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...

Scholars take a close look at the life of Louie in Unbroken. They discuss events considered turning points in their life and use several graphic organizers and guides to help direct their thinking. After thinking about their responses,...

Scientists use data to learn about species survival—and your classes can too! A set of four lessons guides learners through a process to draw conclusions about the fluctuations in the population of the Hellbender species. They read...

Pupils explore the narrative structure of a piece of literary text, mapping out the plot structure of the Greek myth "Pyramus and Thisbe." Next, they use their completed graphic organizers to write story summaries.

How do the narrative and play versions of the myth "Pyramus and Thisbe" affect meaning? Scholars reread Act 5, Scene 1 from Shakespeare's A Midsummer Night's Dream and compare its structure to "Pyramus and Thisbe." Next, they use a...

Using the resource, scholars complete a mid-unit assessment to gauge their learning at the halfway point of the unit. Pupils read the myth "The Harvest That Never Came" and plot its narrative structure.

Readers complete a word web-based on the word dignity. They use their Understanding Invisibility note catcher to discuss how dignity relates to the theme of invisibility. After group discussion comparing invisibility and loss of dignity,...

Have some dignity. Readers describe the word dignity using a word web and then sort Louie's actions into categories of reconnecting or dignity with a Visibility Double Arrow graphic organizer. They then use all of their ideas and...

Can you see me now? Scholars discuss two definitions of invisibility and then connect the definitions to text evidence related to Louie's invisibility in Unbroken. Readers turn their attention to The Life of Miné Okubo and record text...

Weigh the pros and cons. Class members continue sharing their thoughts on media and events by watching the video John Chancellor Reports on the Integration at Central High School. They discuss the advantages and disadvantages of gaining...

It's time to make some connections! Scholars complete a close reading of the speech I Have a Dream by Martin Luther King, Jr. They use an I Have a Dream Speech Gist Note-catcher, and I Have a Dream text-dependent questions to guide their...

Class members look again at the end-of-unit essay prompt for A Mighty Long Way. After reviewing the requirements of the essay, they use their Gathering Evidence note-catchers and color-code the evidence that matches the two questions in...

What's an appropriate response? Scholars open the text A Mighty Long Way to see how Carlotta responded to racism, discrimination, and abuse. They work in pairs to answer questions regarding her responses. To finish, they use the Dignity...

Find your voice. Readers look at a passage from A Mighty Long Way and discuss what it means for Carlotta to find her voice. After discussing figurative language and idioms, learners listen to the song "This Little Light of Mine" and...

Readers engage in discussion with partners to answer questions about A Long Walk to Water by Linda Sue Park. Next, they complete exit tickets, writing about how the author creates different points of view for her characters.

Class members discuss the gist of chapter four of A Long Walk to Water by Linda Sue Park with a partner and share their responses with the class. Next, they complete graphic organizers to answer text-dependent questions based on a close...

Class members discuss how culture, place, and time influence a character's identity in A Long Walk to Water by Linda Sue Park. Then, as part of a mid-unit assessment, they complete a Gathering Evidence graphic organizer to answer the...

Welcome to the World Café! Readers discuss A Long Walk to Water by Linda Sue Park. They circulate throughout the classroom, stopping at different tables to answer a discussion prompt with their classmates and record their ideas on a chart.

Here comes a surprise ending! Readers discuss their thoughts about the ending of A Long Walk to Water by answering probing questions. They participate in a World Café where they work in triads to complete a chart and a prompt during...

What is your strategy? Scholars read "The Border" and work with a partner to practice reading strategies to use while independent reading. They identify difficult parts where they practiced rereading by marking them with sticky notes,...

Writers use the Short Response Graphic Organizer: The Border to learn how to answer short response questions. After completing the organizer, they rotate among classmates conducting peer critiques of their work.

Breaking the stereotype. Readers use the Generation Z Stereotyped Structure anchor chart and find the central idea of the text. They then read Generation Z with partners and discuss the text using guiding questions. Finally,...

Using an Author’s Purpose anchor chart, groups examine a variety of text to determine the author's purpose. They then apply what they have learned to The Omnivore’s Dilemma. In pairs, they discuss what the text is about and why...

Working in groups, pupils plot three points on the coordinate plane representing three different parabolic paths. Using a calculator, they determine the quadratic regression equation for their models. Each team then figures out the...