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Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain
Could the hunter-gatherer food chain feed everyone in the United States? To consider the question, pupils use their research and add to the Cascading Consequences chart based on Michael Pollan's hunter-gatherer food chain from The...
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Analyzing Events: Carlotta’s Journey
How does one talk silently? Class members participate in a silent communication activity known as a Chalk Talk. During the activity, they answer text-dependent questions analyzing Carlotta’s Journey. They use markers and chart paper to...
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Informational Essay Planning: Analyzing and Selecting Evidence
Class members look again at the end-of-unit essay prompt for A Mighty Long Way. After reviewing the requirements of the essay, they use their Gathering Evidence note-catchers and color-code the evidence that matches the two questions in...
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Inferring about Character: Analyzing and Discussing Points of View (Chapter 2)
Welcome to the World Café! Readers discuss A Long Walk to Water by Linda Sue Park. They circulate throughout the classroom, stopping at different tables to answer a discussion prompt with their classmates and record their ideas on a chart.
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World Café to Analyze Theme and Character in A Long Walk to Water (Chapters 16–18)
Here comes a surprise ending! Readers discuss their thoughts about the ending of A Long Walk to Water by answering probing questions. They participate in a World Café where they work in triads to complete a chart and a prompt during...
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Analyzing Text Structure: “Generation Z Stereotyped”
Breaking the stereotype. Readers use the Generation Z Stereotyped Structure anchor chart and find the central idea of the text. They then read Generation Z with partners and discuss the text using guiding questions. Finally, they answer...
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Analyzing Author’s Purpose: Industrial Food Chain
Using an Author’s Purpose anchor chart, groups examine a variety of text to determine the author's purpose. They then apply what they have learned to The Omnivore’s Dilemma. In pairs, they discuss what the text is about and why it was...
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Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1–5)
Teach the class how to survive! Scholars work together to learn the meaning of theme and determine the message in A Long Walk to Water. After the class discusses possible ideas, they work to identify one central theme for the text. The...
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Analyzing Text Structure: “Teen Slang: What’s, Like, So Wrong with Like?”
What did you say? Class members read Teen Slang: What’s, Like, So Wrong with Like and make notes in the margin to determine the gist. They then analyze the text to identify claims made and the evidence to support the claims. After ...
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Introducing Module 2: Working Conditions—Then and Now
Let's get visual! Scholars embark on a gallery walk around the classroom to view quotes, images, and videos about historical and modern working conditions in various professions. They consider how working conditions have changed over...
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Introducing Working Conditions in the Mills
Scholars discover how working in a textile mill in the nineteenth century affected the title character from Katherine Paterson's novel, Lyddie. Partners analyze quotes from the novel and then add evidence and questions about working...
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Framing Lyddie’s Decision and Practicing Evidence Based Claims
Scholars grapple with whether the title character of Katherine Paterson's novel, Lyddie, should sign a petition about working conditions at the factory. They engage in close reading and discussion before adding their thinking about the...
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Generating Reasons: Should Lyddie Sign the Petition?
Scholars synthesize evidence from Katherine Paterson's Lyddie to create a list of the pros and cons of Lyddie signing a petition about working conditions. They use the Lyddie's Decision anchor chart to record their thoughts and ideas...
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Text-to-Text Connections: Pygmalion
Scholars refer to a British Dialect/Slang anchor chart as they answer text-dependent questions over section eight of Pygmalion. While learners work on the questions, the teacher conducts check-ins on the progress of their independent...
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Writing the Argument Essay: Moving from Planner to Drafting
It's an easy transition. Scholars identify transition words in the Pygmalion model essay and record definitions in the Transitions anchor chart. They then begin to look at the tone of the model essay. Finally, individuals begin writing...
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Introducing the Performance Task: The Children’s Book
Using a Venn diagram, class members generate similarities and differences between narratives and summaries. Next, pupils co-create an anchor chart to capture their thinking about how an author zooms in on a particular part of a story.
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What Gives Stories Their Power?
Read to me! Scholars get lost in a picture book read aloud of The People Could Fly. They discuss text-dependent questions and talk with partners about the meaning of the story. They then study an image in the book to determine the power...
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Introducing the Process for Close Reading: Meeting Frederick Douglass
To learn more about Frederick Douglass, class members complete close reads of excerpts from Narrative of the Life of Frederick Douglass. They complete a close reading guide and questions for each excerpt. Pupils then add to the...
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Understanding Douglass’s Words: Learning to Read
How is a sentence like the human body? Scholars think about the comparison as they view an image of the human anatomy and begin to complete an Anatomy of a Sentence anchor chart. They review roots, prefixes, and suffixes and then begin...
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Analyzing Powerful Language: Learning to Read
The power of a word. Readers learn the importance of word choice in shaping a text by using a Powerful Language T-chart to separate strong words and phrases from those that are more bland. They then complete a third read and question set...
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The Storyteller’s Toolbox and Excerpt 4 First Read
It's story time! Scholars take a look through the eyes of a storyteller as the teacher reads aloud The People Could Fly. They also listen as the story is played on video. Learners then answer questions about the reader's facial...
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Bringing Douglass’s Words to Life: The Fight with Covey
Readers have the opportunity to bring the words from an excerpt of Narrative of the Life of Frederick
Douglass to life. They use strategies from the Storyteller’s
Toolbox anchor chart as a guide and then work in pairs to prepare their...
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Analyzing Douglass’s Purpose: Excerpt 4
Anchors away! Scholars take a look at the Group Work anchor chart to prepare for the excerpt four, The Fight with Covey, analysis. The Excerpt 4 Analysis note catcher guides the group as they carry out their analyses. The class then...
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Analyzing Douglass’s Purpose: An Escape Attempt
Time for more team work! Class members work in a team once again to complete Narrative of the Life of Frederick Douglass Excerpt 5 Analysis note catcher. Before beginning, teams review the Group Work anchor chart and roles. After group...