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Common Core: Standard
Common Core: ELA
Common Core: Math
CCLS - ELA: L.7.4
- Category
- Language
- Sub-Category
- Vocabulary Acquisition and Use
- State Standard:
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
39 Results
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- In this lesson students are introduced to the concept of juxtaposition through analysis of characters in the novel.
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- This lesson serves as the culminating discussion of Lyddie. This lesson uses the same protocol as in Module 1 (Unit 1, Lesson 9 and Unit 2, Lesson 8). The students should now be familiar with the...
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- In this lesson, students reread one more selected passage carefully to gather and analyze textual evidence about why Lyddie should or should not sign the petition. They add the textual evidence they...
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- In this lesson, students reread selected passages carefully to gather and analyze textual evidence about why Lyddie should or should not sign the petition. They record the textual evidence they find...
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- In this lesson, students are introduced to and discuss the question about which they will be writing their essay: Should Lyddie sign the petition? In Lessons 10, 11, and 12 students closely reread...
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- This lesson includes the Mid-Unit 1 Assessment. Before students complete the assessment, they have time to review and discuss the reading they did for homework. Their conversation should not focus on...
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- Students continue to analyze working conditions in the mill and how they affect Lyddie. • This lesson adds a focus on word choice and figurative language, as students discuss how author Katherine...
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- In Lessons 2–5, students focused on understanding Lyddie, the main character in the novel. In this lesson, students begin to focus on working conditions in the mill and how they affected Lyddie. This...
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- In this lesson, students thoroughly analyze Lyddie, the central character of the book. Work Time A serves to synthesize the discussion of Lyddie’s character that students have done in Lessons 2, 3,...
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- In the early lessons in this unit, students are introduced to several new routines to support them in their reading of Lyddie.Therefore, there is more modeling than usual of how to do specific...
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- In this lesson, students begin to read Lyddie, the central text of Unit 1. This unit focuses on standard RL.7.3: Students will analyze how the plot, setting, and characters in Lyddie interact. In...
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- Mid-Unit Assessment, Part 2: Analyzing an Excerpt from the Narrative
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- Understanding Douglass’s Words: An Escape Attempt
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- Students consolidate their understanding of Excerpt 4 by reviewing the answers to the second read questions and then telling a section of the story using the strategies from the Storyteller’s Toolbox...
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- In this lesson, students learn how a storyteller can bring a story to life.
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- In this lesson, students begin their work with Excerpt 3 from the Narrative, which they will read several times across Lessons 2–4.
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- Students continue to build their stamina and ability to make meaning of the Narrative through the process of reading each excerpt several times.
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- Students continue to build their stamina and ability to make meaning of the Narrative through the process of reading.
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- In this lesson, students read the first excerpt from Narrative of the Life of Frederick Douglass.
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- This lesson includes the Mid-Unit 2 Assessment, which assesses RI.7.9, W.7.7, W.7.8, and L.7.4. In this assessment, students will use two texts: pages 203–205 of The Big Thirst and an article, “Get...
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- This lesson offers a quick review of the skill of paraphrasing, which is taught in Module 2; in the event that students did not learn about it in Module 2, there is enough review here to give them a...
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- In this lesson students use a text based discussion protocol to analyze theme and characters in the novel.
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- In this lesson students compare the historical accounts of the Sudanese civil war in informational text to accounts in the novel.
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- This lesson is a continuation of the work with the theme of survival in A Long Walk to Water and practice for the type of explanation of evidence that students will do for the End of Unit 2...