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Grade 10 ELA Module 3: Unit 3, Lesson 9
Let's join together and make a sentence. Scholars take the next step in revising their argumentative essays by combining independent clauses to make complex sentences. Writers use a Colon and Semicolon Handout to practice different ways...
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Grade 10 ELA Module 3: Unit 3, Lesson 3
Who said that? Scholars now learn how to cite evidence, give ideas proper credit, and work to understand the meaning of plagiarism. Part of the activity includes looking at an MLA Citation handbook, handy when pupils create their works...
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Grade 10 ELA Module 4: Unit 2, Lesson 17
Madness, violence, despair—the titular character of Shakespeare's Macbeth is spiraling out of control. Pupils first explore the topic with a collaborative jigsaw discussion. At the end of the instructional activity, they write about how...
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Building Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home
What challenges did Bosnian refugees face as they fled home during the Bosnian War? Scholars read an interview with four refugees and identify common themes that connect the universal refugee experience. They also engage in a...
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End of Unit 2 Assessment, Part Two: Final Draft of Analytical Essay
What's one way to make a good essay great? Revise! Scholars revise their drafts from a previous lesson plan to help write their final polished analytical essays about the universal refugee experience. They also practice properly citing...
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Building Background Knowledge: "Fleeing Saigon as Panic Rises”
How can scholars better understand the refugee experience? Pupils read Fox Butterfield's article "Panic Rises in Saigon, but the Exits are Few" and connect it to the novel Inside Out & Back Again. They annotate the text, looking for...
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Building Background Knowledge, Predicting, and Focusing on Key Vocabulary: “Refugees: Who, Where, Why”
Using the fourth of 20 lessons from the Grade 8 ELA Module 1, Unit 2 series, scholars discuss refugees' challenges when finding a place to call home. They also read and answer text-based questions about the informational passage...
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Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience
Refugee & Immigrant Transitions is an organization that helps newcomers adjust to life in the United States through education and community leadership opportunities. As part of a mid-unit assessment, pupils independently read a...
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Analyzing the Content of a Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’”
What are the psychological and emotional effects associated with being a refugee? Scholars consider the question by reading and analyzing an essay, "How Ha's Mother is Turned 'Inside Out.'" Once finished, they engage in a whole-class...
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Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again
How might different authors approach the same topic? Scholars read a paragraph from an informational text about Canadian refugees using the resource. Next, they participate in a jigsaw activity to connect real-life refugees' experiences...
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Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again, Part 3
What does it mean to mourn something? Scholars continue reading paragraph four from "Refugee and Immigrant Children: A Comparison" to better understand the mourning process for refugee children. Working with a partner, pupils then read...
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Connecting the Universal Refugee Experience of Fleeing and Finding Home to the Title of the Novel Inside Out & Back Again
What does it mean to turn inside out? Using the resource, scholars begin planning their end-of-unit assessment essays. They complete two graphic organizers to form claims about how refugees turn "inside out" and "back again."
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Planning the Introductory and Concluding Paragraphs of the End of Unit Assessment Essay
Preparation is the key to success! Using the guiding resource, scholars plan their end-of-unit analytical essays' introductory and concluding paragraphs based on their reading of Inside Out & Back Again. To prepare, they complete a...
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Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide
Let's get to the gist! Pupils work in research teams to gather information about specific refugee experiences from Bosnia, Afghanistan, and Kurdistan. Scholars then try to find the gist of informational texts about their topics,...
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Mid-Unit Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha?
Take a walk with me. Scholars participate in a gallery walk of the anchor charts their groups created about Inside Out & Back Again in the previous lesson plan. Pupils take notes about Ha's character on sticky notes as they take the...
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Building Background Knowledge: The Impending Fall of Saigon
Scholars read "Doc-Lap at Last" and participate in a Three Threes in a Row activity in which they answer three questions about the text in their rows. They then discuss the central idea of the text. Readers finish the lesson plan with a...
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Taking a Stand: Equal Rights for Women
Equality for all? Scholars talk with partners to predict Shirley Chisholm's stand in her speech "Equal Rights for Women." They then read the speech and circle unfamiliar words to understand the meaning better. Readers go on to answer...
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World Café to Analyze Themes in To Kill a Mockingbird (Chapter 10)
Time for table discussions. Scholars once again take part in a World Cafe activity. They discuss chapter 10 of To Kill A Mockingbird in groups of four and rotate from table to table. At each table, they select a new leader. Readers then...
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Writing an Argument Essay: Evaluating the Model and Crafting a Claim (Chapter 28, Including Synthesis of Scenes in Previous Chapters)
Scholars use the model essay from the previous instructional activity to create their own argumentative essays. Readers make a claim about Atticus defending Tom in To Kill A Mockingbird. They then use graphic organizers to develop and...
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Writing an Argument Essay: Planning the Essay
Preparation is the key to success. With the help of an informative resource, scholars complete a writing improvement tracker to identify their writing strengths and challenges. They also meet with partners to plan an argumentative essay...
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Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream
Pupils first participate in a drama circle as they continue reading Shakespeare's A Midsummer Night's Dream aloud with classmates. Next, scholars move around and discuss text-dependent questions about the play with a Three Threes in a...
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The Authorship of Shakespeare: “The Shakespeare Shakedown”
Pupils conduct a close reading of "The Shakespeare Shakedown" by Simon Schama, and identify evidence the author uses to support his claims. Finally, they discuss and answer text-dependent questions before completing a Quick Write about...
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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.