In this excerpt from his memoir, Rodriguez provides a stirring recollection from his adolescence: the first time he experienced racism as a result of being an immigrant in America. As he says, the experience "stays with [him] like a foul odor."
In this interview from National Public Radio, host Terry Gross speaks with Imam Rauf about his dream to build a place where Muslims and people of different refligions can go to learn from each other and coexist.
In this excerpt, the reader meets two characters from The Misfits: Addie, a girl who is exceptionally tall and smart for a middle schooler and Joe, who is creative and feminine in a way that makes his peers nervous.
In this excerpt, Betty Friedan explores the feelings of entrapment experienced by American suburban housewives in the 1950s and 1960s. She writes that these feelings magnified the desire to have something more, to have something for themselves that did not orbit around their husbands, children or homes.
In her nonfiction book, Abigail Garner demystifies the coming out process for LGBT parents and children using their voices and experiences. This excerpt focuses on the impact of coming out in the school environment with teachers, peers, and other parents.
"Hope, Despair and Memory" is an address given by Elie Wiesel on December 11, 1986, the date Wiesel was awarded the Nobel Peace Prize. Wiesel is an author and humanitarian and is known for writing about his experience as a survivor of the Holocaust.
In this excerpt, the narrator, a young Chinese girl, poses as a boy with forged papers, trying to gain entry into the United States. When she realizes the American immigration agents are checking identity papers at the dock, she fights past them and runs for her life.
In this excerpt, Virginia Woolf declares that any talented woman born in the 16th, 17th, 18th or even 19th centuries would have been so hindered from sharing her gifts due to her sex--and if she somehow overcame this obstacle, her name would not have been tied to her work.
This short story—an important piece in early American feminist literature—sheds light on 19th century attitudes toward women with physical and mental illness. In this excerpt, the speaker details her bedroom, a place where her husband and doctors come to encourage her to health. Her ailment is vague; the emphasis is on what others—all men—think and say.
Rosie's mother and father did not marry out of love, and her mother writes haiku as an escape. After entering a contest, a man comes to deliver her prize—a framed picture. Angered by this intrusion, Rosie's father destroys the picture. In her anguish, Rosie's mother explains her marriage to her daughter.
In this personal narrative, Clare explores multiple facets of the self and questions why gender is still discussed as a binary. She acknowledges the tortured lives that many have lived as a result of their gender ambiguity and declares that all those who "gawk," "gape," and "stare" at those who are different never get it right.
In 1830, the government began systematically removing all Native Americans from the Eastern United States. The removal of Cherokees from Georgia in 1838 has become known as the Trail of Tears. But there were, in fact, many such trails, as the Creeks, Choctaws, Chickasaws, Seminoles and other tribes were forced to abandon their homelands.
In this interview, Luis Rodriguez describes how the systemic demoralization he faced in school and society at a young age drove him to join a street gang and how writing his book, Always Running, was an attempt to call his son and other young people in similar situations to change their lives.
In this essay, the author identifies vague terminology used by the United States government during World War II to describe their actions toward Japanese Americans and outlines terms that would more appropriately describe the government's actions.
In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.
Shared reading combines aspects of guided reading and read-aloud strategies. During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.
This strategy exposes students to multiple short pieces of a text before they read it in its entirety. Students read selected quotes out of context and comment on both the selection and the comments of other students. The activity ends with students reflecting on their reactions to and predictions about the text.
Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.
Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.