Healthy Native Youth
Chapter 6: Making Choices
A lesson looks closely at risky behavior such as teen pregnancy and sexually transmitted diseases. Middle schoolers use a question box to ask questions anonymously. They role-play what life would be like if they became pregnant then...
EngageNY
Grade 9 ELA Module 3, Unit 1, Lesson 6
Are cattle prods beneficial for herding cattle, or do they cause more harm than good? Investigate Temple Grandin's claim about animal behavior with a instructional activity that focuses on pages 20-23 of the first chapter of her book,...
EngageNY
Analyzing Author’s Point of View: Chapter 5 of World without Fish
That's an interesting perspective. Scholars read chapter five of World without Fish and use an Author’s Point of View graphic organizer to determine the author's perspective. In triads, they highlight words that support the author's...
EngageNY
Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)
How figurative language affects the tone and meaning in Chapter Three of Christopher Paul Curtis' Bud, Not Buddy is the focus of a series of exercises that ask readers to locate, record, and analyze Curtis' word choices.
EngageNY
Meeting the Main Character: Launching The Lightning Thief (Chapter 1)
Three is company! Scholars work in groups of three to discuss quotes from the first pages of The Lightning Thief. Each group records their thinking on the paper of the quotes before talking about Percy's character using the Making...
Healthy Native Youth
Chapter 3: Decision Making
By way of group discussion, reading, and role-play a series of six activities encourage scholars to make responsible decisions. Following an online introduction, pupils review the concept of volition and answer questions. Middle...
EngageNY
Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)
In preparation for the unit exam, groups employ the strategies they have been practicing to formulate an interpretative claim about the connections between Christopher Paul Curtis's " Bud, Not Buddy, and Steve Jobs' 2005 Stanford...
Healthy Native Youth
Chapter 5: Learning About HIV/AIDS/STI's and Hepatitis Transmission
Middle schoolers delve deep into facts about HIV, AIDS, Hepatitis, and other STI's by way of discussion and a hands-on activity. Scholars ask and discuss questions anonymously using a Question Box. Two experiments showcase the...
Healthy Native Youth
Chapter 4: Learning About Disease
Communicable diseases are the focus of a lesson that primarily uses discussion, a hands-on activity, and a worksheet to drive their point home. Lotion and glitter create a strong visual for communicable diseases. A practice page provides...
EngageNY
Annotating the Text and Identifying Argument, Claims, and Evidence: “Double Whammy” Excerpt from “The Exterminator"
That's a double whammy! Scholars read the excerpt Double Whammy from The Exterminator. After identifying the gist of the text, they annotate by marking the author's claim. The group discusses what is meant by double whammy and...
EngageNY
Using Multiple Resources of Information: Creating a Cascading Consequences Chart about DDT and Practicing a Fishbowl Discussion
For every action there is a consequence. Scholars continue their work on creating a cascading consequence chart about DDT using Welcome Back, The Exterminator, Rachel Carson: Sounding the Alarm on Pollution along...
Maryland Department of Education
The Concept of Diversity in World Literature Lesson 6: Culture Clash
To prepare for a Quickwrite on the question, "How do different points of view create cultural conflicts?" class groups draw examples of religious, cultural, and political conflicts from Things Fall Apart and The Poisonwood Bible to use...
EngageNY
Interpreting, Integrating, and Sharing Information: Using Charts and Graphs about DDT
Is American growing fatter? Scholars begin with a mini instructional activity on reading charts and graphs using information about Human Body Fat in United States. They then transfer what they learned to charts and graphs using ...
EngageNY
Interpreting and Connecting Information: Creating a Cascading Consequence Chart Using Frightful’s Mountain
Decisions, decisions. Scholars take a close look at making decisions by discussing the character Sam in chapters one through eight of Frightful’s Mountain. Partners discuss whether Sam should interact with Frightful and then...
EngageNY
Interpreting, Integrating, and Sharing Information about DDT: Using Cascading Consequences and Fishbowl Protocol
What is your interpretation? Scholars look at their Cascading Consequences Charts and interpret the information they have gathered. Learners match claims with evidence and then watch a video. At the end, they carry out a fishbowl...
Scholastic
A Reading Guide to A Wrinkle in Time
Accompany a reading of Madeleine L'Engle's classic tale, A Wrinkle in Time, with a detailed guide equipped with 15 informative and useful chapters. Scholars discover who the author is, why she wrote the book, and crucial story elements...
Channel Islands Film
Once Upon A Time (Saxipak’a): Lesson Plan 1
As part of a study of the history of the Chumash on California's Channel Island chain, class members view the documentary Once Upon a Time, respond to discussion questions, and create a timeline for the different waves of migration.
PeopleLeap, Inc.
"In the Time of the Butterflies" by Julia Alvarez
Chapter six of In the Time of the Butterflies, Julia Alvarez's historical novel about the Mirabal sisters, is the focus of a learning exercise that asks readers to define a list of vocabulary words and respond to a series of...
EngageNY
Identifying How Text Features Support Arguments: “The Exterminator"
Half and half. Split the class in half to gain a full understanding of sidebars. Pupils work in groups to discuss sidebars in text. Half of the groups read Seriously Sick, and the other half reads Killer Genes. They read using...
EngageNY
Researching Digital Sources, Part 2: Guided WebQuest
Go surfing for the facts. Scholars continue their work using their Digital Resources on DDT sheet to find information by searching websites. After collecting information, they mix and mingle to hear information discovered by classmates.
Scholastic
A Reading Guide to Sarah, Plain and Tall
Eliminate the hard work of creating an entire literature unit with this reading guide for the novel Sarah, Plain and Tall. From background information about the author and her motivation for writing the story to...
Virginia Tech
Unit Plan: Exponential and Logarithmic Functions
A six-day unit for algebra II on exponential and logarithmic functions builds upon Chapter 12 of Merrill Algebra II with Trigonometry; Applications and Connections. The text provides assistance in the depth of instruction...
EngageNY
Getting the Gist and Paraphrasing: “Rachel Carson: Environmentalist and Writer”
Don't copy me. Scholars prepare to dig in with an introduction to their research folder and a discussion about plagiarism. They then review the meanings of harmful and beneficial and how the words apply to the use of DDT. They finish the...
EngageNY
Tracing a Speaker’s Argument: John Stossel DDT Video
Which side are you on? Scholars watch a video of John Stossel discussing the use of DDT pesticide. Learners talk about the purpose of the video and the speaker's argument and then complete a Tracing an Argument graphic organizer while...