Does trauma have a lasting effect on people's lives? Scholars dive into the topic as they read paragraphs 9–11 of "A Genetics of Justice" by Julia Alvarez, in which the author describes her family's return to the Dominican Republic....

How do authors use rhetorical devices and word choice to emphasize their ideas? Pupils consider the question while reading paragraphs 16–19 from Julia Alvarez's essay "A Genetics of Justice." Readers engage in evidence-based discussion...

"No flies fly into a closed mouth." Pupils consider the proverb's meaning as they read paragraphs 20–22 from the essay "A Genetics of Justice" by Julia Alvarez. They also engage in small-group discussions about how the author refines her...

How do people's relationships with their parents impact their lives? Scholars read paragraphs 23–26 from "A Genetics of Justice" by Julia Alvarez, in which the author details her relationship with her mother. Pupils discuss how the...

How do authors develop the main ideas in their writing? Pupils consider the question as they read and analyze paragraphs 27–31 from Julia Alvarez's essay "A Genetics of Justice," in which Alvarez describes her decision to become a...

Scholars examine the Universal Declaration of Human Rights and analyze the ideas in the preamble. Readers define new vocabulary words, listen to a Masterful Reading, answer questions in pairs, participate in a jigsaw discussion, and...

Let children be children. Scholars read in a speech by Malala Yousafzai how childhood is absent as children are forced to work and get married at a young age. Learners analyze part of the speech and discuss it in groups. After sharing...

A person doesn't have to be an adult to make a difference! Scholars examine a speech by a 16-year-old girl. They discuss her word use, answer guided questions, and complete a rhetorical tracking tool. Readers end their analyses by...

Choose your words wisely. Scholars examine word choice in an excerpt from The Immortal Life of Henrietta Lacks. Learners work in pairs and groups to discuss how the author's choice of words creates a deeper connection between the reader...

Is writing a craft? Scholars work in pairs and groups to uncover the author's craft presented in The Immortal Life of Henrietta Lacks. They answer guided questions, discuss with peers, and analyze the series of events. Completing a...

Can people live forever? Scholars ponder the answer as they analyze an excerpt from The Immortal Life of Henrietta Lacks. As readers discover Lacks' immortal cells, they discuss how the author carefully sequences, connects and unfolds...

It's all about the details. Scholars examine how specific details contribute to a central idea in an excerpt from The Immortal Life of Henrietta Lacks. Learners discuss the details in pairs, share with the group, and respond to guided...

Science over humanity? Scholars analyze an excerpt from The Immortal Life of Henrietta Lacks. They must consider if the experimentation of Henrietta's cells without her consent was worth the information gained about cancer. They discuss...

Is there an underlying message? After looking at an excerpt from The Immortal Life of Henrietta Lacks, scholars discuss how the author uses words to present a claim. Learners work through an evidence tool and guided questions to support...

How did it happen? Scholars examine how the author describes the order of events in an excerpt from The Immortal Life of Henrietta Lacks. Learners use a Surfacing Issues Tool to guide their thoughts. Finally, they share ideas in pairs...

Sometimes, you just need to get to the point. Scholars examine an excerpt from The Immortal Life of Henrietta Lacks, analyzing it and gathering details to determine the central idea. Completing the Surfacing Issues Tool organizer and...

First impressions are crucial. Scholars read two excerpts from The Immortal Life of Henrietta Lacks. One describes the family's negative opinion of the hospital, while the other discusses their meeting a very kind doctor. Learners work...

I know exactly how you feel. That may be a statement between Henrietta Lacks and John Moore. Scholars read John Moore's story and compare his story of cell use to that of Henrietta. Learners record in a vocabulary journal, analyze...

Have you had a change of heart? Scholars consider whether their views change after gaining new information about tissue ownership. They read John Moore's court hearings and respond to a quick write prompt, noting if the new information...

Don't argue for the sake of argument. Scholars begin their work in lesson plan 13 and continue into lesson plan 14 as they analyze The Immortal Life of Henrietta Lacks. Working in groups, learners work toward collecting text evidence and...

Do you have a valid claim? Learners become judges of claims as they expand on evidence collected in lesson 13 and develop claims. They present claims to one another and respond to questions and counterclaims. To finish, individuals...

Scholars examine an excerpt from The Immortal Life of Henrietta Lacks and determine how the author builds up smaller details to create the larger idea of the main passage. To finish the lesson plan, learners discuss in pairs, answer...

Scholars begin to work independently on their research ideas from the first six lessons. They use their previous work in the first six lessons and a research checklist to guide their work. To finish, they complete graphic organizers,...

Choose your path carefully. When beginning research, learners must figure out which inquiry path to follow. After determining a path, scholars guide their research based on the chosen theme to further refine the questions they...