimp. Oxymorons are awfully good! Scholars reread Act I, scene 2 from Shakespeare's A Midsummer Night's Dream while participating in a drama circle. Next, they begin working on anchor charts to dissect Shakespeare's...
EngageNY
Analyzing Text Structure: “The Shakespeare Shakedown”
Pupils continue reading and discussing Simon Schama's article "The Shakespeare Shakedown." They work together to analyze the article's paragraph structure, completing a note-catcher worksheet.
EngageNY
Launching the Readers Theater Groups: Allocating Key Quotes and Scenes
There's no I in collaboration! Scholars work in small groups to write a Readers Theater script for a scene from Harper Lee's To Kill a Mockingbird. Next, within their small groups, pupils discuss how their scenes communicate the main...
EngageNY
Reading Shakespeare: Understanding Shakespeare’s Language
Pupils participate in a drama circle to read Shakespeare's A Midsummer Night's Dream aloud. They work with partners to discuss Shakespeare's use of language and analyze how specific lines of dialogue within the play help propel the...
EngageNY
Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream
Scholars examine how characters try to control one another in Shakespeare's A Midsummer Night's Dream. They engage in a read-aloud and class discussion to iron out ideas. They also work in small groups to complete a note-catcher...
Other popular searches
- Analyzing Works of Art
- Reproducing Works of Art
- Identify Works of Art
- Public Works of Art
- Original Works of Art
- Create Works of Art
- Planing Works of Art
- Water Art Works
- Plannig Works of Art