LAFS.8.W.3.9Archived Standard

In this lesson, students will study the prologue of The Illustrated Man by Ray Bradbury. They'll examine how the author reveals aspects of a character through the use of direct and indirect characterization. They'll also make inferences about a character based on the characterization and text evidence provided. Further, they'll analyze how characterization connects to the specific setting and events within the prologue. At the end of the lesson, students will create a detailed character sketch based on direct and indirect characterization as well as inferences made when reading the text.

Type: Lesson Plan

In this lesson, students will learn about a subject as they read and analyze multiple text types before writing a business letter explaining a decision they will be asked to make. This lesson incorporates poetry, authentic non-fiction, photography, and writing.

Type: Lesson Plan

In this lesson, students will read and analyze two nonfiction articles about future work at NASA. Students will track the development of central ideas throughout each text. At the end of the lesson, students will synthesize a written response comparing and contrasting how the two authors establish their purpose.

Type: Lesson Plan

In this lesson, students will analyze the symbols and imagery present in Henry Wadsworth Longfellow's poem "Rain in Summer" to determine its tone and theme. Formative assessment checks are included in the form of student handouts with text-based questions and charts. Students will also write a mini-essay as a summative assessment in which they will develop a claim about the poem's theme, providing text-based examples as support.

Type: Lesson Plan

This lesson is based on Letter XII: Distresses of a Frontier Man by J. Hector St. John de Crevecoeur. This "letter" is one of a collection of essays in an epistolary format from the collection, Letters from an American Farmer (1782). In this lesson, students will read and analyze the two central ideas in the text. Students will fill out a graphic organizer on the central ideas and participate in a class debate.

Type: Lesson Plan

In this close reading lesson, students will be asked to use multiple strategies to respond to informational text in way that is aligned to the state standards, requiring that they respond with explicit details drawn from the passage. With this short, free-standing article, teachers can incorporate this mini-lesson into their already set curriculum to reinforce the standards and skills being taught. This lesson would also make an excellent small group resource. Attachments needed for this lesson are all provided and include text-dependent questions, graphic organizers, and an objective summary writing prompt with rubric.

Type: Lesson Plan

This is a lesson based on President Obama’s remarks on the 70^th anniversary of the D-Day invasion in Normandy. His speech focuses on the anniversary of D-Day and the effect it had on soldiers and civilians who experienced the attack. This lesson provides an opportunity for vocabulary acquisition and an analysis of the meaning of President Obama’s speech.

Type: Lesson Plan

In this lesson, students will conduct three close readings of the highly entertaining myth "Echo and Narcissus" as retold by Thomas Bulfinch. Through these readings, students will answer text-dependent questions about the myth, work to determine the meanings of selected vocabulary and sort them into different categories, analyze character motivation, and determine the settings used in the story. For the end of lesson assessment, students will determine a theme for the myth and write about that theme in an extended response paragraph.

Type: Lesson Plan

Students will conduct a close reading of the myth "Apollo and Daphne" as told by Thomas Bulfinch. Students will use a variety of strategies to learn new vocabulary from the myth, paraphrase complex sentences, and analyze lines in the story that propel action, reveal details about a character, or provoke a decision. As the summative assessment for the lesson, students will work in groups to create a short dramatization of an assigned section of the myth. Also as part of this lesson, students will view some wonderful artwork inspired by this myth and explore why myths are still relevant in our culture.

Type: Lesson Plan

The goal of this lesson is to give students the opportunity to explore the connotations and denotations of the word "normal" and its various meanings. Through the use of "Us and Them," a personal essay by David Sedaris, students will explore the various beliefs and points of view of "normal" based on the picture painted by Sedaris. Students will need to consider the emotional context of words and how diction reveals an author's tone and message, as well as how the use of irony can impact the tone of a piece. Students will also read and analyze a Time article, "An In-Depth View of America by the Numbers," by Nancy Gibbs. For the summative assessment, students will write an explanatory essay (several prompts are provided) about normality using evidence from the texts studied in the lesson for support.

Type: Lesson Plan

Allusions can be difficult for students and hard to teach because not all students have identical or equally extensive exposure to literature, history, and/or popular culture. To overcome this barrier, this lesson builds a "collective consciousness" in each classroom. Students research an allusion and prepare a visual and oral presentation to each explain their allusions. Students are then assessed on their understanding of the allusions taught in one another's presentations.

Type: Lesson Plan

Students will study two poems in this lesson: Robert Frost's "The Road Not Taken" and Dale Wimbrow's "The Guy in the Glass." Students will identify and explain the use of metaphor in each poem, and they will also examine the imagery and personification used in each one. Students will also determine a theme of each poem and explain the similarities and differences in their related themes.

Type: Lesson Plan

This is part two in a three part series that covers Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier. In this lesson students will have independently read, outside of class, chapters 8-14. In class, students will create position statements as they read several informational articles and speeches about a variety of topics. Students will participate in a whole class discussion to assist them with their creation of position statements.

Type: Lesson Plan

This is lesson three in a three part series that covers Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier. Students will have read chapters 15-21 before this lesson. In this lesson, students will use all evidence gleaned from their reading of the memoir, the graphic organizer and student handout information from the first two lessons, and conduct additional research to create a multimedia presentation.

Type: Lesson Plan

In this lesson, students will study the poem "Abraham Lincoln Walks at Midnight" by Vachel Lindsay. Students will identify the examples of imagery within the poem and determine how the use of imagery contributes to the poem's meaning. Students will also practice making connections between the poem and its background information (President Abraham Lincoln and the Civil War) as well as its historical context (World War I). During the lesson, students will also practice determining the meaning of unfamiliar words in the poem.

Type: Lesson Plan

Learn how to create a Found Poem with changing moods in this interactive tutorial. This tutorial is Part Two of a two-part series. In Part One, students read “Zero Hour,” a science fiction short story by author Ray Bradbury and examined how he used various literary devices to create changing moods. In Part Two, students will use words and phrases from “Zero Hour” to create a Found Poem with two of the same moods from Bradbury's story.

Click HERE to launch Part One.

Type: Original Student Tutorial

The goal of the exemplar from Student Achievement Partner web resources is to give students practice in reading and writing about poetry. The poem makes connections to World War I as students closely analyze the poet's depiction of war. Students explore complex text through a) re-reading, paraphrasing, and discussing ideas, (b) achieving an accurate basic understanding of the stanzas of the poem, (c) achieving an accurate interpretive understanding of the piece, and (d) building a coherent piece of writing that both constructs and communicates solid understanding of the poem.

Type: Teaching Idea