Skip Navigation
Connect with Us:

Texas Lesson Study

 

Reading/Language Arts

Texas Lesson Study (TXLS) is inquiry-based, job-embedded professional development where teachers work collaboratively to develop, teach, and assess research-based lessons. Training and meeting schedules for TXLS are tailored to fit each campus' needs. Teacher-designed lessons created as part of TXLS are video recorded and available on the Texas Gateway. TXLS is part of the TEA strategic plan 2017-2021, set forth by Commissioner Mike Morath. 

 

Published lessons are available on the Texas Gateway and include research, formative assessment, materials, plan, and a reflection. Use the tabs above to view lessons for each subject matter. Please note, you will have to sign up for a free account on Texas Gateway to be able to access these lessons. 


  • Title and Link

    TEKS or PreK Guidelines

    Brief Overview

    PreKindergarten

    Catch Me If You Can - Retelling “The Gingerbread Man”

    Emergent Literacy - Reading Domain III(D)(1)

    Students retell or re-enact events in sequence from "The Gingerbread Man" using pictures.

    Kindergarten

    Rhyming

    2019 TEKS: K(2)(A)(i); 2(D)(iii)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    The teacher will model how to recognize rhyming words by hearing them, seeing them, reading them, and writing them. Then the students will practice hearing, seeing, reading, and writing “at” word family words.

    The Characteristics of the Mystery Letter "H"

    2019 TEKS: K(2)(D)(v); K(2)(A)(x); K(2)(B)(i)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will identify and apply characteristics of an alphabetical letter (mystery letter Hh) through various hands-on activities and cooperative group work.

    Revising Sentences

    Current Standards: K(10)(C)


    Previous Standards: K(13)(C)

    Students will revise a simple sentence by copying it on a series of sticky notes and adding new words using glitter pens and star-shaped sticky notes.

    My Version of the Three Little Pigs

    2019 TEKS: K(11)(A); K(10)(E)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will create their own version of "The Three Little Pigs" using story elements on a Beginning, Middle, End (BME) story map. First, students will draft their story map with detailed pictures in sequential order, and then they will go back and add their words. Once their story is completed, students will be able to retell their story to peers and their teacher. 

    1st grade

    Consonant Blends

    2019 TEKS: 1(2)(B)(i); 1(2)(B)(ii)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will focus on initial blends using multiple opportunities for multisensory responses to recognize, sort, and blend sounds.

    Adventures in Inferring

    2019 TEKS: 1(6)(F)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will infer the message the author is trying to convey using schema and evidence from the text. Readers use this strategy, known as making inferences, to think about what they are reading.

    Planning a Draft

    2019 TEKS: 1(11)(A)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will employ critical thinking skills to order details logically and become more effective at communicating their ideas to readers. The lesson will guide students to use critical thinking in the planning phase of drafting to purposefully include details that interest readers.

    Outlining Our Memory

    2019 TEKS: 1(11)(E) 


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will compare a silly short story to a detailed story from a previous lesson. Then, they will write a rough draft/outline about a memory using details and transition words.

    Explore Revising and Editing with some Classroom Adventure

    2019 TEKS: 1(11)(D)(i); 1(11)(D)(viii); 1(11)(D)(ix);



    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    While “scooting” from one example to another, students will explore sentences in order to determine what end punctuation is necessary and why. Students will also collaborate to explore sentences in order to identify what edits are necessary and why.

    Retelling with Confidence

    2019 TEKS: 1(3)(B); 1(6)(I); 1(7)(D), 1(8)(C)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students learn how to use the pictures in their books to retell a story in sequence. The teacher models how to use the pictures to retell the story Stellaluna by Janell Cannon. The students and teacher complete a graphic organizer using picture representations from the book. The graphic organizer is a frame for all the elements of a strong retell and requires students to include new vocabulary; the characters and setting; and the beginning, middle, and end of the book, Stellaluna. Students will apply the picture retell strategy by completing a graphic organizer for their own book and retelling the story to peers and their teacher.

    One Thing Leads to Another

    2019 TEKS: 1(7)(D); 1(8)(C)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) Texas Essential Knowledge and Skills (TEKS) and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students apply their understanding of the text in order to retell the plot sequence.

    2nd grade

    The Adventures of Trixie and Knuffle Bunny

    Current Standards: 2(8)(C); 2(8)(D)


    Previous Standards:2(9)(A)

    Students will compare and contrast Knuffle Bunny and Knuffle Bunny Too by utilizing various types of Venn Diagrams to analyze different literary elements.

    Traditional vs. Contemporary: “The Three Little Pigs”

    2019 TEKS: 2(9)(A); 2(7)(D)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

    Author's Purpose, Text Features, Informational Text, and Daily Three



    2019 TEKS:  2(10)(A); 2(9); 2(6)(F); 


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.

    Revision Rally

    2019 TEKS: 2(11)(C)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.

    Super Sequencing Strategies

    2019 TEKS: 2(7)(D) 


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.

    Navigating Informational Text with Text Mapping

    2019 TEKS: 2(7)(D)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will apply the comprehension strategy of text mapping by using a scroll to sequence and organize information. They also will describe the order of events using time order transition words.

    Many Stripes of Inferring

    2019 TEKS: 2(8)(B); 2(6)(F)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will infer character feelings and motivations and support their inference with text

    evidence.


    Text Evidence and the Moral Lesson

    Current Standards: 

    (2)(9)(A)


    Previous Standards: 2(6)(A)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Teacher will read How Spiders Got Eight Legs as a read-aloud. Students will write notes about what

    they think the moral is. Students will collaborate in groups to determine what they think the moral

    lesson is. Students will reread, highlight, and write the text evidence that identifies the moral

    lesson.

    Super Sleuths SIP on Vocabulary: Using Sentences, Illustrations, and Prefixes/Suffixes to Make Meaning

    2019 TEKS: 2(3)(C); 2(3)(B); 2(3)(D)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will learn strategies to find the meaning of unfamiliar vocabulary words using the acronym SIP (sentence, illustration, prefixes/suffixes).

    3rd grade

    Context Clues Are Out of This World!: Using Inference and Sentence-Level Context to Teach Unfamiliar Word Meanings

    2019 TEKS: (3)(3)(B)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    The teacher will introduce context clues using visuals by reading the book Baloney (Henry P.) by Jon Scieszka and Lane Smith. Then, students will use textual evidence to find the meaning of unfamiliar words via direct teach and group collaboration.

    Zoom Out: Overlapping Context Clue and Semantic Gradients Through Manipulating Context

    2019 TEKS: (3)(3)(B)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    This lesson will scaffold students into the reading strategy of finding textual evidence. They will be able to “zoom out,” or read before and after the unknown word, to construct meaning using context.

    Being a Reading Detective

    2019 TEKS: (3)(6)(F)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will infer, make predictions, and draw conclusions based on evidence in the text to figure out what an author is not saying directly.

    Writing Summaries with Get the Gist

    2019 TEKS

    (3)(7)(D); 3(6)(B)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    This lesson teaches students to use the Get the Gist strategy to find the main idea of a section. Students will then put those Get the Gist statements together to begin a written summary of their text.

    “C” to the “E” Can’t Conquer Me

    2019 TEKS: 3(9)(D)(iii)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

    Summarizing Expository Text

    2019 TEKS: 3(9)(D)(i); 3(9)(D)(iii); 3(7)(D)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    The students will watch the teacher model how to create a summary, and then work in groups to create a summary from an expository text.

    Tackling Expository Text

    2019 TEKS: 3(9)(D); 3(9)(D)(i); 3(6)(E); 3(7)(A) 

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    The students will read and summarize expository text using a graphic organizer to aid the process.

    Welcome to the Jungle!

    2019 TEKS: 3(9)(D)(iii)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    This lesson offers an engaging format for fourth graders to spend time working with different cause-and-effect situations and text to help move them toward the objective of correctly identifying an implicit cause-and-effect relationship within a text.


  • Title and Link

    TEKS

    Brief Overview

    4th grade

    What's in a Name?

    2019 TEKS: 4(11)(D)(ii); 4(11)(D)(iii); 4(11)(D)(iv); 4(11)(D)(vi); 4(11)(D)(vii); 4(11)(D)(viii); 4(11)(B)(i)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 

    Students will participate in hands-on activities to extend their knowledge of the parts of speech.

    Morphology Mania

    2019 TEKS: 4(3)(C)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will discover and use knowledge of Greek and Latin roots to determine the meaning of unknown words.

    Discovering the Power of a Complete Sentence

    2019 TEKS: 4(11)(D)(i)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    Summarizing with Sarah at the ER

    4(6)(A)

    The purpose of this lesson is to sequence the events of a story chronologically and be able to summarize the major events.

    Rolling Into Compound Sentences

    2019 TEKS: 4(11)(C); 4(11)(D)(i); 4(11)(D)(x)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will create compound sentences from simple sentences.

    It’s a Maniac Breakout

    2019 TEKS: 4(9)(D)(iii)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will work together and problem-solve in a timed breakout session to gather clues and answer questions involving cause-and-effect, sequential, and comparative relationships in text. 

    Fun with First Drafts

    2019 TEKS: 4(11)(A); 4(11)(B)(i)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    The Battle Between Editing and Revising 

    2019 TEKS: 4(11)(C)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

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

    5th grade

    Reading Between the Lines

    2019 TEKS: 5(6)(F)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    Did You get The "Text" Message?

    2019 TEKS: 5(6)(E)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    Put On Your Detective Cap: Making Inferences

    2019 TEKS: 5(6)(F)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    Sticky Note Summarizing

    2019 TEKS: 5(7)(D)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.

    Inferring with Dr. Suess

    2019 TEKS: 5(8)(B); 5(8)(C); 5(9)(D)(ii); 5(6)(F)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.

    Main Idea

    2019 TEKS: 5(7)(D); 5(6)(G)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will identify supporting details and the main idea in a passage.

    Inference in the Real World: Using Clues to Identify Key Details

    2019 TEKS: 5(7)(D); 5(6)(F)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will actively read as a critical component; they will infer in expository text. 


  • Title and Link

    TEKS

    Brief Overview

    6th grade

    A Reader’s Survival Guide:

    Connecting and

    Synthesizing Ideas in

    Nonfiction Texts

    2019 TEKS: 6(5)(E); 6(5)(H)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    This lesson is designed to teach students to synthesize and make

    connections between ideas within a text and with previous texts

    students have read.

    7th grade

    Summarization Routine

    2019 TEKS: 7(6)(D)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Teacher will teach the routine of summarization by modeling with

    a short passage. Then, the teacher will have students practice in

    partners and have students share. Next, students will try writing a

    summary of their own. Students will use the rubric created by the

    teacher to make sure they have met the requirements of a well written

    summary.

    Inferring: It’s a Beast!

    2009 TEKS: 7(19)(D), 7(10)(D)


    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Using a digital forum, seventh-grade students will collaboratively generate authentic inferences about character motivation. Students will utilize textual evidence and draw from personal schema in order to make logical connections across multiple genres. 

    Remembering Leaders

    2019 TEKS: 7(5)(E), 7(6)(D)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    Students will read expository text, categorize findings, and reformulate the text into an obituary.

    8th grade

    Santa Timeline Breakout



    2019 TEKS: 8(6)(D); 8(5)(E); 8(5)(H)

    This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate.

    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.



  • Title and Link

    TEKS

    Brief Overview

    English I

    Inferring Through Imagery and Figurative Language

    EI(7); EI(F19)(B)

    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.

    How Authors Develop Complex Yet Believable Characters in Drama by Contrasting Characters



    E1(4); E1(5)(B); E1(F19)(A); E1(F19)(B)

    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.

    Sparking Curiosity and Wonder: Making Complex Inferences



    E1(F19)(B)

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

    Revision Stations



    E1(15)(A)(i); E1(15)(A)(ii); E1(15)(A)(iii); E1(15)(A)(iv)

    This lesson is designed to isolate and develop specific skills in use of language, organization, and idea development in order to help students become better writers. Students will work through six different stations to practice each writing skill, and then go back into their own writing to make revisions.

    Making an Inference


    E1(5)(B); E1(5)(C); E1(F19)(B)

    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.

    English II

    Summarizing as a Reading Strategy

    E2(9)(A)

    Students work collaboratively using reading and comprehension skills to demonstrate their mastery of summarizing a text or piece of literature.

    Exploring Identity and Diving Deep into the Complex of Meaning of Poetry

    E2(F19)(B)

    This lesson is designed to teach students to make complex inferences, choose specific text evidence that strongly supports the inference, and develop a coherent explanation of how the evidence strongly supports the validity of the idea within the genre of poetry.

    English IV

    A Lesson in Kindness and Thematic Complexity

    E4(F19)(B)

    Students explore their internal definition of kindness, using visual and textual evidence to collaboratively expand that definition and perform a close reading of a poem. Students then use internal text to express the author’s complex and subtle thematic message.


TXLS Home

Contact Us

Emili Foster, M.Ed.
Texas Lesson Study Facilitator
efoster@esc7.net
(903) 988-6801

Kathy Meadows
Secretary
kmeadows@esc7.net
(903) 988-6758

Stay up to date!

Copyright © {{YEAR}}. All rights reserved.

powered by ezTaskTitanium TM