EngageNY
Performance Task: Hosted Gallery Walk of Scientific Posters
The guests have arrived. Scholars participate in a hosted gallery walk, using their scientific posters to share their research about DDT with their classmates. Then, using sticky notes, individuals leave positive feedback on their peers'...
EngageNY
Completing Reflection: Preparing a Poster for Presentation
Prewrite, plan, draft, revise, edit, share. Scholars complete a worksheet to reflect on how they used the writing process to improve their writing. They also draft plans for their scientific posters that they will display in an upcoming...
EngageNY
Analyze Model Position Paper with Rubric
It's time to choose a position! Scholars read a model position paper about fracking to practice identifying the topic and argument. Then, working with a partner, they use a rubric to assess the essay.
EngageNY
Forming a Research-Based Claim: Cascading Consequences Chart
Is it relevant? Scholars choose a resource from their folders and search for relevant information about the harmful and beneficial consequences of DDT. They mark benefits in one color and harmful effects with another color. They then add...
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...
EngageNY
Deepening Your Research
Give credit where credit is deserved. Scholars discuss what makes a credible source as they take a look at "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" Learners read the article to look for answers to the research...
EngageNY
Mid-Unit Assessment: Listening for Main Ideas and Supporting Details
Pay attention! Scholars view the video"Why College Students Should Start Paying Attention to Water" multiple times to complete a note catcher. After discussing their thoughts with the class, learners watch "The Water Crisis Isn’t...
EngageNY
Analyzing the Central Claim in The Big Thirst
Quench the class's thirst for knowledge while building analytical skills. Scholars listen as the teacher reads excerpt from the book The Big Thirst. They then complete a close read and answer text-dependent questions from pages one...
EngageNY
Tracing and Evaluating Arguments: “The Future of Water” and The Big Thirst
Can scholars predict the future? They try as they first watch the video The Future of Water to capture details and trace the argument. Next, individuals complete the Tracing an Argument
note catcher to guide their thoughts. To...
EngageNY
End of Unit Assessment: Tracing and Evaluating Arguments
Give water the attention it deserves. Scholars watch Corporations Need to Pay More Attention to Water and respond to questions as part of their end of the unit assessment. They then complete the assessment by reading and responding to...
EngageNY
Writing a Summary: “Middle Ages” Excerpt 1
What's this all about? Scholars learn the importance of summarizing skills using a summary writing graphic organizer. They work with an elbow partner to discuss summaries and complete the organizer using Middle Ages Excerpt 1. Learners...
EngageNY
Evaluating Evidence: Adversities Faced in the Middle Ages
How is that relevant? Scholars gain an understanding of the words relevant and compelling. They then go back to the End of Unit 1 Assessment Prompt: Adversity in the Middle Ages and look at the second bullet that pertains to relevant and...
EngageNY
Qualities of a Strong Literary Analysis Essay
Read like a writer. Scholars read a model literary analysis in preparation for a similar writing assignment before annotating each paragraph for the gist. Next, pupils devise a list of qualities of a strong literary analysis essay.
EngageNY
Actions for a Position Paper: Identify, Discuss, Write
Anchors aweigh, it's time to write! After viewing an anchor chart detailing the parts of a position paper, pupils share their plans for their essays with a partner. Next, they write the rough draft of their body paragraphs.
EngageNY
Planning the Argument: Writing the Claim and Reasons
Step up! Using the resource, scholars discover the six steps to writing an effective position paper. Next, they work on a graphic organizer to begin planning their argument-based essays.
EngageNY
Forming a Research-Based Claim: Creating Stakeholders Charts
Present the facts. Scholars create presentations of their research on DDT using their Cascading Consequences chart and a
Stakeholders Impacts chart as visuals. They discuss the term stakeholders and create a Stakeholders Impacts chart...
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
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...
EngageNY
Comparing an Author’s Presentation of Ideas: “Rachel Carson: Sounding the Alarm on Pollution”
It'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
and Contrasting Authors’ Presentation graphic...
EngageNY
Vocabulary: Human Rights
Your class continues to explore the history of the Universal Declaration of Human Rights. In addition to learning about the background of this text, learners work on the skill of identifying and understanding key academic vocabulary....
EngageNY
Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account
Although this is part of a series, lesson plan nine has your class take a break from their close study of the Universal Declaration of Human Rights (UDHR) text to read the firsthand account “Teaching Nepalis to Read, Plant, and...
EngageNY
Understanding Themes in Esperanza Rising
Determining a theme or central idea is greatly emphasized in the Common Core standards. Target that skill though big metaphors and central symbols in Pam Muñoz Ryan's Esperanza Rising. Help your class reach the standard through...
EngageNY
Getting Ready to Learn About Human Rights: Close Reading of Article 1 of the Universal Declaration of Human Rights (UDHR)
Introduce young readers to informational texts with a well-designed, ready-to-use, and Common Core-aligned unit. Young readers learn a variety of skills while studying the Universal Declaration of Human Rights (UDHR). As the first...
EngageNY
Mid-Unit 1 Assessment: Human Rights Vocabulary and Common Prefixes
Here is a mid-unit assessment for a group of lessons studying the Universal Declaration of Human Rights (UDHR). The first half of this instructional activity calls for several forms of review. Your class will review the content of the...