EngageNY
Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 1
Song lyrics can help people better understand literary texts. Scholars continue listening to "Ain't Gonna Let Nobody Turn Me Around" and discuss the connections between the song's lyrics and Carlotta Walls LaNier's memoir, A Mighty Long...
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Introducing a Thematic Concept in This Unit: The “Invisibility” of Captives during WWII (pages 170-181)
Scholars discuss the phrase identity is erased and how it relates to the theme of invisibility. They use their Understanding Invisibility note catcher to identify how invisibility may occur within a person. They then work on a Gathering...
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Understanding Perspective: Japanese Society’s Impact on Japanese Guards (Pages 189-197)
The focus is on written communication as class members respond to questions about the text Unbroken in their Written Conversation note catchers. They trade note catchers with a partner every two minutes and then share ideas from their...
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Building Background Knowledge: The Internment of Japanese-Americans during WWII, Part 3
Check those sources carefully. Scholars learn to analyze and critique primary sources with the work they completed in the previous activity. Learners compare and contrast sources that agree and disagree about Japanese-American internment...
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Gathering Textual Evidence: “Invisibility” of Those Interned
Add another layer to the class's understanding. Scholars deepen their knowledge of the primary sources in their Japanese-American Internment during World War II packet and determine how the sources relate to the theme of invisibility....
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Analyzing Evidence: Writing about Theme
Class members prepare for the end-of-unit assessment by analyzing a writing prompt. They complete a Being Made Invisible anchor chart and write their thoughts about captives and invisibility on sticky notes. In addition, they discuss...
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Informational Essay Planning: Essay Rubric and Planner
Pupils walk through the process of writing essays for their final assessment of Unbroken. They begin by reviewing the rubric using Rubric Criteria strips that assign a portion of the rubric to each pair of learners. They then participate...
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Analyzing a Thematic Concept: Becoming Visible after Captivity
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...
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Choosing Songs for the Film Soundtrack
Music has the power to bring topics alive. Learners take on the role of sound director in their film planning and choose the songs to accompany their photographs. They must also support their decisions with evidence and reasoning as they...
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Adding to Cascading Consequences and Stakeholders: Industrial Food Chain
Young researchers create a class Cascading Consequences chart to see how the industrial food chain affects people, animals, and the environment. They also work in teams to complete a Stakeholders chart for the industrial food chain model...
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Using Search Terms for Further Research: Industrial Organic Food Chain
Class members conduct independent research to continue examining the consequences of the industrial organic food chain from Michael Pollan's The Omnivore's Dilemma. Pupils learn about source credibility and effective search terms, then...
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Adding to Cascading Consequences and Stakeholders: Local Sustainable Food Chain
Equip the class to perfect their presenting skills. To prepare for an upcoming oral presentation, scholars create and analyze an anchor chart for effective speaking skills. Pupils also use their research to add to their Cascading...
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Further Research: Hunter-Gatherer Food Chain
It's time to gather nuts, berries, and lots of information. Scholars continue on their quest to determine the consequences of each of Michael Pollan's food chains from The Omnivore's Dilemma. Using research questions developed in a...
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Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain
Could the hunter-gatherer food chain feed everyone in the United States? To consider the question, pupils use their research and add to the Cascading Consequences chart based on Michael Pollan's hunter-gatherer food chain from The...
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Writing a Position Speech: Which Food Chain Would Be Best?
Eeny, meany, miny, moe. It's time to choose a side. Scholars learn about taking a position by watching a video of a speech about local organic food. Next, pupils use graphic organizers to plan their speeches about which food chain is...
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Analyzing Language in a Speech: The Montgomery Bus Boycott Speech
Scholars analyze the use of active and passive voice in The Montgomery Bus Boycott speech and refer to an Active and Passive Sentences handout while viewing the text. Pairs of learners then work together to identify passive and active...
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Analyzing Different Mediums: Advantages and Disadvantages
How do authors play to people's moods? After briefly reviewing mood using a Conditional and Subjunctive Mood handout, learners practice identifying conditional and subjunctive sentences in the Montgomery Bus Boycott speech before reading...
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Informational Essay Planning: Studying the Essay Prompt and Gathering Evidence
Using a Gathering Evidence note-catcher, readers record evidence in A Mighty Long Way and Little Rock Girl 1957. They then use the evidence to analyze and discuss different mediums with their peers. Lastly, they look at a writing prompt...
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Informational Essay Planning: Analyzing and Selecting Evidence
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...
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Analyzing an Author’s Craft: Carlotta’s Journey to Justice
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...
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Informational Essay Planning: Essay Rubric and Essay Planner
Class members dig into the expectations for the end-of-unit assessment for A Mighty Long Way by studying the rubric. The Rubric Criteria strips help pairs of readers look more closely at specific rubric points. They share ideas with the...
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Analyzing an Author’s Craft: Carlotta’s Journey to Justice
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...
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Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Food Chain
A Reading Closely: Guiding Questions handout leads readers to discover the gist of The Omnivore’s Dilemma. While reading, pupils look closely at the words in the text and discuss their meaning. They use dictionaries when needed to answer...
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Reading for Gist and Answering Text-Dependent Questions: Industrial Food Chain
Where do humans fall on the food chain? Scholars read about the Industrial Food Chain in The Omnivore’s Dilemma sections. They use word catchers to record unfamiliar words as they read and place sticky notes in the margins to annotate...
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