EngageNY
End of Unit 2 Assessment, Parts 1A and 1B: Fishbowl on Screen Time and Adolescents
Here's a surefire way to ensure that class discussions go swimmingly! Using the resource, scholars participate in a Fishbowl activity, forming two concentric circles in the classroom. As the group on the inside of the fishbowl discusses...
EngageNY
Using Multimedia in Presentations: Preparing to Present Claims
Time to wrap it all up! Using facts, details, and examples, pupils present their claims about whether the American Academy of Pediatrics should increase its screen time recommendations. They incorporate a multimedia visual display and...
EngageNY
Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 1
It takes time to discover what makes a source accurate and credible. Using everything they've learned about source credibility, scholars begin researching supporting questions about how industry and agriculture manage water. They select...
EngageNY
Finding Relevant Information and Asking Research Questions: The Big Thirst
Let's get to the gist. As scholars continue their study of Charles Fishman's The Big Thirst, they practice writing the gist of the text. Additionally, pupils add notes about the industrial uses of water to their researcher's notebooks.
EngageNY
End of Unit 2 Assessment, Part 1B: Fishbowl on Better Use of Water in Industry
Listen up, it's time for a Fishbowl discussion! Scholars continue their discussions about water management in industry and agriculture. After hearing both sides of the debate, pupils complete graphic organizers, deciding which sector is...
EngageNY
“The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
Time to go on a journey! Using a graphic organizer, scholars deconstruct Percy Jackson's hero's journey from the Rick Riordan novel, The Lightning Thief. Next, they begin planning their own hero's journey narrative, creating a profile of...
EngageNY
Mid-Unit Assessment and Establishing a Context for My Hero’s Journey Narrative
How do writers engage their readers in a story? Pupils consider the question and use the informational text, "The Hero's Journey" to justify their plan for their own fictional narrative. To that end, scholars write an explanatory...
EngageNY
Mid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research
Speak up and listen up. Scholars participate in a speaking and listening mid-unit oral assessment. They discuss whether their rules to live by should be a personal choice or made into a law, and then they complete an exit ticket to...
EngageNY
Mid-Unit Assessment: Small Group Discussion: How Do Modern Poems Portray Modern Adversities?
How is a poem similar to and different from a news article? Pupils use a graphic organizer to compare and contrast the two genres. Also, as part of a mid-unit assessment, scholars participate in small-group discussions based on poetry...
EngageNY
Writing and Sharing: A Narrative of Adversity Plan
When life brings you lemons .. write about it! Scholars work with partners to complete graphic organizers analyzing two narratives. Next, they develop an outline for their narrative writing assignment about a personal experience with...
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Drafting Introduction and Conclusion
In conclusion ... Scholars analyze the model essay Adversity Faced by Townspeople in
the Middle Ages to gain a better understanding of introductory and concluding paragraphs. After studying the author's strategies, learners begin writing...
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Revisiting the Text: What Are the Adversities They Faced?
Where's the evidence? Scholars take a look at the evidence section of a Literary Argument Essay Rubric. They discuss terms used in the rubric and then begin thinking about collecting evidence for their own essays. They also revisit their...
EngageNY
Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
Time to revise! Using a writing evaluation rubric, scholars participate in a peer editing process to provide feedback on each others' informative essays. Next, pupils begin revising their drafts based on the feedback they receive.
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Introducing “Comprehending the Calamity”
Some things are beyond comprehension. Scholars read an excerpt from "Comprehending the Calamity," a primary source text about the 1906 San Francisco earthquake. After identifying the gist, pupils complete anchor charts to analyze how the...
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Researching Facts
How did the 1906 San Francisco earthquake and fire affect the city's inhabitants? Scholars embark on a quest to discover the answer as they work in small groups to research articles about the event. They finish by completing a jigsaw...
EngageNY
End of Unit 2 Assessment: Final Literary Analysis
Get ready to review and revise! Scholars peer edit each other's literary analysis essay drafts. Next, using peer and teacher feedback, pupils compose their final drafts.
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Researching: Eyewitness Accounts, Part 2
Continue on. Learners continue with the work they began in the last lesson looking for quotes to complete an eye witness interview. Pupils work in their groups to examine the texts in their research folders and The Great Earthquake and...
EngageNY
End of Unit Assessment: Revising and Publishing
Dictionaries, thesauruses, word walls, oh my! Pupils use several resources to revise their position papers to include appropriate vocabulary. Then, after peer editing, scholars write the final drafts of their essays and self-assess using...
EngageNY
Mid-Unit Assessment: Completing My Draft Position Paper
What's the difference? Scholars analyze the similarities and differences between introductory and concluding paragraphs. Then, using a model essay as a guide, they write their draft position papers.
EngageNY
Planning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion
Let's get organized! Pupils organize the information they have gathered about overfishing into a Quote Sandwich graphic organizer in preparation for their informative consumer guides. Next, they engage in a pair share activity to discuss...
EngageNY
Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic
Let's talk it out. Using the resource, scholars work in triads to discuss how their research has deepened their understanding about sustainable fishing. Next, pupils engage in a whole-class discussion to consider their next steps toward...
Curated OER
Let's Plan a Trip!
Take a virtual trip to see other countries and cultures! After learning about different cultures and populations, English learners think about a place they'd like to visit. Small groups or individuals plan a trip to a country of their...
Achieve3000
Discriminating Phonemes 2
Some sounds sound very similar! Help your class learn how to distinguish between various sounds by following the steps outlined in this plan. The plan includes a warm-up, a teacher-led portion, and details for guided and independent...
EngageNY
Grade 9 ELA Module 1, Unit 1, Lesson 17
Eighth graders demonstrate their understanding with the final assessment in a literary analysis unit based on Karen Russell's short story, "St. Lucy's Home for Girls Raised by Wolves." Having prepared for the assessment in the last few...
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