TeachingTheHook

This mini-unit focuses on the events of September 11, 2001. Students learn about 9/11 through a gallery walk, jigsaw reading activity and short response writing. These activities work together to give students a strong understanding about this horrific day in American History. This mini-unit includes: • A Gallery Walk with 40+ items. The items are a mix of newspaper clippings, short readings, and a student reporter worksheet. • Jigsaw reading passages. There are 4 different passages

Students will learn about Malala Yousafzai, the girl who was shot in the head by the Taliban because she fought for her education. This is a high interest topic engaging students immediately! This lesson may be done in a class when discussing slavery and literacy in the United States or literacy as a global issue. In this differentiated lesson, students will learn how to annotate informational texts using text symbols which will help them become more comfortable with informational text. C

In this lesson students will engage in an interactive gallery walk activity.  Students will examine pictures and readings that will help them decide how culture, time and place can influence the people of Southern Sudan.   Students will participate in a gallery walk.  Each student will play the role of newspaper reporter.  They will research and gather information on how culture, time and place influence the characters in the novel, A Long Walk to Water by Linda Sue Park.  The gallery walk item

This culmination of lessons focuses on identifying the themes in the poem, “The Hill We Climb” by Amanda Gorman.  Gorman is a Harvard graduate and the youngest person to recite a poem at a presidential inauguration.  Students will have opportunities to work individually and collaboratively throughout the lessons.  Lessons include:  Front loaded vocabulary, theme identification, annotation, modifications, short response writing.  The technology format of the lessons is Google; Google Slides, Docu

This high interest vocabulary lesson is always a hit among students of all ages. The lesson caters to the needs of a student’s specific learning style. The lesson focuses on showing students how to study and learn based on their personal learning style. Students will decide on their learning style based on a multiple intelligence quiz. At the end of the lesson students will evaluate their learning through a self-reflective exit ticket. The lesson provides students with vocabulary study

Students will enjoy learning plot structure through the use of a video!  Students will be expected to identify the elements of plot in a story. Students will be shown and should discuss the plot structure diagram.  Students will take notes on a “notes sheet” that is provided. Next, students will watch a short video clip from Disney’s Aladdin.  Students and teacher can discuss the different parts of the plot structure based on the video clip.  Students can rewatch the video clip and fill in th

Students will work in groups to close read Chapter 7 of A Mighty Long Way by Carlotta Walls LaNier. After reading the chapter, students will be assigned to a group and a question where they will be forced to go back to the chapter and close read to find supporting text-based evidence and to make inferences. This lesson has 8 close reading question sheets and a gallery walk sheet. Procedures: • Before this lesson, students should have read Chapter 7 one time. • Create student groups based

Often times students need strategies to identify unknown words when reading. These materials are meant to guide students so that they can become successful readers. :) The material provided includes: 1) a handout that gives students strategies of how to identify unknown words in context. 2) a graphic organizer to use in class and one for homework. 3) an exit slip

Lyddie by Katherine Paterson  Chapter 11 - Jigsaw Reading  In this lesson students will use a jigsaw cooperative learning strategy to read, Chapter 11 of Lyddie.  Students will be expected to read and annotate a section of Chapter 11, write a gist and share their annotations and gist with the class.  Students will use Google JamBoard to collaborate on this assignment.       Included in this lesson:  Google JamBoard (Presentation/Collaboration Tool)PDF of Chapter 11 Jigsaw Answer Key Chapter 11

These planning pages will provide graphic organizers to help students to write an argumentative essay. Students will be expected to write an argumentative essay that addresses a decision that the main character needs to make in the book, Lyddie by Katherine Paterson. Students will be expected to write: An introduction paragraph. 2 body paragraphs. A counterclaim & rebuttal paragraph. A concluding paragraph.For each paragraph a graphic organizer will be provided.

Students will closely read a graphic section of Night by Eli Wiesel. Students will interact with the text by annotating using text symbols.

After reading Chapter 7 of Lyddie by Katherine Paterson students will closely read the last section of the chapter and participate in a literary scavenger hunt.  Students will receive 9 scavenger hunt questions which will force them to search for figurative language and literary devices within the text.   This assignment was created using GoogleDocs. Optional Lesson Idea: Opening:  Reread the last section of text aloud as a class.   Independent or partner work:  Each student or pair will sile

This is an organizer to help students gather information for augmentative writing. This work sheet enables students to gather text-based evidence and analysis for their claim and counterclaim based on their assigned topic.

After reading an independent reading book, students will use the Features of a Book Review graphic organizer to organize their thoughts. Ultimately, students will use this sheet to help them write a review of their book.