LAFS.910.W.1.2Archived Standard

This is a performance task assessment that allows for assessment of student knowledge of the plate tectonic theory. This task requires students to write a RAFT.

Type: Formative Assessment

In this lesson, students read a non-fiction text as they learn of the artifacts unearthed from the remains of a Salvadoran village preserved in volcanic ash much like Pompeii. Students will discover how researchers piece together evidence to determine the significance the artifacts reveal in illustrating the daily lives of this ancient people. As students come to understand the researchers use the artifacts to infer religious, cultural and economic aspects of the Ceren village, they will answer text-dependent questions and compose a multi-paragraph writing response (sample answer keys included) asking students to describe the power of this natural disaster to destroy this ancient culture yet preserve its details for future generations to learn from.

Type: Lesson Plan

In this lesson, students will analyze an informational text that addresses cellular waste. The article students will read explains the different ways a cell gets rid of waste, including how proteasomes and lysosomes break down cell waste. The article covers another method of letting the waste "pile up." This informational text is designed to support reading in the content area. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric.

Type: Lesson Plan

This lesson is the third in a series of three based on O. Henry's short story "The Gift of the Magi." The previous lessons provide instruction in using context clues to determine word meanings and in analyzing the significance of literary devices as they support the theme of Love and Sacrifice. In this final lesson, students will apply their knowledge of context clues from lesson one and their analysis of theme from lesson two as they consider the use of irony in the texts: "The Gift of the Magi" and "The Shivering Beggar," a poem by Robert Graves.

Type: Lesson Plan

This lesson provides students the opportunity to explore how the word ‘swagger’ has transformed over centuries through the writings of poets such as Shakespeare and rappers such as Jay Z. Students will read an article from NPR titled “What do Jay Z and Shakespeare Have in Common? Swagger” and thereafter will be asked to analyze vocabulary from the article, respond to text-dependent questions, and complete a summary of the term swagger analyzing its previous and present day definitions.

Type: Lesson Plan

In this lesson, students will analyze Shirley Jackson's short story "The Lottery." Students will then read the short story, work to determine the meaning of selected vocabulary words from the text, and answer guided reading questions. In the summative assessment, students will become newspaper reporters and write an article to describe the events of the lottery, as if they were present on the day the lottery took place.

Type: Lesson Plan

This lesson is the third lesson in a three-part series on Dr. Martin Luther King, Jr.'s "I've Been to the Mountaintop" speech. In this lesson, students will analyze King's speech, which has been broken up into eight sections, for his perspective and tone. At the end of the lesson, students will respond to a prompt and write an essay based on what they have analyzed throughout the lesson. A graphic organizer, suggested answer key, and writing rubric have been provided.

Type: Lesson Plan

This lesson is the 2nd part in a 3-part series on Dr. Martin Luther King Jr.'s speech "I've Been to the Mountaintop." This lesson focuses on some of the figures of speech and rhetorical devices used by Dr. King in his speech. The speech has been divided into eight sections. As students read through each section they will analyze some of the figures of speech and rhetorical devices King used, record their answers on a graphic organizer, and analyze how use of the figure of speech or rhetorical device impacted the meaning of that section of the speech. Students will write an extended paragraph for the lesson.

Type: Lesson Plan

This is the first lesson in a three-part series on Martin Luther King Jr.'s speech "I've Been to the Mountaintop." In this lesson, the speech has been divided into eight sections with text-dependent questions that are specific to each section. Throughout the course of the lesson students will determine a central idea for each section and examine King's ideas and claims and how they are developed and supported. At the end of the lesson, students will determine an overarching central idea of the speech and write an extended paragraph to explain the central idea and how it is developed and supported with specific evidence throughout the text.

Type: Lesson Plan

This lesson focuses on an excerpt from Markus Zusak's novel The Book Thief. Students will read an excerpt to discover Zusak's powerful writing style, as well as the power of words through the eyes of Liesel, the novel's protagonist. Students will demonstrate their analysis through answering a short response question.

Type: Lesson Plan

This lesson focuses on similes, metaphors, personification, irony, imagery and allusion in Richard Connell's short story, "The Most Dangerous Game." Students first create a "Silly Sheet" study aid for these literary devices, and then they engage in a "scavenger hunt" where they find examples of these devices in the story. Students then work in small groups to interpret the meanings of these devices within the context of the story. Finally, students will individually write an essay analyzing the effect that these devices have on the story as a whole. The "scavenger hunt" handout and answer key, two PowerPoints, and the directions for the essay with a planning sheet and rubric are included.

Type: Lesson Plan

In this lesson, students will read three extended text excerpts from Frankenstein in which the Creature is the narrator and view several clips from film adaptations of the Creature. The students will annotate during the reading of the text and determine the meaning of selected vocabulary words from the text. Students will engage in discussion on how the Creature changes and what causes those changes. As a summative assessment for the lesson, students will write an extended argumentative response with a claim about whether the Creature is monster-like or not.

Type: Lesson Plan

In this close reading lesson, students will read William Faulkner's "A Rose for Emily" one chunk at a time to examine elements of plot, culture, setting, and point of view that contribute to the mystery and suspense that lead to its dark, even terrifying, ending.

Type: Lesson Plan

Students will analyze protagonist, antagonist, conflict, resolution, and hubris in three classic myths: "Odysseus and Polyphemus," "Athena and Arachne," and "Echo and Narcissus." They will write an essay explaining the message of each myth using examples from the myths and discuss the impact of the recurring theme of hubris on the ancient Greek audience.

Type: Lesson Plan

Dramatizing life stories provides students with an engaging way to become more critical readers and researchers. In this lesson, students select American authors to research, create timelines, and write bio-poems. Then, they collaborate with other students in small groups to design and perform a 'panel of authors' presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay. There are tons of additional links and resources included in this lesson plan!

Type: Lesson Plan

There's more to plot than identifying the series of events in a story. After viewing a PowerPoint presentation on plot structure, students will read and analyze the plots of three different short stories (as a class, in small groups, and individually). Then, they will use an online interactive plot structure tool to diagram the plot lines. This lesson also includes a writing assessment with rubric.

Type: Lesson Plan

Students will read, understand, and analyze a speech by Fredrick Douglass through close reading and scaffolded learning tasks. Students will write an essay to support their analysis of the central idea of Douglass's speech, "The Meaning of July Fourth for the Negro."

Type: Lesson Plan

The goal of this lesson (lesson 3 in 3-part unit) is for students to be able to analyze and interpret the ways in which an author's style (use of literary devices) develops the author's purpose, tone, and theme found in complex and challenging texts. Close-reading skills culminate in a literary analysis essay in which students analyze how an author creates meaning through deliberate choices of language devices.

Type: Lesson Plan

From the resource:
"From personal computers to the latest electronic gadgetry for the home or entertainment, Americans seem to have fallen in love with just about anything that will make our high-tech lifestyles more comfortable, convenient, and enjoyable. Students first complete a survey to establish their beliefs about technology before using a literary elements map to explore the role of a fictional technology in a novel such as 1984, Brave New World, Fahrenheit 451, REM World, or Feed. Next, students discuss and debate what they believe the story's author is saying about technology. By exploring the fictional technology, students are urged to think more deeply about their own beliefs and to pay attention to the ways that technology is described and used. This lesson plan can also be completed with short stories, video games, films, and other fictional resources that examine issues related to science and technology and their possible effects on society."

Type: Lesson Plan

In this lesson (part 2 of 2 in a unit), students will read and analyze literary devices in Shirley Jackson's "The Lottery." Students will practice text-coding the story to note uses of setting, imagery, diction, and foreshadowing. Students will complete a handout where they will analyze how Jackson creates suspense through the use of setting, imagery, diction, and foreshadowing. For the summative assessment, students will write an essay comparing and contrasting Edgar Allan Poe's use of suspense with Jackson's, making a claim as to which author more successfully creates a suspenseful mood.

Type: Lesson Plan

In this lesson, students will explore books 13-23 of The Odyssey through text coding and analysis of both character development and theme. For the summative assessment, students will write a short response analyzing characterization and universal themes of Courage and Perseverance in the text and drawing conclusions, supported by textual evidence, about the nature of the Epic Hero.

Type: Lesson Plan

Students will review the first three chapters/sections of John Steinbeck's Of Mice and Men to analyze character traits as they support the universal themes of anxiety and fear in this lesson. They will then compare the two themes using their analysis.

Type: Lesson Plan

I Declare War Part 2 is an extension of Part 1; therefore, the lessons must be done in sequential order. In Part 2, students will use the TPC(F)ASTT analysis chart to analyze "Dulce Et Decorum Est" by Wilfred Owen and outline a comparative analysis of Owen's views on war versus Lincoln's views and examine the strategies they use to bring their viewpoints across. The poetry analysis of "Dulce Et Decorum Est" can be used to introduce students to literary analysis at the beginning of the year before they attempt more complex poems.

Type: Lesson Plan

This lesson introduces students to the history of how Africans were transported from their native countries (including the conditions they had to endure) to the United States and then forced to work as slaves on southern plantations. It examines the daily life of a slave in North Carolina and includes other informational texts about slavery and the slave trade, as well as a PowerPoint presentation, and links to two short videos. The summative assessment requires students to write an explanatory essay showcasing what they have learned and using evidence from the print texts and videos for support.

Type: Lesson Plan

This lesson provides students with an opportunity to read, analyze and interpret William Shakespeare's "The Seven Ages of Man." Students are then asked to compare and contrast the different ages of man identified in the monologue and those that they developed as a class prior to reading the text.

Type: Lesson Plan

The lesson introduces students to irony and how instances of irony in a piece of literature, "A Sound of Thunder" (1070L) by Ray Bradbury, advances the plot. Students are exposed to examples of irony from other works of literature to assist them with this particular form of figurative language. The summative assessment entails a written analysis of how the author incorporates instances of irony to further develop the plot.

Type: Lesson Plan

The purpose of this lesson is to provide students with an opportunity to analyze a character, in particular, one who suffers from a mental illness. The selected text is Terry Truman"s Inside Out (710L) in which the main character, Zach, suffers from schizophrenia. However, other suggested titles are provided and would suffice for this lesson. Specifically, students will be required to identify what the main character thinks, says, and does in order to support a multi-paragraph character analysis that incorporates textual evidence.

Type: Lesson Plan

This lesson uses a whole class guided discussion to deepen students' understanding of the text Night by Elie Wiesel. Students will use textual evidence during the discussion and in writing a short response.

Type: Lesson Plan

This lesson is designed to help students compose paragraphs that flow well and transition smoothly. Students will practice using transitions within paragraphs by revising paragraphs to include transitions.

Type: Lesson Plan

In this introduction to Homer's The Odyssey, students will work with peers and technology to determine the elements of an epic hero and the hero archetype. They will analyze how the definition of the hero has changed over time and present their findings through the use of multimedia presentations. In the end, students will be prepared to apply this knowledge to Homer's epic poem.

Type: Lesson Plan

This lesson will be used as a follow up to reading Night by Elie Wiesel. In this lesson, students will research different genocides in history and create a digital presentation to display their research.

Type: Lesson Plan

This lesson provides secondary students with opportunities to analyze a character's motivation in an excerpt from a work of literary nonfiction.

Type: Lesson Plan

In this lesson (part one of a three-part unit), students will analyze the choices Lincoln made to establish the purpose and central idea of the Gettysburg Address.

Type: Lesson Plan

The goal of this lesson is that students will be able to analyze and interpret the ways in which an author's style (use of literary devices) develops the author's purpose, tone, and theme found in complex and challenging texts. Close-reading skills culminate in paragraph writing (Lesson 2) and then a style analysis essay (Lesson 3) in which students analyze how an author creates meaning through deliberate choices of devices of language.

Type: Lesson Plan

In this lesson, students will read an excerpt from the prologue of The Book Thief by Markus Zusak. They will focus on how the word choices impact the mood of the excerpt. The summative assessment is a two-paragraph writing assignment which will require students to discuss how Zusak's use of figurative language creates mood in the prologue.

Type: Lesson Plan

This is the culminating lesson in a three-part series exploring and analyzing Emily Dickinson's style. In part one, students conducted historical and literary research on the Romantic Period, in part two, students used historical and literary research as they read and analyzed a variety of Dickinson’s letters written during the Romantic Period. In this lesson, students will investigate primary and secondary documents on movements that influenced Dickinson and will create a literary reference kit to share with the class - a collection of materials that are representative of the period.

Type: Lesson Plan

In this lesson students will read and analyze three texts: Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me" looking at how the language in each expresses a specific tone and author’s style. Students will choose one of the three texts and write an analysis of how the author uses language to create tone and style.

Type: Lesson Plan

Practice writing different aspects of an expository essay about scientists using drones to research glaciers in Peru. This interactive tutorial is part four of a four-part series. In this final tutorial, you will learn about the elements of a body paragraph. You will also create a body paragraph with supporting evidence. Finally, you will learn about the elements of a conclusion and practice creating a “gift.” 

This tutorial is part four of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)
• Drones and Glaciers: Eyes in the Sky (Part 2)
• Expository Writing: Eyes in the Sky (Part 3)
• Expository Writing: Eyes in the Sky (Part 4)

Type: Original Student Tutorial

Learn how to write an introduction for an expository essay in this interactive tutorial. This tutorial is the third part of a four-part series. In previous tutorials in this series, students analyzed an informational text and video about scientists using drones to explore glaciers in Peru. Students also determined the central idea and important details of the text and wrote an effective summary. In part three, you'll learn how to write an introduction for an expository essay about the scientists' research. 

This tutorial is part three of a four-part series. Click below to open the other tutorials in this series.

• Drones and Glaciers: Eyes in the Sky (Part 1)
• Drones and Glaciers: Eyes in the Sky (Part 2)
• Expository Writing: Eyes in the Sky (Part 3)
• Expository Writing: Eyes in the Sky (Part 4)

Type: Original Student Tutorial

This teaching idea addresses the pros and cons of discussion by analyzing the concept of utopia in a satire. Students collaborate in small groups to create a Discussion Web that addresses the question, "Are people equal?" Students engage in meaningful discussions analyzing all sides of their initial response, form a consensus, and present it to the class. Students then read "Harrison Bergeron" by Kurt Vonnegut, Jr. and use supporting details to complete another Discussion Web that examines whether or not the people in the story are equal. Web-based graphic organizers, assessments, and extension activities are included.

Type: Teaching Idea

How do places and experiences affect writers' lives and works? Is where a writer comes from relevant to reading their work? In this lesson, students consider the power of place in their own lives, research the life of a writer, and develop travel brochures and annotated maps representing the significance of geography in a writer's life.

Type: Teaching Idea

From the resource:
"When students write argumentative or persuasive essays, they often ignore the viewpoints of their opponents, the potential readers of their essays. In this mini-lesson, students respond to a hypothetical situation by writing about their position on the subject. After sharing their thoughts with the class, students consider the opposite point of view and write about arguments for that position. They then compare their position with that of their potential audience, looking for areas of overlap. They then revise their arguments, with the audience's point of view and areas of commonality in mind. Examining the opposing view allows students to better decide how to counter their opponent logically, perhaps finding common ground from which their arguments might grow. Thus, the activity becomes a lesson not only in choosing arguments but also in anticipating audience reaction and adapting to it."

Type: Teaching Idea

This informational text is designed to support reading in the content area. It describes the remains of a Salvadoran village preserved in volcanic ash, much like Europe's Pompeii. The unearthed village reveals artifacts that illustrate the daily lives of this ancient people. The authors use artifacts to infer religious, cultural and economic aspects of the Ceren village.

Type: Text Resource

This informational text resource is designed to support reading in the content area. The text focuses on cellular waste and describes different ways a cell gets rid of waste. The text also briefly addresses how further study of the ways cells dispose of waste could lead to new approaches for preventing or treating disease.

Type: Text Resource

Type: Unit/Lesson Sequence

The Running Dream is the story of Jessica, a 16-year-old star runner who loses her leg in a bus accident. She learns to look beyond the disability and discover the real person inside as she becomes friends with Rosa, who has cerebral palsy. In this unit, students examine the issues and challenges of coping with a disability and its effect on relationships and self-esteem as they analyze how complex characters develop over the course of the story, and write informative/explanatory texts to examine and convey complex ideas.

Type: Unit/Lesson Sequence

Students use art and poetry to explore and understand the major historical, societal, and literary characteristics of the Romantic period in eight high-interest, collaborative lessons. After reviewing paintings from the Romantic Period and using William Wordsworth's poetry, students write an essay showing their understanding of Romanticism.

Type: Unit/Lesson Sequence

Dramatizing life stories provides students with an engaging way to become more critical readers and researchers. In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate in teams to design and perform a panel presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay.

Type: Unit/Lesson Sequence

This lesson asks students to explore the motivation behind characters' actions in To Kill a Mockingbird. Students first engage in a free-write activity. They then do research and creative thinking to design a poster and plan a presentation representing a psychological profile for a selected character, while determining what specific factors (such as family, career, environment, and so forth) have the greatest influence on the characters' decision making throughout the novel. The groups present their findings to the class by assuming the persona of their character and explaining the psychological factors influencing their behavior in the novel.

Type: Unit/Lesson Sequence