In this lesson, students will learn about the Greek myth the play Pygmalion is named after. Then they’ll begin reading and annotating the play, stopping periodically to discuss and write about it.
In our lives, we are constantly telling stories to ourselves and to others in an attempt to both understand our experiences and present our best selves to others. But how do we tell a story about ourselves that is both true and positive? How do we hold ourselves up in the best possible light, while still being honest about our struggles and our flaws? Students will explore ways of interpreting and portraying personal experiences. They'll read Chinua Achebe's novel Things Fall Apart , analyzing the text through the eyes of one character. They'll get to know that character's flaws and strengths, and they'll tell part of the story from that character's perspective, doing their best to tell an honest tale that presents their character's best side. Then they'll explore their own stories, crafting a personal narrative about an important moment of learning in his or her life.
ACCOMPLISHMENTS
Students read and analyze Chinua Achebe’s Things Fall Apart , viewing the events and conflicts of the novel through the eyes of one of the central characters.
Students write a two-part narrative project: one narrative told through their character’s perspective and one personal narrative about an incident in their own life.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
How do our conflicts shape and show our character?
How can we tell a story about ourselves that’s both honest and positive?
How do definitions of justice change depending on the culture you live in?
What are ways individuals can react to a changing world? To a community that doesn’t accept us?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students will identify and practice using active verbs and strong, descriptive language as they work to show rather than tell their reader about the important conflicts of their narrative. Students will then begin working on a first draft.
In this lesson, before reading, students establish a purpose for reading informational text by turning the title and subtitles into questions.
In this lesson, students will learn about a topic in three different text formats. They will then evaluate each format to determine the pros and cons. Students will also assess the credibility of each text.
Students create text sets on a high interest topic and use the texts to practice three strategies for reading for information.
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.
This lesson plan asks students to analyze two primary sources, in the form of letters, that address the issues relating to religious freedom for the newly formed United States and its relation to the nature of citizenship and equality in a religiously diverse society. Students will also analyze the 1st. Amendment and develop an argument regarding 1st amendment issues today.
This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.
Tell me about it in your own words! If students can paraphrase the information they have read, then youÄand theyÄcan be confident that they understand it.
In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.
The lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.
This activity helps students understand that science writing is organized in identifiable patterns called text structures. Understanding and using these different text structures help refine students abilities to both read and write in science.
This is an introductory lesson on cells. Student learning begins with the teacher modeling the use of a T-chart graphic organizer while reading an article comparing simple and complex carbohydrates. Students then move to independent practice using the T-chart graphic organizer to compare simple (prokaryotic) cells and complex (eukaryotic) cells.
Start the presses! Catchy titles, eye-popping graphics, and attractive fonts are all on studentsŐ agendas in this lesson as they create magazine covers to summarize a topic.
In this lesson students will observe and read about microorganisms so that they can create an information book on microorganisms.
This lesson, based on the 11-minute story "Bird in Hand" from the PBS KIDS series MOLLY OF DENALI, helps children use strategies, such as examining the parts of unfamiliar words to figure out their meaning. When Molly and Tooey come across unfamiliar vocabulary words while looking for information about owls in a wildlife guide, they demonstrate how to use these strategies. Children can use such methods in any literacy, STEM, or social studies unit that they are currently studying. Support materials are provided.
In this lesson students will work in small groups to arrange moon phase cards into the correct sequence. Students will learn to explain patterns of changes in the appearance of the moon as it orbits Earth.
Students will develop their summarizing skills while learning about local history. They will learn to consider audience while selecting topics, conducting research and interviews, and writing historical markers for their town.
Students take a walk on the wild side when they develop an understanding of nonfiction texts with hands-on experiences and intense analysis.