Students will work through two literary texts and two non-print “texts” to write a literary analysis for one of the literary pieces. The analysis will be in the form of a multi-paragraph, informational response to literature asking them to make a claim, cite evidence from the literary text, and...
What does the word tolerance suggest? When building a world without borders, the language we use could serve to build relationships or raze them. In this module, students will read from a critical perspective to understand how authors use language to shape tone and meaning. These insights will...
This module is an in-depth study into Edgar Allan Poe. Students will research the author's background and writing techniques to determine the characteristics of his style. Students will also synthesize why Edgar Allan Poe's style continues to fascinate and gain popularity with audiences today....
This module has been designed to work within the 6th grade TCWRP reading unit, Lifting the Levels of Reading Through Strong Partnerships, and Bend 1 of writing unit, Literary Analysis: Quick Lit Essays and Fan Fiction Scenes . Many of the mini-tasks in the module are based on specific TC...
This seventh grade module is part of a larger unit that teaches students how to analyze literary elements: characters, conflict, plot, point of view, symbolism, and theme through short stories and poetry that explores themes related to growing up. The module is used at the end of the unit as a...
The goal of this module is for students to learn about the importance of population balance in marine ecosystems and how human activities (specifically fertilizer run-off from nearby farmlands into the Mississippi River) can impact energy webs by changing predator/prey relationships. A lab...
Students will trace the steps from the discovery of atomic fission to the creation of atomic weapons.
As texts, they will engage the August 6, 1945 New York Times coverage of the Hiroshima detonation, and Life magazine photos from Hiroshima, supported by three videos explaining atomic...
On July 5, 1852, former slave and abolitionist Frederick Douglass delivered what was to become one of the most historic speeches of the 19th century at an Independence Day commemoration sponsored by the Rochester Ladies' Anti-Slavery Society in Rochester, NY.
Frederick Douglass referred to the issuing of the Emancipation Proclamation as a date greater than even that of July 4, 1776. However, Secretary of State, William Seward referred to it as nothing more than a “puff of wind.” So what does the Emancipation Proclamation really say?
