Students will read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.

Students participate in an activity where they must link cause and effect statements using transition words. The lesson is designed with English learners in mind, and it includes instructional strategies designed to provide comprehensible input, such as visuals and collaborative learning.
 

Students will work in cooperative learning groups that foster empathy to make inferences from pictures and text. They will discuss the differences between inferences made from pictures and inferences made from text.

Students participate in a set of stations about the work done in different areas of a hospital. During each station, students revise paragraphs based on word choice, clarity, and transitions while also looking at introductions and adding or deleting sentences.

Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.

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 discover the necessary components of a complete sentence and use the complete subject and complete predicate in their own writing through a process called ratiocination.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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.

The lesson will support students’ writing a first draft of a personal narrative story by providing opportunities to listen to their previously recorded story, review their (graphic organizer) draft web, and add sticky notes with further details to their webs.

This lesson is designed to teach students to synthesize and make connections between ideas within a text and with previous texts students have read.

Students will make inferences about themes from the play, use textual evidence from the play to support their inferences using the CASE model, and will make a praise and criticism for peer answers.

The students will identify characteristics of characters from Shakespeare's Romeo and Juliet, explain why the characters are foils to each other, and use text evidence to support their understanding.

During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils. 

Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.

After students watch a brief video introducing thesis statements, they will create a class thesis statement checklist, use a prompt to write a personal thesis, compare theirs to others in their group while working to craft and revise a group thesis to present to the class after participating in a Gallery Walk where they provide and incorporate revision suggestions. 

Students will analyze effective and ineffective summaries of a fictional text and identify the characteristics that classify the summaries as either effective or ineffective.

Students will apply revision strategies to mentor texts. They also will have the opportunity to create a new book.

In this lesson, students will write about a classmate’s best day.  They will then add details to the writing to support the central idea. This lesson integrates the instruction of the main idea in reading and writing.

This lesson is focused on revising one sentence in isolation. The student and teacher choose a revision focus question before the lesson for the student to use as a guide for revising their sentence. Students provide feedback to their peers on how they could revise their sentence based on the selected focus question. Once feedback is completed, students begin revising their own sentence using toolboxes. At the end, students publish their revised sentence onto the online discussion tool and share out how they revised their sentence.

The class will review previous learning about how authors describe characters using speech, thoughts, effects on others, actions, and looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a short-answer response on chart paper with evidence and inference for the focus question

Students rotate to four posters which contain a single stanza from a common poem (“Digging” by Seamus Heaney), marking key literary elements (imagery, diction, figurative language) before rotating to explain the connotation of the words and phrases selected by the previous group. After text marking, students regroup to discuss the inferential connections between literary terms and their connotative meaning to theorize thematic meaning within the poem.