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Grade 11 ELA Module 1: Unit 2, Lesson 5
Scholars delve into Act 1.2 of Shakespeare's Hamlet. By completing a writing exercise and participating in a class discussion, they continue to analyze how the author develops the characters in the play.
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Grade 11 ELA Module 1: Unit 3, Lesson 6
How does Judith Shakespeare's marriage arrangement develop the central idea of gender roles? As they continue reading Virginia Woolf's A Room of One's Own, pupils consider the question. Scholars also complete a Quick Write, examining the...
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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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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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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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Development of the Plot: Impending Danger and Turmoil
Danger! Scholars look closely at two poems, 'TV News' and 'Closed Too Soon.' While reading, learners think about Ha's country's increasing dangers and conflict. They record their thoughts in graphic organizers and discuss what details...
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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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Analyzing the Author’s Perspective: “Equal Rights for Women” by Shirley Chisholm
It's all about perspective. Scholars talk about the meaning of perspective and look closely at the point of view of Equal Rights for Women. They discuss how Chisholm addresses the views of others and complete a close reading guide to...
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World Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”
May I take your order? Scholars read "Ain't I a Woman" and participate in a World Cafe. They work in small groups to discuss text-related questions and then complete a Note-Catcher sheet to organize their thoughts. For homework, learners...
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Analyzing Text Structure: To Kill a Mockingbird (Chapter 2)
Scholars use the Narrative Structure graphic organizer to analyze the structure of the smaller stories within To Kill a Mockingbird. They talk with a partner to discuss how the structure adds meaning.
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Close Reading: Focusing on Taking a Stand (Chapter 2 cont.)
Scholars complete a close read of To Kill a Mockingbird and determine why characters take a stand. They use text-dependent questions and Note-catchers to help guide their thinking. Readers review the Taking a Stand Anchor chart and...
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Making Inferences: The Golden Rule and the Radley’s Melancholy Little Drama (Chapter 4)
Time for a TED Talk. Class members watch a TED Talk clip covering Karen Armstrong and the Golden Rule. Once finished, they use Turn and Talk to discuss the questions in their Golden Rule Note-catchers. As a closing, they reflect on the...
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Text Comparisons: Comparing Text Structures and Text Types (Chapter 9)
Scholars revisit the comparisons they made in the previous instructional activity of "Incident" and To Kill A Mockingbird. They talk with their discussion appointment partners about the structure of a narrative and use a Compare and...
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Peer Critique of “Inside Out” and “Back Again” Poems
Class members closely examine the use of words in the poems "Inside Out" and "Back Again" to determine if different words would create more powerful poetry. They then conduct peer reviews of the poems they created and offer suggestions...
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Revision: Best Draft of “Inside Out” and “Back Again” Poems (Final Performance Task)
Scholars read their poems to their research teams as their final performance task. The teams listen and give feedback on the flow between the two poems. Writers then take the feedback from their teams and revise their poems before...
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Analyzing Themes: The Golden Rule and Taking a Stand (Chapters 16-17)
Positive or negative? Class members take another look at one of the taking-a-stand photographs from lesson plan one. They talk with partners to connect the picture to the text in To Kill A Mockingbird and discuss to determine when taking...
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Four Corners: Taking a Stand in To Kill a Mockingbird (Chapters 24-26 Plus Synthesis of Scenes in Previous Chapters)
Think outside the box! Scholars work on the Frayer Model, completing boxes for the word integrity. They turn and talk with partners to discuss real-life examples and some from To Kill A Mockingbird. Readers then discuss integrity, taking...
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Analyzing the Model Essay: Studying Argument (Chapter 27 Plus Synthesis of Scenes in Previous Chapters)
Scholars partner up to review a model essay and talk through the process leading up to writing their essays. During a second reading of the essay, learners locate and underline the claim given, reasons, and counterclaim. They 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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Text to Film Comparison: Bottom’s Transformation
Scholars meet in a drama circle to discuss what they remember from reading A Midsummer Night's Dream Act III, Scene 1 in the last activity. They then take turns reading the scene aloud, stopping to answer questions as they read. Learners...
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Characters’ Decisions: The Flow of Consequences in Midsummer
Class members meet in their drama circles and share their thoughts on why it might be necessary for the audience to know something the characters don't. They read Act 3 Scene 2 of A Midsummer Night's Dream and complete consequence flow...
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Text to Film Comparison: Bottom the Fool
Pretty ugly, jumbo shrimp. Oxymorons are awfully good! Scholars reread Act I, scene 2 from Shakespeare's A Midsummer Night's Dream while participating in a drama circle. Next, they begin working on anchor charts to dissect Shakespeare's...
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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.
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End of Unit 2 Assessment, Part 1: Drafting The Argument Essay
Scholars write the draft of their essays about Atticus's decision to defend Tom Robinson in Harper Lee's novel To Kill a Mockingbird. They support their claims with reasons, details, and quotes from the novel.