John Muir is known as the father of our National Parks. His boyhood was spent in Marquette County, Wisconsin where he found inspiration in the wilderness around him. In this Unit, students will learn about John Muir’s boyhood neighborhood and actively work to preserve it, connect with Muir’s many accomplishments, understand different environmental philosophies, and saunter in nature while observing and reflecting on the world around them. Students will Connect, Explore, and Engage through intentional time in nature, reflective writing, reading inspirational passages by Muir, and using technology to document changes over time.
In this lesson Students use the Cornell notes tool (developed by Walter Pauk from Cornell University) to do close reading of informational text. Students will be able to read closely and analyze the key details of what they read. Students will be able to summarize informational text.
A fishbowl discussion is made up of a group that carries on a thoughtful discussion in front of an audience. We will have a group of chairs in the middle of the room for your group to sit on. We will start the discussion by asking one question. Your group must discuss and answer this particular question thoroughly. After that, your group should choose other topics to discussÃ¢â‚¬â€consider discussing themes, characters, foreshadowing, setting, connections, etc that connect to your given question. One chair will be open with your group to allow any audience member to join in at any time to ask a question, challenge, or comment. As an individual, you will be required to provide textual support to back up your answers. Following the discussions, you will reflect on your experience.
In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
This lesson is used for discussion of a novel read by the whole class. Working individually and in groups, using symbols, drawings, shapes, and colors, alongside words and quotations, students construct a graphic of their section of the novel using an online tool and then on newsprint or butcher paper with crayons or markers. When all groups have completed their graphics, they will present them to the class, explaining why they chose the elements they used. Finished graphics can be displayed on a class bulletin board, on walls, or on a Web page. Finally, students will write an individual essay analyzing one element of the novel.
Dr. Martin Luther King, Jr. and one of his first encounters with racial discrimination. This resource can be an aid in a unit of nonfiction/history/civil rights.
You will work in groups of 4-5 people; each group will be responsible for researching and presenting their information pertaining to the times of Julius Caesar to the class through a PowerPoint presentation. Make sure you go in depth and truly analyze your topicÃ¢â‚¬â€you are responsible for teaching the class your information. Do not simply read from your slidesÃ¢â‚¬â€you want to SHOW us you understand your topic through the information you present. Your PowerPoint should be an overview of your topicÃ¢â‚¬â€you should have information [notecards] with you to help you teach more information to the class. Topics and partners will be assigned to you. Each person in the group is responsible for speaking during the presentation; make sure you organize PRIOR to the presentation who will be doing what. There will be responsibilities of the group, in order to earn the group grade, and responsibilities of you as an individual, to earn an individual grade. Everyone will be quizzed on the material at the end.
ReadWorks provides a large, high quality library of curated nonfiction and literary articles, along with reading comprehension and vocabulary lessons, formative assessments, and teacher guidance. Most importantly, everything ReadWorks does is based on proven cognitive science research, not unproven academic theory.
This resource is set for a lesson on Civil Rights, connecting Jackie Robinson's letter about civil rights to MLK's letter from the Birmingham Jail. It includes the texts for each, text dependent comprehension questions, and higher level questioning comparing and contrasting the two texts, as well as vocabulary handouts and a student worksheet.
Lit2Go is a free online collection of stories and poems in Mp3 (audiobook) format. An abstract, citation, playing time, and word count are given for each of the passages. Many of the passages also have a related reading strategy identified. Each reading passage can also be downloaded as a PDF and printed for use as a read-along or as supplemental reading material for your classroom.
William Shakespeare's Romeo and Juliet is a rich text full of difficult language and complex themes. It is still a common text for high school students to read because of the connections to real life. Through this activity, students will be reading informational texts, watching video clips, and discussing how the theme of forbidden love is prominent in the 21st century. Students will become familiar with a Romeo and Juliet story from the 1990s, but also make connections to life today. This resource is available for free on Teacherspayteachers.com with registration.
The U.S. Voting Rights Timeline is a resource an educator can use to supplement teaching during a nonfiction unit in E/LA which includes the study of autobiographies/biographies of Civil Rights activists/champions/leaders. The timeline will be a visual to aid students' understanding of the years when various groups of people gained voting rights and years when groups of people were restricted from voting rights in the U.S.