Students build classroom community as they get to know each other and their teacher better by sharing what they like to do outside school.
Students present monologues in the "voice" of someone involved in child labor in England, respond to questions, and then discuss contemporary child laborers and compare them to the past.
Students write and record their own essays for a class blog by first completing a series of activities designed to get them thinking and writing about their experiences.
After researching nutrition and analyzing food advertisements, students work in cooperative groups to create their own advertisements for food products.
Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.
Students compose a multigenre paper, modeled after the Delany sister's autobiography, "Having Our Say", that includes the autobiographical narrative essay as well as an informational nonfiction piece.
Students will create a beginning resume that represents their current work experience and demonstrates their knowledge of rhetorical situations for professional writing.
Designed to explore the hero and the heroic in literature, this unit asks students to discuss their ideas of heroism and analyze heroes in literature.
Students can use this tool to learn about the elements of the hero's journey, analyze a text that follows the hero's journey pattern, or start creating a hero story of their own.
Students research the items listed in the song "We Didn't Start the Fire" by Billy Joel, noting their historical relevance, and then document their findings using an online chart.
Let the power of imagination and inference serve as a ńtime machineî to bring Benjamin Franklin into the classroom! History and science come to life in a dialogue with Franklin the inventor, developed through lesson activities that incorporate research, imagination, writing, visual arts, and drama.
Students will identify how Martin Luther King Jr's dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.
Tell me about it in your own words! If students can paraphrase the information they have read, then youand they can be confident that they understand it.
Students choose a question to explore, research it using a variety of resources, organize their information on a TCF chart, and then collaboratively write a class scientific explanation.
Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.
Students take poetic license when they interpret William Carlos William's poem "The Red Wheelbarrow" to help create a poem of their own.
In this lesson, students examine and create holiday/event cards, analyze holiday elements, and create their own. The activities help students focus on the reasons for composing messages as they do.
Students use their communication and writing skills as they interview a partner, write an article about them, and create a multimodal presentation to introduce their partner to the class.
Students are introduced to Old English and the poetic devices of alliteration, kenning, and compounding in preparation for reading the epic poem "Beowulf".
This resource is an introduction to William Shakespeare's tragic play, "The Tragedy of Julius Caesar", through the study of universal themes using multiple-perspective investigations of betrayal scenarios.