In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.
In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.
The day after Martin Luther King, Jr. was killed, a teacher in a small town in Iowa tried a daring classroom experiment. She decided to treat children with blue eyes as superior to children with brown eyes. FRONTLINE explores what those children learned about discrimination and how it still affects them today.
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.
GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson students work together summarizing larger and larger portions of text, but keeping their summaries at 25 words or fewer. Students will be able to summarize portions of informational or literary text. Students will be able to work in small groups to think critically about and discuss text.
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 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.
Students further develop close reading skills as they
examine Shakespeare’s Hamlet. The
tragedy of Hamlet develops many
central ideas, including revenge, mortality, madness, and the tension between
action and inaction. Students analyze the play through the close study of
Hamlet’s soliloquies and other key scenes to determine how Shakespeare’s
language and choices about how to structure the play impact character
development and central ideas. The showing of a filmed version of the play in
select lessons supplements students’ understanding of plot and background
points and encourages them to consider actors’ interpretations of the text.
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
Collaborative, self-directed learners use a variety of reading strategies to analyze, understand, and create personal enrichment, inquiry, and problem solve when engaging with Markus Zusak's historical fiction novel, The Book Thief. Students will learn about the backdrop of the novel in the Holocaust era of World War II through multi-faceted activities like documentaries, web quests, news articles, and first-hand accounts to better understand how the set of a novel affects the plot and character development. An additional layer of inquiry derives from a literary perspective: exploring character motivations and relationships, color symbolism, figurative language, point-of-view, and theme.
This is a great lesson to do either in the middle of the novel or as an introductory lesson. It is a great way for students to make connections to the content in the novel.
The Question Formulation Technique (QFT) is a simple, but rigorous, step-by-step process designed to help students produce, improve, and strategize on how to improve their questioning techniques. The QFT allows students to practice three thinking abilities in one process: divergent, convergent and metacognitive thinking.
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.
Students develop close reading skills as they examine Lorraine Hansberry's A Raisin in the Sun. The play develops many thematic concepts such as the strength of family, issues with conflicting expectations, and stereotyping and prejudice. Students analyze the play through the close study of scenes and character development as well as the examination of symbolism, language choices, and structure. Students will also view a film version of the play to enhance understanding as well as analyze some poetry.
A teacher uses self-assessment as a formative practice within the classroom. Students self-assess their writing with a stop light system: green (confident with first draft), yellow (unsure and wants clarification), or red (needs support) based on a writing exemplar. Next, they partner with a student with an opposite color to provide feedback or obtain feedback. Finally students use the feedback to revise their writing.
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.
- English Language Arts
- Material Type:
- Lesson Plan
- Reference Material
- Applebee, Arthur N. The Language of Literature. Evanston, IL: McDougal Littell, 2002. Print.
- Northern California Citizenship Project Mobilize the Immigrant Vote 2004 - Capacity Building Series
- Date Added:
This lesson plan will identify what employability/essential skills the employers in the area are looking for in their employees. Students will interview human resource managers at local businesses and ask questions to identify these skills. After they have identified the desired skills, the students will create and deliver a presentation on one of the skills and describe what it means and what it looks like in industry.