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Analyzing the Central Claim and Supporting Claims: “The Shakespeare Shakedown”
Scholars 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.
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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.
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End of Unit 2 Assessment, Part 1: Drafting The Argument Essay
Scholars write the draft of their essays about Atticus's decision to defend Tom Robinson in Harper Lee's novel To Kill a Mockingbird. They support their claims with reasons, details, and quotes from the novel.
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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...
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Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure
William Shakespeare: a writer, a poet, a fake? For their mid-unit assessments, scholars read an excerpt from the article "The Top Ten Reasons Shakespeare Did Not Write Shakespeare" by Keir Cutler. Next, they analyze the author's argument...
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Launching A Midsummer Night’s Dream: The Universal Appeal of Shakespeare, Part 2
As scholars prepare to read Shakespeare's A Midsummer Night's Dream, they first read the article "Shakespeare's Universal Appeal Examined" and analyze its central idea. Next, pupils complete Frayer Model worksheets to understand better...
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Writing the First Draft of the Readers Theater Script
Scholars analyze a model Readers Theater script. Then, small groups read their scripts aloud to help determine where they need to make revisions.
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Launching A Midsummer Night’s Dream: Identifying the Characters, Settings, and Conflicts
Scholars form a drama circle and begin reading Shakespeare's A Midsummer Night's Dream. They also use a play map to identify the setting, characters, and conflicts from the text.
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End of Unit 2 Assessment, Part 2: Revise Essay Drafts
Positive feedback is a great way to improve writers' skills. Scholars receive their draft essays back with teacher comments and start the revision process. Next, they prepare to begin their final drafts at home.
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Reading Shakespeare: Analyzing a Theme of A Midsummer Night’s Dream
After finishing Act I, scene 1 from Shakespeare's A Midsummer Night's Dream, class members study the theme of control as it relates to the play and start an Evidence of Control note-catcher worksheet.
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Characters and Consequences
Scholars consider how dialogue reveals aspects of a play's characters as they read Shakespeare's A Midsummer Night's Dream and complete a written conversation note-catcher. Additionally, pupils participate in an I Have/Who Has jigsaw...
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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...
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Analyzing the Resolution of the Play: World Café Discussion
It's time to get active! Scholars participate in a World Café protocol to promote discussion and leadership. They leave their seats and move from group to group to discuss critical questions related to their read-aloud of Shakespeare's A...
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Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 1
Scholars read the story "Pyramus and Thisbe," analyzing word choice, tone, and meaning. They then try to find the gist of the story and discuss how Shakespeare used the myth in his play A Midsummer Night's Dream.
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Reading Shakespeare: The Play within the Play
Scholars continue reading the Greek myth "Pyramus and Thisbe," analyzing why it was written into Shakespeare's A Midsummer Night's Dream. Next, they complete a Venn diagram to compare the two texts.
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Narrative Writing: Planning Narrative Techniques
It's all in the technique. Scholars revisit the model narrative they covered in lesson four to analyze the author's writing techniques. Readers compare techniques they spot in the narrative to those in the essay rubric. They then work to...
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Mid-Unit Assessment: Readers Theater Scene Selection Justification and Peer Critique
Is it justified? Readers complete the mid-unit assessment to justify their reader's theater scenes and quote choices from To Kill A Mockingbird. After completing the assessment, scholars conduct peer reviews and critique the script...
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Our Group Readers Theater: Managing the Sequence of Events in Our Script
Go with the flow. Scholars learn how using transition words and phrases helps their scripts flow smoothly. Readers think about connecting each section after determining the sequence for their readers' theater manuscripts from To Kill A...
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Readers Theater: Writing a Conclusion
That's all, folks! Scholars work with their group members to create conclusions for their To Kill A Mockingbird reader's theater scripts. They use a criteria list to help guide their conclusion writing and discuss how the conclusions...
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End of Unit 3 Assessment: Readers Theater Commentary
Prove it! In the end-of-unit assessment, scholars write a commentary and provide evidence to justify the connection between their reader's theater scripts and To Kill A Mockingbird. After completing the assessment, they practice...
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Analyzing Character: Louie Zamperini
Let's talk! Scholars create discussion appointments using map locations. After completing their appointment books, readers look closely at a few Unbroken pages. They use sentence strips to record details from their readings that help...
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Building Background Knowledge: “War in the Pacific,” Part 2
Who did what? Readers take a closer look at War in the Pacific to determine each country's actions. As they read, scholars underline American actions in one color and actions of Japan in another. They then begin completing Pearl Harbor...
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Studying Conflicting Information: Varying Perspectives on the Pearl Harbor Attack, Part 1
Scholars read President Roosevelt's Day of Infamy speech and analyze the speech's words using close reading guides. Readers determine Roosevelt's point of view after reading the speech and filling in the guides.
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Connecting Ideas in Primary and Secondary Sources: What Led to the Attack on Pearl Harbor?
Let's make some sense of those thoughts! Scholars continue thinking about the different perspectives on Pearl Harbor. They analyze quotes from War in the Pacific, Day of Infamy, and Fourteen-Part Message. Readers tape each quote to chart...
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