EngageNY
Meeting the Main Character: Launching The Lightning Thief (Chapter 1)
Three is company! Scholars work in groups of three to discuss quotes from the first pages of The Lightning Thief. Each group records their thinking on the paper of the quotes before talking about Percy's character using the Making...
EngageNY
Reading More Closely: Inferences and Evidence in Pygmalion
Learners read in section five of Pygmalion about Eliza's words and actions that shock the Victorian crowd. They answer text-dependent questions about the section, and then work with partners to add more details to their Eliza Character...
EngageNY
Building Background Knowledge: Introducing Pygmalion
Learners take a gallery walk around the room to view images and text of Victorian England culture and then complete a Predictions Walk note-catcher as they circulate and take turns reading quotation strips from Pygmalion. Class members...
Teaching Tolerance
Using Photographs to Teach Social Justice | Affirming Our Commonalities and Differences
Photos can challenge stereotypes. To gain an understanding of the big picture, groups examine a series of photographs and analyze how a photographer's choices can shape a viewer's reaction to an image. For the first set of photographs,...
Teaching Tolerance
Using Photographs to Teach Social Justice | Supporting Social Border Crossings
A lunch-time activity encourages pupils to step out of their usual lunch bunch and connect with someone new. To begin, individuals examine a group photograph and identify what they believe is the gender, race, religion, and sexual...
EngageNY
Drawing Inferences: “My Own True Name”sl.7.1
How much are you worth? Scholars read text dependent questions, and discuss how the text relates to self worth. They then work with partners by having written conversation to make inferences about the text. For homework, pupils correct...
Farmington Public Schools
British Literature Honors: Beowulf
Whether new to teaching Beowulf or an experience pro, you'll find much to like in a richly detailed unit plan that asks readers to consider how the epic represents the difficulty in defining good and evil but also reflects the changing...
EngageNY
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...
EngageNY
Making Inferences: Analyzing Atticus (Chapters 22- 23)
What's the verdict? Scholars look closely at the reactions of various characters in To Kill A Mockingbird in the aftermath of the verdict. They circulate the room, responding to a variety of probing questions. Pupils finalize their...
Literacy Design Collaborative
Jumping Frog of Calaveras County
Was that supposed to be funny? Scholars analyze The Jumping Frog of Calaveras County to determine if Mark Twain's story is indeed based on humor. Learners work through short response questions, vocabulary, and active reading to make a...
EngageNY
Comparing Meaning and Tone: The Fall of Saigon in Fiction and Informational Text
Who's that talking to? Readers listen to a reading of the "Forgotten Ship" transcript and answer questions focusing on word meaning and choice. They complete a chart to track the multiple narrators in the script. For homework, readers...
EngageNY
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...
EngageNY
Analyzing Character: Understanding Atticus (Chapter 1, cont.)
Scholars use a Note-catcher to gather text evidence to reveal the character of Atticus Finch in To Kill a Mockingbird. After collecting evidence, they work with a partner to make an inference about the character and then share their...
EngageNY
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...
EngageNY
Jigsaw to Analyze Mood and Tone in To Kill a Mockingbird (Chapter 8)
We have an appointment! Scholars meet with another discussion appointment to discuss the text structure of the poem "Incident" by Countee Cullen. They use a Note Catcher to guide their thinking and compare the structure to chapter 8 of...
EngageNY
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...
EngageNY
Character Analysis: How Do Personal Possessions Reveal Aspects of Characters?
Learners use a jigsaw activity to examine characters in "Left Behind." Each group member focuses on a different character and then regroups to those with the same focus. Class members then return to their home groups for discussion...
EngageNY
Making Inferences: The Fall of Saigon
Get hooked! Reel in and hook scholars to the unit with a slide show, text-based activity, and reading exercises. To increase curiosity, learners read only small pieces of Panic Rises in Saigon, but the Exits Are Few. Readers use the...
EngageNY
Mid-Unit Assessment: Close Reading of the "Spadefoot Toad"
A mid-unit assessment challenges scholars to use their close reading skills to identify the main idea and key details. After reading a brief excerpt, learners answer a series of questions—multiple-choice, short answer—complete a graphic...
Florida Center for Reading Research
Comprehension: Text Analysis, Fiction and Nonfiction Find
Scholars analyze fiction and nonfiction text and fill in a worksheet detailing the text's title, genre, and reason for its classification.
Great Books Foundation
State of Affairs
Good verses evil. Scholars make inferences after taking a close look at the short story, State of Affairs, in which Daniel Defoe goes back and forth comparing good and evil thoughts through his writing. After reading the text, there are...
College Board
Evaluating Sources: How Credible Are They?
How can learners evaluate research sources for authority, accuracy, and credibility? By completing readings, discussions, and graphic organizers, scholars learn how to properly evaluate sources to find credible information. Additionally,...
Houghton Mifflin Harcourt
Walt Whitman: From Song of Myself
Looking for a resource that models how to read and analyze a poem? Check out this packet that uses sections of Walt Whitman's "Song of Myself" to demonstrate how to paraphrase, note literary elements, and identify the poet's inferences.
William & Mary
Inferential Reading Comprehension Considerations Packet
Don't forget to read between the lines! Educators learn tips and activities to help scholars learn to infer to increase reading comprehension. Activities suggested include think alouds, backwards words, and who's who. the packet includes...