{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing Author’s Point of View: Chapter 4 of World without Fish\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nGive me a clue. Scholars work in triads to use highlighters and mark clues that lead to the author's point of view in World without Fish. The Author’s Point of View graphic organizer helps them map out their thoughts.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity\"\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nAnalyze 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.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Author’s\n\n
\n
\n
\n
\nTake 10\n
\n

\nAuthor’s Perspective\n

\n
\n\nFor Teachers\n\n7th - 10th\n
\n
\n
\nGradually build understanding of author's point of view through a scaffolded set of exercises. Moving from direct instruction, to collaborative work, and eventually to independent practice, these steps will assist your class in...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Author\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAuthor In The Spotlight\n

\n
\n\nFor Teachers\n\n4th - 7th\n
\n
\n
\nComplete an in-depth study of the works or a specific author. Working in pairs, learners read at least four works by the same author. After completing the reading, they create an essay comparing and contrasting the works and create an...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing Word Choice: Understanding Working Conditions in the Mills\n

\n
\n\nFor Teachers\n\n7th\n\nStandards\n
\n
\n
\nRavenous or hungry, happy or ecstatic—why does word choice matter? Scholars continue to analyze working conditions in the mill and how the conditions affect the protagonist of Katherine Paterson's novel, Lyddie. They engage in a close...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nK20 LEARN\n
\n

\nAnalyzing Literary Figures: Analyzing Literature\n

\n
\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
\n
\n
\nThe author study gets an update in a research project designed for high schoolers. Scholars search for information about literary figures that connects them to their times, their works, their themes, and other writers. Researchers also...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing Point of View and Figurative Language: Noah’s Point of View of the Coral Queen and Dusty Muleman\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nLiterally, what's the meaning? Scholars read pages seven through nine of Flush and discuss literal and nonliteral meaning with figurative language. Learners work in triads to identify and define unfamiliar words. They then complete a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Close\n\n
\n
\n
\n
\nDeer Valley Unified School District\n
\n

\nClose Reading: Analyzing Mood and Tone\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nThe AP Literature and Composition exam is all about close reading. Test takers are presented with a passage and asked to analyze how an author uses literary devices to create a desired effect. Prepare your students for the exam with a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Author's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAuthor's Day\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nHave your learners choose an author to study. One resource link gives a list of approved authors. Scholars read at least three works produced by that author and produce three separate book reports as well as a two-page author report....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Comparing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nComparing an Author’s Presentation of Ideas: “Rachel Carson: Sounding the Alarm on Pollution”\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nIt's all in the presentation. Readers take a look at author's presentation in the article Rachel Carson: Sounding the Alarm on Pollution. Scholars work together to complete a Comparing\nand Contrasting Authors’ Presentation graphic...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing Author’s Craft: Analyzing Hillenbrand’s Language Techniques\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nYoung readers take a look at the conditional and subjunctive moods authors use. The Conditional and Subjunctive Mood handout defines the types of moods and gives them examples and practice. They then work with partners to identify...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"End\n\n
\n
\n
\n
\nEngageNY\n
\n

\nEnd of Unit 1 Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nScholars 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.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Author's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAuthor's Purpose\n

\n
\n\nFor Teachers\n\n6th\n
\n
\n
\nSixth graders brainstorm the reasons authors write, and they list their responses on the board. Students discuss each purpose they have listed.Students work independently to read the selection  \"Tarantulas and Typhoid\" by...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Changing\n\n
\n
\n
\n
\nRead Works\n
\n

\nChanging An Author's Purpose\n

\n
\n\nFor Teachers\n\n4th - 5th\n\nStandards\n
\n
\n
\nSome write to inform, and others to persuade. Show your class the difference between these two purposes with the instructional activity and sample essays provided here. First, model how you might change a few words in order to present a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"6th\n\n
\n
\n
\n
\nCurated OER\n
\n

\n6th Grade: Express Yourself, Lesson 2: Close Read\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nThe second activity of a pair about Paul Laurence Dunbar, this plan focuses in particular on his poem, \"We Wear the Masks.\" After a short historical introduction, class members conduct a series or readings, marking up the text and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAnalyzing the Central Claim and Supporting Claims: “The Shakespeare Shakedown”\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nScholars continue to analyze Simon Schama's article \"The Shakespeare Shakedown.\" They participate in a jigsaw discussion to identify the author's argument and supporting claims. Pupils also write objective summaries of the text.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Analyze\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAnalyze Author’s Techniques, Including Figurative Language\n

\n
\n\nFor Students\n\n8th\n
\n
\n
\nPaul Laurence Dunbar's poem \"He Had His Dream\" is the focus of a quick exercise. Pupils read the poem and answer four multiple choice questions and one short answer question about specific lines in the poem and the author's purpose....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Hermeneutics:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHermeneutics: Teaching Students Author's Purpose\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nYour developing literary critics discuss 'perspective' and discuss how the same occurence can be interpreted by two different people in two different ways. They read Ryszard Kapuscinski's untitled poem, infer meaning of the poem, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"World\n\n
\n
\n
\n
\nEngageNY\n
\n

\nWorld Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nMay I take your order? Scholars read \"Ain't I a Woman\" and participate in a World Cafe. They work in small groups to discuss text-related questions and then complete a Note-Catcher sheet to organize their thoughts. For homework, learners...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"A\n\n
\n
\n
\n
\nPenguin Books\n
\n

\nA Guide to the Works of Jacqueline Woodson\n

\n
\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
\n
\n
\nThe works of Jacqueline Woodson introduce readers to diverse characters and themes. A guide covers many of the author's best-known books such as Brown Girl Dreaming and Locomotion. Dive & Discuss and Explore & Extend activities...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Gathering\n\n
\n
\n
\n
\nEngageNY\n
\n

\nGathering Textual Evidence for the Two-Voice Poem (Author’s Note)\n

\n
\n\nFor Teachers\n\n7th\n\nStandards\n
\n
\n
\nWriters take a look at how to gather evidence from the information text in the unit that connects to Salva and Nya’s story. They complete a Gathering Evidence from Informational Texts sheet to guide their work. Pupils then use the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Evaluating\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEvaluating Accuracy and Adequacy\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nEvaluate non-fiction works with your English class. While practicing a variety of strategies detailed in the plan, readers compare and contrast the information in three non-fiction passages about the same topic. They then discuss the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Cold\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCold War Conflict in Vietnam: The Vietnam-Era Presidency\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nComparing and evaluating various media types is a great way to build critical analysis skills. Learners read about the Vietnam era presidency, specifically the foreign policy established by Johnson and Nixon. Then they compare several...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Finding\n\n
\n
\n
\n
\nEngageNY\n
\n

\nFinding the Gist of the Immediate Aftermath: Excerpt of “Comprehending the Calamity”\n

\n
\n\nFor Teachers\n\n6th\n\nStandards\n
\n
\n
\nBrace 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,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}