In this lesson, students analyze, rate, and revise questions generated in response to their reading of a short story. They use the questions in student-led conversations and activities, helping them understand the connection between strong questioning, inferring, and communicating during reading.

Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

Students will use a checklist to peer edit a composition. They will check for coherence through the proper use of transition words and conjunctions.

Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

Students will read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.

Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.

Students assume roles of paragraph parts, including the main idea and supporting details, in order to reassemble a text that has been divided into pieces based on textual purpose.

Students will work collaboratively to infer the implied meaning of a metaphor used in a poem. Students will complete a graphic organizer in which they discuss with their peers the two items being compared in the metaphor, write and illustrate the literal meaning of each word being compared, and use this information to infer the implied meaning of the metaphor. The lesson has a strong focus on vocabulary development and is designed with English learners (ELs) in mind.  
 

In this lesson, students use the Get the Gist Strategy to analyze text and identify the main idea. The lesson was designed with English learners in mind and utilizes strategies such as cooperative learning, visuals, graphic organizers, cloze reading, and sentence frames.   

Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.

Students participate in an activity where they must solve a crime. Students visit different stations that include surveillance tape, tips, eyewitness statements, and a crime scene. Each station is formatted as a different organizational pattern allowing students to practice creating summaries reflecting the structure used.

Students will engage in activities that allow them to take a book walk and use criteria to choose a good-fit book, use strategies to self-monitor their own comprehension while independently reading, and use partner talk criteria to reflect on their strategies collaboratively. 

In this lesson, students integrate relevant text evidence and background knowledge to generate valid inferences when reading a historical fiction text. The lesson was designed with English learners in mind, so it includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, visuals, cooperative learning, anchor charts, graphic organizers, and sentence stems/frames.

Students will interpret the tone of a poem, cite text evidence to justify their response, and research a synonym for the word they chose to expand their understanding of Tier 2 vocabulary.

Students will create compound and complex sentences with proper comma usage and present their explanations to the class. 

Students will apply their analytical skills to different types of poems by reviewing the devices used in poetry, reading and analyzing two poems, and creating a poster to demonstrate their learning. 

Students will write a draft that is sequenced and logical after brainstorming.

Teacher will read How Spiders Got Eight Legs as a read-aloud. Students will write notes about what they think the moral is. Students will collaborate in groups to determine what they think the moral lesson is. Students will reread, highlight, and write the text evidence that identifies the moral lesson.

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students receive the same pre-generated sentence and discuss with a partner how to revise that sentence, adding details either by writing or drawing. 

Students will learn how to use textual evidence to make inferences and to support their understanding.