In this lesson, you will consider the ways that ubiquitous computing has changed how we interact with information and how it has changed how we think about knowledge. You'll also have an opportunity to research independently.In this lesson, students will consider the ways that ubiquitous computing has changed how we interact with information and how it has changed how we think about knowledge. They'll also have an opportunity to research independently.

In this lesson, after they envision the setting of the novel, students will hear about a tableau and take part in creating one for presentation to the class. Finally, students will consider ways in which Dickens creates suspense and mystery.

In this lesson, you will talk about how extended metaphors function in a literary work, and how Dickens uses many in his descriptions.In this lesson, students will talk about how extended metaphors function in a literary work, and how Dickens uses many in his descriptions.

In this lesson, students will review the ways in which Dickens establishes a mood in the scenes in Paris, creating suspense and shaping the readers’ opinions of the Revolution. They will also review the way the “two cities” (London and Paris) compare.

In this lesson, students will reflect on the main characters in the two short stories they have read recently. They will begin a short paper about these stories.

In this lesson, you will explore how writers address issues of identity and persona across genres. You will read a famous poem “We Wear the Mask,” and consider how it relates to your other readings.In this lesson, students will explore how writers address issues of identity and persona across genres. They will read a famous poem “We Wear the Mask,” and consider how it relates to other readings.

In this lesson, students will read and annotate the short story “A Warrior's Daughter” and consider the female protagonist's roles in her society. They'll also reflect on their own roles and how those roles change.

In this lesson, students will reflect on the project presentations, read two more short stories, and complete Dialectical Journal entries for each.

In this lesson, students will present their projects to the class. They will reflect on their own project and those of the other groups in the class.

In this lesson, students will discuss the rest of “The Things They Carried.” They will also complete a Dialectical Journal entry and share it with the class.

In this lesson, students will explore some elements of grammar in a paragraph from “The Things They Carried.”

In the final lesson in this episode, and as a warm-up for the final essay and project, students will discuss the organization of the student sample essay “The Search for Knowledge.”

Whom should we let in? In this lesson, the defense, prosecution, and teenager from two cases will make their presentations. The policy board members will decide each case. Those observing will take notes, listing arguments for and against granting asylum.

In this lesson, you'll use your detailed outline to write an initial draft of your report. You'll share your writing in triads and receive feedback. Your essay may be chosen for Author's Chair. You'll revise the body of your report and consider ways to embed multimedia elements.In this lesson, students will use their detailed outline to write an initial draft of their report. They’ll share their writing in triads and receive feedback. Their essay may be chosen for Author’s Chair. Students will revise the body of their report and consider ways to embed multimedia elements.

Congratulations on all the writing you have completed in this unit! In this lesson, selected students will present their work. After those presentations, you'll submit your report and write a reflection on what it means to be a civilized citizen.Congratulations on all the writing students have completed in this unit! In this lesson, selected students will present their work. After those presentations, they’ll submit their report and write a reflection on what it means to be a civilized citizen.

In this lesson, you'll see who the class thought should be granted asylum. You'll learn about your next assignment: a report on an issue from your Independent Reading book. You'll choose your issue, submit it to your teacher, and start working.In this lesson, students will see who the class thought should be granted asylum. They’ll learn about their next assignment: a report on an issue from their Independent Reading book. Students will choose their issue, submit it to you, and start working.

In this lesson, students will write about and discuss this question: Who is enslaved in The Tempest? They’ll read, annotate, write about, and discuss act 5. Then students will take on the persona of one of the characters and explain their actions.

Which character in The Tempest has been treated most unfairly? In this lesson, students will continue that discussion. Then they’ll share their annotation of the O’Toole essay and write about whether technology can be used to “suppress and subjugate.” Students will also plan for their “Who Is Civilized?” essay.

Now it’s time for students to start planning their written chapter. They’ll read prior journal entries and written assignments to help them decide what they want to write about. As they start planning, they’ll consider what anecdotes and memorable characters to include and create a timeline of events.

The purpose of this third informational Benchmark Assessment (Cold Write) is to determine what students know about informational writing. Students respond to a writing prompt, and you will score results as a measure of progress in subsequent assessments. Then students will brainstorm what they want to communicate in their self-portrait and begin to outline their self-portrait.