36 search results
Introduction to Character Foils
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.
Metacognitive Approaches to Student-based Learning
In this lesson, students will learn how to make complex inferences and draw conclusions about a work of literary fiction using a combination of text evidence and background knowledge. Using a graphic organizer and a short story, students will record both text evidence and their prior knowledge, and combine these elements to make an inference about the character.
Escribir una carta persuasiva
This lesson was intended to be delivered in a face-to-face classroom environment. Due to the COVID-19 pandemic of 2020, this lesson has been modified from its original design to be executed in a virtual setting.
This virtual lesson was designed to prepare students to communicate familiar topics in the presentational writing mode in the target language. Students will act as a college advisor and respond to a prospective student’s email regarding housing options. Students will then peer evaluate each other’s writing and provide meaningful feedback using a rubric.
Sparking Curiosity and Wonder: Making Complex Inferences
Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.
Civil War Inferring
Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.
Analyzing the Text for Summary and Connections
Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.
Analyzing Author’s Purpose: Argumentative Text
Students will read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.
Hooked on Inferring
In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.
Poetry With Purpose
Students collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.
Reading Between the Lines
In this lesson, students will expand their critical thinking skills by making inferences found in a short film and listening to a literary fictional text on tablets. Working collaboratively in groups, students will create anchor charts to demonstrate their understanding of making inferences and present their detailed anchor charts to their classmates.
Inferring with Dr. Seuss
Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.
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 will identify supporting details and the main idea in a passage.
How Authors Develop Complex Yet Believable Characters in Drama by Contrasting Characters
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.
Santa Timeline Breakout
Students collaborate and critically-think to analyze resources from informational texts of various disciplines and unlock a breakout box. Once the box is unlocked, students receive a final text to summarize.
Sticky Note Summarizing
Students will determine the important parts of a story and recognize and compose an individual summary by using color-coordinated sticky notes and the Somebody, Wanted, But, So, Then (SWBST) strategy. Students will practice correctly identifying the parts of the SWBST strategy during a read-aloud. Students will work in groups and read a short story together, identify key components, and compose a written summary. Students will demonstrate their ability to recognize a good summary by writing two components of summarization on an exit ticket.
Put on Your Detective Cap: Making Inferences
Students pretend to be detectives while being presented with various pictorial and textual clues that lead them to make an overall inference about what happened on Tuesday.
Themes in Hamlet
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.
Who Is the Culprit?
Engaging in a crime scene investigation, students will collaboratively examine the evidence, make inferences about their observations, and write a detailed description of the crime. Students will then read an informational text about investigating a crime scene and answer inference questions.
Did You Get the "Text" Message?
Students will work independently and collaboratively to recognize the theme within a variety of texts. Students will create theme topics and theme statements from texts read.
Paired Passages with a Purpose
Students will make inferences about the author’s purpose after reading paired passages involving the same subject.