Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.
Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.
What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.
The Book Interest Survey is a great resource to use in the beginning of the year to get to know your readers. This is also a way for students to self reflect about their own interests to be engaged in their reading.
As a culminating activity for "Slaughterhouse-Five", students make a compilation album (a CD with 6-8 tracks) that reflects their analysis, understanding, and reaction to the ideas in the novel "Slaughterhouse-Five".
Students should read “Bringing Jamie Home” by Maragret Frey, and should answer the attached questions. This flash fiction story is an easy way to begin to discuss inferencing with students, as there are many parts of the story that must be inferred.
Students investigate the effects of word choice in Robert Frost's "Choose Something Like a Star" to construct a more sophisticated understanding of speaker, subject, and tone.
Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.
By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be equipped to unpack Dillard's essay. When combined with writing about the passage, students will learn to appreciate how Dillard's writing contains a deeper message and derive satisfaction from the struggle to master complex text. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students. Additional teacher background material: http://teachers.sduhsd.k12.ca.us/lcaston/documents/WeaselsEssayAnal.pdf
Students will really get into the swing of things as they analyze the text and film versions of Edgar Allan Poe's story, "The Pit and the Pendulum."
Students identify the main events that take place in a classic children's picture book. Students will then compare and contrast the book to the film using specific events from both. Students will analyze the choices the director makes in recreating the events from the book. Lastly, students will write a movie review based on the analysis of the events.
Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.
What if students could see the relevance of their school curriculum to real-world, interesting, STEM-related careers? Let's help them create a great future!
Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.
Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.
Fact Fragment Frenzy provides elementary students with an online model for finding facts in nonfiction text, then invites students to find facts in five sample passages.
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.
In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|