EngageNY
Establishing Structures for Reading: Getting the Gist (Chapter 1)
Class members review expectations for successful discussions before reading chapter one of A Long Walk to Water by Linda Sue Park. They engage in a think-pair-share to discuss the gist of the text and add their thoughts to their Readers'...
Academy of American Poets
Teach This Poem: “Dead Stars” by Ada Limón
Pay attention! A lesson featuring Ada Limon's poem "Dead Stars" is designed to help learners develop their noticing skills. Class members first study the constellation Orion's image and list what they notice and how the image makes them...
Academy of American Poets
Teach This Poem: "Theme for English B" by Langston Hughes
Langston Hughes' "Theme for English B" is featured in a instructional activity that asks pupils to first read a biography of Hughes and list things about his life they think are important. The class then reads the poem and compares what...
Academy of American Poets
The African American Experience
Disrespect can be as subtle as a frown or a turn of a head. To prepare for a study of Toi Derricote's poem "The Weakness" class members create wordless skits that demonstrate subtle or not so subtle signs of disrespect. After a...
Academy of American Poets
Teach This Poem: "On Being Brought from Africa to America" by Phillis Wheatley
Phillis Wheatley's poem, "On Being Brought from Africa to America" is the focus of a lesson that asks readers to consider how the poem is a critique of slavery. Groups comprise a list of words and phrases they notice as well as questions...
Maryland Department of Education
The Concept of Identity Lesson 2: The Historical/Biographical Approach
"How does our environment shape our identity?" After researching biographical information about John Knowles and considering how these experiences are reflected in A Separate Peace, class members consider the strengths and weaknesses of...
Maryland Department of Education
The Concept of Identity Lesson 5: Motivation - Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs provides the lens class members use to analyze and evaluate the motivations of the characters in Sylvia Plath's "Initiation" and scenes from Mean Girls. Readers then select a character from A Separate...
Maryland Department of Education
The Concept of Identity Lesson 7: Logical Fallacies
What are the effects of competition in an academic environment? The competition between the main characters in A Separate Peace motivates a series of activities that asks readers to take a stance on competition, and then to develop a...
EngageNY
Grade 9 ELA Module 1, Unit 2, Lesson 2
Class members continue their analysis of Letters to a Young Poet, paying particular attention to how Rilke uses metaphor to develop his ideas about the source of inspiration.
EngageNY
Grade 9 ELA Module 1, Unit 2, Lesson 7
Readers analyze David Mitchell's techniques for introducing and developing the mystery surrounding Madame Crommelynck in the "Solarium" chapter of his novel Black Swan Green.
EngageNY
Grade 9 ELA Module 1, Unit 2, Lesson 9
Class members continue their discussion of David Mitchell's Black Swan Green, focusing on how the author uses the conversation between Jason and Madame Crommelynck to refine his central idea of the meaning of beauty.
EngageNY
Grade 10 ELA Module 1: Unit 2, Lesson 3
Readers of "The Palace Thief" continue examining Ethan Canin’s short story and consider how the narrator's actions develop the central idea of how one's expectations and the expectations of others influence behavior.
EngageNY
Grade 10 ELA Module 1: Unit 2, Lesson 11
Is identity unchanging? Do events in our childhood forever influence our character? Groups ponder these questions as they examine Ethan Canin’s short story “The Palace Thief.”
EngageNY
Grade 10 ELA Module 1: Unit 2, Lesson 10
Is man's character his fate? Can actions change character? To track the development of the central ideas in Ethan Canin’s short story “The Palace Thief,” groups compare Hundert's actions in the original "Mr. Julius Caesar" competition...
EngageNY
Grade 9 ELA Module 1: Unit 3, Lesson 4
Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...
EngageNY
Grade 9 ELA Module 1: Unit 3, Lesson 3
Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.
EngageNY
Grade 9 ELA Module 1: Unit 3, Lesson 7
How does Shakespeare use dialogue to develop the idea that the star-crossed lovers are more concerned with their relationship as individuals than they are with their roles as children of warring families? That is the question facing...
EngageNY
Grade 9 ELA Module 2, Unit 2, Lesson 2
Continue a thoughtful analysis of Sophocles' Oedipus the King by discussing the importance of dialogue within the play's structure. Ninth graders examine how Oedipus speaks about himself to his subjects and Creon before recording their...
EngageNY
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...
PBS
Exploring the Drive to Create in Frankenstein
Is it hubris that drives the creative process? Is it the desire to be remembered long past death? An interactive asks readers of Mary Shelley's novel Frankenstein and Percy Shelley's poem "Ozymandias" to consider what this wife and...
EngageNY
Building Background Knowledge: The Lost Boys of Sudan
Get deep! Teach scholars how to make connections between texts to deepen their understanding of a topic. Using the resource, pupils read and annotate a short informational text about Sudan's Civil War and refugee crisis. Next, they...
EngageNY
Building Background Knowledge: The Dinka Tribe (“Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” Excerpt 1)
Text annotations help readers track essential ideas. Pupils continue reading and annotating an informational article about Sudanese tribes, connecting it with A Long Walk to Water by Linda Sue Park. They also begin writing about their...
EngageNY
Paraphrasing and Evaluating Sources: Pages 112–116 of The Big Thirst
Agriculture and water—it's a fine balance. So how exactly do industry and agriculture currently manage water? Pupils consider the question as they continue reading excerpts from Charles Fishman's The Big Thirst and adding notes to their...
EngageNY
Contrasting Authors’ Use of Evidence: Bottled Water
Apples to oranges, Dasani to Aquafina. Using a Venn diagram, scholars contrast two authors' use of evidence on the topic of bottled water. Additionally, they continue reading Charles Fishman's The Big Thirst and answering text-dependent...
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