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Paired Texts: The Monument Series - The Eiffel Tower

Paired Texts: The Monument Series - The Eiffel Tower

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This no prep Middle School Paired Texts - Monument Series is great for daily activities, sub plans, group work, or a week of focus on specific standards. It is packed with engaging activities for students to do while practice strong reading habits that build reading comprehension and promote critical thinking. The Eiffel Tower set includes 7 tasks, each aligned to common core ELA standards - reading for literature (RL), reading for information (RI), and writing (W).

 

Tasks:

  • 1 Pre-reading activity helps students build background knowledge prior to reading the text.
  • 1 Informational Text about The Eiffel Tower with common-core aligned multiple choice questions to gauge comprehension.
  • 1 Research the Topic Activity based on terms used in the informational text. This helps students better understand the information read.
  • 1 Narrative about The Eiffel Tower with common-core aligned multiple choice questions
  • Compare and Contrast common-core aligned multiple choice questions so that students can find similarities and differences in the content of the informational text versus the narrative
  • Written Reflection of the texts allows students to reflect on what they have learned about The Eiffel Tower
  • Culminating Project gives students an opportunity to work with a partner or small group to research other towers and to design and draw their own tower. There is also an opportunity for students to share their creation with the class.

 Also Included:

  • Answer Keys
  • 4-point constructed response rubric
  • Opportunities for students to share what they have learned with a partner, in small groups, and with the class.

 Standards Covered:

  • Reading for Literature - RL.1, RL.2, RL.3, RL.4, RL.5, RL.9
  • Reading for Information - RI.1, RI.2, RI.4, RI.6, RI.9
  • Writing - W.4, W.7

NOTE: These tasks can be spread out over 1-2 weeks. They are not intended to be used as a packet for students.

 

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