It's helpful to know how to ask questions. Review the full Shrouded in Myth text, and formulate a question about the text. The question can be simple or complex, and it may not even have a single right answer.Here is an example question about the text:"What does the word 'prophecy' mean?"Here is another:"What part did you find most exciting?"Respond below with three original questions that have not been posted. You don't need to answer any...yet!

This Lesson was created to use in conjunction with materials in Clusive [https://clusive.cast.org], a free, online learning environment that makes materials flexible and accessible.  The Lesson is designed to engage and support middle school teachers and their students to evaluate Tom Sawyer as one of a long-line of trickster characters in world literature. 

In Bud, Not Buddy, we see the world through the eyes of our narrator, Bud. The way he describes the world tells us a bit about who he is as a character, too. In this assignment, we will focus on figurative language that tells us more about the text.Figurative language is language that is not literal, or exactly accurate, but instead appeals to the senses by describing something in an unlikely way. Examples are metaphors, similes, hyperboles, and personifications. These can make writing more persuasive, effective, or impactful.

This two-day lesson focuses on the reading and analysis of “The Circuit” by Francisco Jiménez. The goal of this lesson is for students to make inferences about the challenges and changes required of the story’s character, Panchito, and to find evidence of the author’s craft that develops the narrative.Students will reflect upon the relevance of the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) to the narrator's experience.  In particular, students should recognize that the reality of the narrator's individual situation acts as an impediment to his efforts to belong to a community.Although "The Circuit" is classified as a work of fiction, the author states that the stories represent the lives of his family members.  Students will appreciate Jimenez's descriptive, character-driven writing. 

This Lesson was created to use in conjunction with materials in Clusive [https://clusive.cast.org], a free, online learning environment that makes materials flexible and accessible.  The Lesson is designed for students in grades 6-8, and targets ELA standards as well as SEL skills of self-awareness and learner agency. As you use this lesson, students will be guided to recognize, understand, and apply key elements of a mystery story, tools that they can use to build learner agency, self-awareness, and comprehension

This lesson guides students in an examination of a poet's use of figurative language and word choice to convey themes of belonging and identity.  Students will delve into the concept of the unit theme, “Belonging” and the essential question, "In what ways does our need to feel a sense of belonging conflict with our individuality?" Students will write a short essay analyzing the ways in which a poet uses figurative language and word choice to convey the speaker's sense of him/herself as an individual and as someone who feels he/she is not accepted. Image source:  "Attain" by Nick Youngson from TheBlueDiamondGallery.com at http://thebluediamondgallery.com/tablet-dictionary/a/attain.html  Creative Commons 3 - CC BY-SA 3.0