🌙 ELA + ENL: The Midnight Library (example unit)
One printable 40-minute plan for each of the 28 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: Regret and “what if?”
Lesson link: books/hs-ela-midnight-library · lesson 1
Big idea: Every choice opens one path and closes others.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Everyone has a “what if?” What if I had joined that team, said yes, said no? This novel turns that question into a whole world.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A “what if” question imagines a different choice.
- Regret is the feeling of wishing a past choice had gone another way.
- Before we read, we take a stand on big ideas and explain why.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
An anticipation guide asks you to agree or disagree with big ideas…
- A. Before reading, so you can compare your views after
- B. After the test, for a grade only
Answer (for the teacher): Before reading, so you can compare your views after
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Why do readers share opinions before a novel?
- A. To notice later how the text changes or supports their thinking
- B. To skip the reading
Answer (for the teacher): To notice later how the text changes or supports their thinking
Leave on the board
- Regret and “what if?”
- Big idea: Every choice opens one path and closes others.
- Memory trick: “Stand, explain, listen, adjust.” 🗣️ Say it: “I agree / disagree because ___.” · “I want to add to what ___ said.” · “At first I thought ___, but now ___.”
- Goal: 100%
Watch for this mistake
- Thinking a strong opinion can't change after reading.
- Answering “agree” with no reason.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: Academic words for choices and change
Lesson link: books/hs-ela-midnight-library · lesson 2
Big idea: Academic words help you explain ideas precisely.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Words like consequence and perspective show up in every subject and on every Regents exam. Learn them once, use them everywhere.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A consequence is a result that follows a choice or action.
- A perspective is a way of seeing something, shaped by who you are.
- Prefixes and suffixes help unlock new words: possible, possibility, reconsider.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which word means “a result that follows an action”?
- A. Consequence
- B. Perspective
Answer (for the teacher): Consequence
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Which sentence uses “consequence” correctly?
- A. One consequence of skipping practice was losing the race.
- B. The consequence is my favorite color.
Answer (for the teacher): One consequence of skipping practice was losing the race.
Leave on the board
- Academic words for choices and change
- Big idea: Academic words help you explain ideas precisely.
- Memory trick: “Root, prefix, suffix, context.” 🗣️ Say it: “The word ___ means ___.” · “I know this because the root ___ means ___.”
- Goal: 100%
Watch for this mistake
- Learning a word's definition but never using it in a sentence.
- Ignoring cognates: many academic words look like Spanish words (consecuencia, perspectiva).
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Paired poem: “The Road Not Taken”
Lesson link: books/hs-ela-midnight-library · lesson 3
Big idea: Read closely: the speaker says the roads were about the same.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Robert Frost's 1916 poem is one of the most quoted poems in America, and one of the most misread. It is public domain, so you can read all of it free.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The poem has four stanzas of five lines each.
- In stanza two the speaker admits both roads were worn about the same.
- The speaker imagines telling this story years later. Is it a sigh of regret or of satisfaction?
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
How many lines are in “The Road Not Taken” (4 stanzas of 5 lines)?
Answer (for the teacher): 20
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Frost's poem pairs with our novel because both explore…
- A. Choices and the lives we did not live
- B. How to plant a garden
Answer (for the teacher): Choices and the lives we did not live
Leave on the board
- Paired poem: “The Road Not Taken”
- Big idea: Read closely: the speaker says the roads were about the same.
- Memory trick: “Who speaks? What changes? Is it a sigh of regret or relief?” 🗣️ Say it: “The speaker feels ___ because the poem says ___.” · “This connects to the novel because ___.”
- Goal: 100%
Watch for this mistake
- Assuming the poem simply says “be different and you'll succeed.”
- Confusing the speaker with Robert Frost himself.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: Section 1: The root life and the crisis
Lesson link: books/hs-ela-midnight-library · lesson 4
Big idea: The opening shows who Nora is and what she regrets.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Read Section 1 in your own copy (your teacher gives the pages). We meet Nora on one very bad day, and we learn why she feels her life has gone wrong.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Exposition introduces the main character, setting and problem.
- In the opening, Nora faces several losses close together, and they pile up.
- This book includes depression and a suicide attempt. If you or a friend needs help, talk to a trusted adult, or call or text 988.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The part of a story that introduces the main character, setting and problem is the…
- A. Exposition
- B. Resolution
Answer (for the teacher): Exposition
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
If reading about sadness feels heavy, you should…
- A. Talk to a trusted adult; you can call or text 988 any time
- B. Keep it to yourself
Answer (for the teacher): Talk to a trusted adult; you can call or text 988 any time
Leave on the board
- Section 1: The root life and the crisis
- Big idea: The opening shows who Nora is and what she regrets.
- Memory trick: “Event → page → why it matters.” 🗣️ Say it: “On page ___, Nora ___.” · “This shows she feels ___ because ___.”
- Goal: 100%
Watch for this mistake
- Summarizing every detail instead of the events that matter.
- Forgetting to write the page number from your own copy.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Section 2: The library and the Book of Regrets
Lesson link: books/hs-ela-midnight-library · lesson 5
Big idea: The library is a setting built to test Nora's regrets.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Read Section 2. Nora arrives in a strange library that exists between life and death, with a familiar guide, Mrs. Elm, and a very heavy book.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The library has rules, like a game. Learning the rules helps you predict the story.
- Mrs. Elm guides Nora, the way a mentor guides a hero.
- The author makes regrets something Nora can hold, so we can see their weight.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A character who guides and advises the main character is often called a…
- A. Mentor
- B. Narrator
Answer (for the teacher): Mentor
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
To show how the library works, cite…
- A. Specific details from your copy, with page numbers
- B. What a friend said about the movie
Answer (for the teacher): Specific details from your copy, with page numbers
Leave on the board
- Section 2: The library and the Book of Regrets
- Big idea: The library is a setting built to test Nora's regrets.
- Memory trick: “Rules of the world → choices of the hero.” 🗣️ Say it: “One rule of the library is ___.” · “This rule matters because ___.”
- Goal: 100%
Watch for this mistake
- Calling every strange setting “a dream” without evidence.
- Ignoring how the setting's rules create the plot.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Section 3: Trying on other lives
Lesson link: books/hs-ela-midnight-library · lesson 6
Big idea: Each new life teaches Nora something about her real life.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Read Section 3. Nora tries one possible life after another. Each one fixes a regret, yet each one surprises her.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- For each life Nora tries, write one lesson she learns.
- What Nora expects from a life and what she finds are often different.
- When the same lesson repeats across lives, it points to the theme.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
When the same kind of lesson repeats across many episodes, it usually points to…
- A. The theme
- B. The copyright page
Answer (for the teacher): The theme
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The best evidence for a pattern is…
- A. Examples from two or more lives
- B. One detail from one page
Answer (for the teacher): Examples from two or more lives
Leave on the board
- Section 3: Trying on other lives
- Big idea: Each new life teaches Nora something about her real life.
- Memory trick: “Three lives, one lesson.” 🗣️ Say it: “In one life Nora expected ___, but she found ___.” · “This happens again when ___.”
- Goal: 100%
Watch for this mistake
- Treating each life as a separate story with no connection.
- Ranking the lives without explaining what each one teaches.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: Section 4: The choice and the ending
Lesson link: books/hs-ela-midnight-library · lesson 7
Big idea: The ending shows what Nora learned about her own life.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Read Section 4. Nora must make the biggest choice of the book. The ending shows how much she has changed.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The climax is the turning point of highest tension.
- The resolution shows how things settle after the climax.
- Compare Nora at the start and at the end: what changed inside her?
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The turning point of highest tension in a story is the…
- A. Climax
- B. Exposition
Answer (for the teacher): Climax
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
An ending can reveal the theme because…
- A. It shows what the character finally understands
- B. Endings never connect to theme
Answer (for the teacher): It shows what the character finally understands
Leave on the board
- Section 4: The choice and the ending
- Big idea: The ending shows what Nora learned about her own life.
- Memory trick: “Start-me vs end-me.” 🗣️ Say it: “At the beginning, Nora ___. By the end, she ___.” · “This change shows that ___.”
- Goal: 100%
Watch for this mistake
- Retelling the ending without explaining why it matters.
- Spoiling the ending for classmates who are still reading.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: The root life: Bedford
Lesson link: books/hs-ela-midnight-library · lesson 8
Big idea: Nora's real life is the root of every other life.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Every story of “what if” starts with “what is.” Nora's real life, her root life, is where all the other lives grow from. (Content note: this part includes a suicide attempt. Talk to a trusted adult or call or text 988 if you need help.)”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: a life that mattered, and for the pain to stop.
- What she found: one terrible day: her cat Voltaire is hit by a car, she loses her job at a music shop, and her piano student quits. She feels no one needs her.
- Regret meter: before this life, the regret felt about 10 out of 10. After it, about 10 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: How we see our life can change how heavy it feels.
- This part of the book includes grief and a suicide attempt. If you or a friend needs help, talk to a trusted adult or your school counselor, or call or text 988.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Nora's root life takes place in…
- A. Bedford, a small town in England
- B. Sydney, Australia
Answer (for the teacher): Bedford, a small town in England
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Her old bandmate Ravi says Nora has “life fright.” He means…
- A. She is afraid of living fully
- B. She is afraid of heights
Answer (for the teacher): She is afraid of living fully
Leave on the board
- The root life: Bedford
- Big idea: Nora's real life is the root of every other life.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Blaming Nora's town for everything; the book suggests her view of it matters too.
- Sharing private stories in class: discuss the character; you never have to share your own life.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: The pub life: married to Dan
Lesson link: books/hs-ela-midnight-library · lesson 9
Big idea: A dream life can look very different up close.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Have you ever wanted something for years, then got it, and it was not what you pictured? Nora is about to find out.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to marry Dan and run a country pub together, the dream they once shared.
- What she found: money worries and stress; Dan drinks too much, treats her unkindly, does not value her music and is not loyal to her.
- Regret meter: before this life, the regret felt about 9 out of 10. After it, about 2 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: A regret can rest on a picture we imagined, not on reality.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
When a life disappoints Nora too much, she…
- A. Goes back to the Midnight Library
- B. Wakes up in Australia
Answer (for the teacher): Goes back to the Midnight Library
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Whose dream was the country pub mostly?
- A. Dan's
- B. Mrs. Elm's
Answer (for the teacher): Dan's
Leave on the board
- The pub life: married to Dan
- Big idea: A dream life can look very different up close.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking the lesson is “never get married”; the lesson is about imagined pictures.
- Forgetting that Dan's dream was not the same as Nora's own dream.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Keeping Voltaire safe
Lesson link: books/hs-ela-midnight-library · lesson 10
Big idea: Some things we regret were never in our control.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Some regrets feel like “it was all my fault.” What if the facts say otherwise? Nora tests that with her cat.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to have been a better owner and kept her cat Voltaire safe indoors.
- What she found: Voltaire still dies, from a health problem nobody could fix. She also learns he had a good life with her.
- Regret meter: before this life, the regret felt about 7 out of 10. After it, about 1 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Not every regret is earned; some events are out of our control.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A regret that is not based on facts can be called…
- A. Baseless
- B. Proven
Answer (for the teacher): Baseless
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
This life is shorter than most because…
- A. It answers one small regret quickly
- B. Nora forgot to read it
Answer (for the teacher): It answers one small regret quickly
Leave on the board
- Keeping Voltaire safe
- Big idea: Some things we regret were never in our control.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Saying Nora was a careless owner; this life shows the opposite.
- Skipping this short life; it teaches a key idea about control.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: Australia: Izzy
Lesson link: books/hs-ela-midnight-library · lesson 11
Big idea: Getting the place you dreamed of does not guarantee the people.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Nora once planned to move to Australia with her best friend, Izzy. She said no. Now she gets to see the yes.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to live in sunny Australia with her best friend, Izzy, as they once planned.
- What she found: a beautiful place, but she learns Izzy died in a car accident years before. Nora feels alone.
- Regret meter: before this life, the regret felt about 8 out of 10. After it, about 3 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Every choice comes as a package; a dream place can still bring loss.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In the Australia life, Nora learns that Izzy…
- A. Died in a car accident years earlier
- B. Became a rock star
Answer (for the teacher): Died in a car accident years earlier
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
In Nora's root life, Izzy is…
- A. Alive and living in Australia
- B. Living next door to Nora
Answer (for the teacher): Alive and living in Australia
Leave on the board
- Australia: Izzy
- Big idea: Getting the place you dreamed of does not guarantee the people.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Mixing up lives: Izzy is alive in the root life.
- Saying Nora caused the accident; the book does not say that.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: The Olympic swimmer
Lesson link: books/hs-ela-midnight-library · lesson 12
Big idea: Success outside does not always mean happiness inside.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Gold medals, speeches, fans. From outside, this is the “successful” life. From inside, Nora feels something else.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to have never quit swimming, to be a champion and make her father proud.
- What she found: she is a famous retired Olympic medal winner who gives speeches; her father is alive and proud, but she feels like she is watching a stranger.
- Regret meter: before this life, the regret felt about 9 out of 10. After it, about 3 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Outward success is not the same as feeling fulfilled.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In the swimming life, Nora feels…
- A. Like she is watching someone else's life
- B. Completely at home
Answer (for the teacher): Like she is watching someone else's life
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Swimming still matters later because…
- A. Remembering its real joy helps keep Nora going
- B. Nora joins a swim team in the library
Answer (for the teacher): Remembering its real joy helps keep Nora going
Leave on the board
- The Olympic swimmer
- Big idea: Success outside does not always mean happiness inside.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking Nora hates swimming; she still loves it, just not this life.
- Confusing pride from others with feeling fulfilled yourself.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 13: The glaciologist in Svalbard
Lesson link: books/hs-ela-midnight-library · lesson 13
Big idea: Facing danger, Nora discovers she truly wants to live.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Ice, wind, a polar bear and a stranger who knows her secret. This is the life where something important wakes up in Nora.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: the dream of studying glaciers she had as a girl.
- What she found: hard, cold work in Svalbard near the North Pole; a polar bear attacks and she scares it off; she meets Hugo, who also travels between lives.
- Regret meter: before this life, the regret felt about 8 out of 10. After it, about 2 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: The wish to live can come back; nature makes Nora feel part of something bigger.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Svalbard is…
- A. A group of Norwegian islands in the Arctic
- B. A pub in England
Answer (for the teacher): A group of Norwegian islands in the Arctic
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
On the ice, being alone makes Nora feel…
- A. Peaceful, not lonely
- B. Bored and angry
Answer (for the teacher): Peaceful, not lonely
Leave on the board
- The glaciologist in Svalbard
- Big idea: Facing danger, Nora discovers she truly wants to live.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking this is a “happy” life; it is hard, but it changes Nora.
- Forgetting Hugo: he shows Nora she is not alone.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 14: The rock star: The Labyrinths
Lesson link: books/hs-ela-midnight-library · lesson 14
Big idea: Fame can hide loss and loneliness.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Sold-out shows, interviews and fans. Nora finally sees the band life she gave up. But fame has a price.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to have stayed in her band, The Labyrinths, with her brother Joe and Ravi.
- What she found: huge fame and money, but tension in the band, shallow attention, and the news that Joe has died in this life.
- Regret meter: before this life, the regret felt about 8 out of 10. After it, about 3 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Happiness and sadness come together; having everything outside can still feel empty.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In the rock star life, Nora learns that her brother Joe…
- A. Has died
- B. Owns a vineyard
Answer (for the teacher): Has died
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Nora learns she values ___ more than fame.
- A. Loyalty and fairness to friends
- B. Expensive cars
Answer (for the teacher): Loyalty and fairness to friends
Leave on the board
- The rock star: The Labyrinths
- Big idea: Fame can hide loss and loneliness.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Quoting the novel's song lyrics; describe them in your own words instead.
- Thinking this life fails because Nora can't sing; it fails because of loss and emptiness.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 15: The animal shelter: Dylan
Lesson link: books/hs-ela-midnight-library · lesson 15
Big idea: A good life for someone else may not be yours.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“After loud lives, a quiet one: dogs, walks and a kind partner. Is gentle enough?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: a calm, kind life away from pressure.
- What she found: a gentle life at an animal shelter with kind Dylan; she hears Mrs. Elm is old and in a care home, and the music shop closed without her. She realizes many lives she tried were other people's dreams.
- Regret meter: before this life, the regret felt about 5 out of 10. After it, about 3 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Nora starts asking what she herself wants.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which word best describes the animal shelter life?
- A. Gentle
- B. Famous
Answer (for the teacher): Gentle
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
This life is a turning point because Nora begins to ask…
- A. What she herself wants
- B. How to become famous
Answer (for the teacher): What she herself wants
Leave on the board
- The animal shelter: Dylan
- Big idea: A good life for someone else may not be yours.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Calling Dylan a bad partner; he is kind. The life just is not Nora's.
- Missing the turning point: Nora starts thinking about her own wishes.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 16: The vineyard: Eduardo
Lesson link: books/hs-ela-midnight-library · lesson 16
Big idea: Nora no longer needs to fix a regret; she is curious.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Sunshine, a peaceful vineyard in California, a pleasant husband. Nothing is wrong. So why does Nora leave?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: nothing to fix: she just wonders what else is possible.
- What she found: a calm vineyard in California with pleasant Eduardo, but little real connection. She leaves out of curiosity, then flips through many quick lives (teacher, pianist, aid worker and more).
- Regret meter: before this life, the regret felt about 3 out of 10. After it, about 2 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Curiosity is replacing regret; peace alone is not the same as belonging.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Why does Nora leave the vineyard life?
- A. Out of curiosity about other possibilities
- B. Because the vineyard burned down
Answer (for the teacher): Out of curiosity about other possibilities
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Right after this, the author shows many very quick lives. This speeds up the…
- A. Pacing
- B. Setting's weather
Answer (for the teacher): Pacing
Leave on the board
- The vineyard: Eduardo
- Big idea: Nora no longer needs to fix a regret; she is curious.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking Nora left because the life was bad; it was calm, she was curious.
- Forgetting the quick lives that follow: they show how many paths exist.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 17: Ash and Molly: the life she loves
Lesson link: books/hs-ela-midnight-library · lesson 17
Big idea: Love and small connections matter most.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A warm home, a loving family, a close brother. It may be the best life Nora finds. Can she keep it?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: a life full of love (and to say yes to Ash, the neighbor she once turned down for coffee).
- What she found: a warm life in Cambridge, married to Ash with a young daughter, Molly, close to Joe. But Mrs. Elm has died, Leo's life went worse without her, and she lacks this life's memories.
- Regret meter: before this life, the regret felt about 4 out of 10. After it, about 1 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Small kindnesses in her root life mattered; happiness is something she must choose in her own life.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Why can't Nora fully belong in the Ash and Molly life?
- A. She does not share its memories or choices
- B. She dislikes Ash
Answer (for the teacher): She does not share its memories or choices
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
When Nora comforts Molly after a fall, she feels…
- A. A love stronger than in any other life
- B. Nothing at all
Answer (for the teacher): A love stronger than in any other life
Leave on the board
- Ash and Molly: the life she loves
- Big idea: Love and small connections matter most.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking Nora leaves because she is unhappy; she is very happy, but it is not her life.
- Missing Leo and Mr. Banerjee: they show her root life touched others.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 18: The return: “I am alive”
Lesson link: books/hs-ela-midnight-library · lesson 18
Big idea: Nora chooses her own life, with all its possibility.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The library starts to fall apart. Nora must choose, for real. The ending shows how far she has come. (Content note: if you need help, talk to a trusted adult, your counselor, or call or text 988.)”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- What Nora wanted: to live: not a perfect life, her own life.
- What she found: the library collapses; she writes the words “I am alive,” wakes in her root life and gets help from her neighbor Mr. Banerjee. Later: Joe visits, Leo's lessons restart, she visits Mrs. Elm.
- Regret meter: before this life, the regret felt about 10 out of 10. After it, about 1 out of 10. This is our reading; you can argue a different number with evidence.
- The lesson: Any life, even a hard one, holds possibility; gratitude and small steps matter.
- This part of the book includes grief and a suicide attempt. If you or a friend needs help, talk to a trusted adult or your school counselor, or call or text 988.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
What words does Nora write to choose life?
- A. “I am alive”
- B. “The end”
Answer (for the teacher): “I am alive”
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
If a story like this brings up heavy feelings, you can…
- A. Talk to a trusted adult or counselor, or call or text 988
- B. Keep it all inside
Answer (for the teacher): Talk to a trusted adult or counselor, or call or text 988
Leave on the board
- The return: “I am alive”
- Big idea: Nora chooses her own life, with all its possibility.
- Memory trick: “Wanted → Found → Learned.”
- Goal: 100%
Watch for this mistake
- Thinking the root life changed by magic; Nora's view changed.
- Saying the ending means everything is perfect now; it means life is worth living, with its hard parts.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 19: Character development: tracking change
Lesson link: books/hs-ela-midnight-library · lesson 19
Big idea: Track what a character wants, fears and finally understands.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A dynamic character changes in an important way. Nora is a great example to track from the first page to the last.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Three questions track any character's development.
- A battle of feelings or choices inside a character's own mind.
- A dynamic character changes; a static character stays the same.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Mentor text: “For months Ana said she hated the piano. On the last night, she played for her little brother until he fell asleep.” Ana is…
- A. A dynamic character
- B. A static character
Answer (for the teacher): A dynamic character
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Indirect characterization shows a character through…
- A. Actions, words, thoughts and others' reactions
- B. The book's cover
Answer (for the teacher): Actions, words, thoughts and others' reactions
Leave on the board
- Character development: tracking change
- Big idea: Track what a character wants, fears and finally understands.
- Memory trick: “Wants → fears → learns.” 🗣️ Say it: “At first ___ wants ___.” · “___ is afraid of ___.” · “In the end ___ realizes ___.”
- Goal: 100%
Watch for this mistake
- Describing a character's personality without evidence.
- Confusing a change in place or job with a change inside the character.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 20: Theme: from topic to theme statement
Lesson link: books/hs-ela-midnight-library · lesson 20
Big idea: A theme is a full sentence about life, not one word.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
““Regret” is a topic. “Regret can trap us until we see the value of the life we have” is a theme statement. See the difference?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A topic is what the text is about: regret, choice, hope.
- A theme states what the text says about the topic.
- A theme works for anyone, so leave out character names and commands.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Which is a theme statement?
- A. Small, ordinary moments can give a life meaning.
- B. Regret
Answer (for the teacher): Small, ordinary moments can give a life meaning.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Two or more themes that develop and interact is a skill named in…
- A. 11-12R2
- B. A spelling list
Answer (for the teacher): 11-12R2
Leave on the board
- Theme: from topic to theme statement
- Big idea: A theme is a full sentence about life, not one word.
- Memory trick: “Topic + what the author says about it = theme.” 🗣️ Say it: “The topic is ___.” · “The author suggests that ___.”
- Goal: 100%
Watch for this mistake
- Writing a one-word theme.
- Using a character's name inside the theme statement.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 21: Evidence: quote, paraphrase, cite your copy
Lesson link: books/hs-ela-midnight-library · lesson 21
Big idea: Pick strong evidence, then explain how it proves your point.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Your argument is only as strong as your evidence. Learn when to quote a few words, when to paraphrase, and how to cite the page in your copy.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Quote only the words that matter most, inside quotation marks.
- A paraphrase restates the idea fully in your own words.
- Cite the page number from your own copy after the evidence.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Restating an author's idea fully in your own words is…
- A. Paraphrasing
- B. Quoting
Answer (for the teacher): Paraphrasing
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
On the Regents argument essay, you cite the provided texts as…
- A. Source 1, Source 2…
- B. Website names only
Answer (for the teacher): Source 1, Source 2…
Leave on the board
- Evidence: quote, paraphrase, cite your copy
- Big idea: Pick strong evidence, then explain how it proves your point.
- Memory trick: “Quote a little, explain a lot.” 🗣️ Say it: “The text shows ___ when ___ (p. __).” · “This proves ___ because ___.”
- Goal: 100%
Watch for this mistake
- Dropping a long quote with no explanation.
- Copying words without quotation marks (that is plagiarism).
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 22: Structure: a story that holds other stories
Lesson link: books/hs-ela-midnight-library · lesson 22
Big idea: How a story is built changes how it feels.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The novel is built like a set of nesting boxes: a real life on the outside, and many possible lives inside. Short chapters keep the pace fast.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A frame holds smaller stories inside it, like boxes inside a box.
- Very short chapters speed up the reading and add tension.
- Always ask: what effect does this structure have on the reader?
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Very short chapters most often make a story feel…
- A. Faster and more urgent
- B. Slower and calmer
Answer (for the teacher): Faster and more urgent
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Returning to the same place after each episode creates…
- A. A repeated pattern readers can follow
- B. A spelling error
Answer (for the teacher): A repeated pattern readers can follow
Leave on the board
- Structure: a story that holds other stories
- Big idea: How a story is built changes how it feels.
- Memory trick: “How is it built? Why build it that way?” 🗣️ Say it: “The author structures the novel by ___.” · “This creates ___ for the reader.”
- Goal: 100%
Watch for this mistake
- Describing the structure without its effect.
- Saying “the structure is good” with no reason.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 23: Motif and symbol
Lesson link: books/hs-ela-midnight-library · lesson 23
Big idea: A motif repeats; a symbol stands for a bigger idea.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Books, a library, a clock stuck at midnight, a chess game: objects can carry ideas. Some come back again and again.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A motif is an image or idea that comes back again and again.
- A symbol is something concrete that stands for an abstract idea.
- Readers often see the library as a symbol of every life a person could live.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Mentor text: “Every spring Grandpa planted one more tree. When he was gone, the hill was a forest.” The trees most likely symbolize…
- A. His lasting care and legacy
- B. The weather report
Answer (for the teacher): His lasting care and legacy
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
To prove a symbol, you should…
- A. Show where it appears and what it connects to
- B. Say it is obvious
Answer (for the teacher): Show where it appears and what it connects to
Leave on the board
- Motif and symbol
- Big idea: A motif repeats; a symbol stands for a bigger idea.
- Memory trick: “Thing → idea → evidence.” 🗣️ Say it: “___ symbolizes ___ because ___.” · “The motif of ___ returns when ___.”
- Goal: 100%
Watch for this mistake
- Calling every object a symbol.
- Naming a symbol without explaining the idea it stands for.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 24: Point of view and narration
Lesson link: books/hs-ela-midnight-library · lesson 24
Big idea: Who tells the story controls what we know.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The narrator stays close to Nora's thoughts. That choice makes us feel her doubts and hopes from the inside.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A first-person narrator is a character who says “I.”
- A narrator outside the story who stays close to one character's thoughts.
- Staying inside one mind helps readers feel with that character.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Mentor text: “She wondered if anyone had noticed she was gone. She doubted it.” The point of view is…
- A. Third person limited
- B. First person
Answer (for the teacher): Third person limited
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
If the story were told by another character, we would…
- A. Learn different details and feelings
- B. Read exactly the same book
Answer (for the teacher): Learn different details and feelings
Leave on the board
- Point of view and narration
- Big idea: Who tells the story controls what we know.
- Memory trick: “Whose head are we in?” 🗣️ Say it: “The story is told in ___ point of view.” · “This helps the reader ___.”
- Goal: 100%
Watch for this mistake
- Confusing the narrator with the author.
- Naming the point of view without its effect.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 25: Text-analysis response (Part 3 style)
Lesson link: books/hs-ela-midnight-library · lesson 25
Big idea: Name the idea, name the strategy, show how they connect.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“On the Regents, Part 3 gives you a passage you have never seen. You find a theme or central idea and explain how one writing strategy develops it.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- First decide what the passage is really about.
- Pick one strategy: imagery, symbolism, structure, point of view, contrast…
- Explain HOW the strategy builds the idea, with evidence.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In a text-analysis response, you should explain…
- A. How a writing strategy develops a theme or central idea
- B. Whether you liked the passage
Answer (for the teacher): How a writing strategy develops a theme or central idea
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Part 3 of the NG Regents lets you develop…
- A. A theme or a central idea
- B. Only a summary
Answer (for the teacher): A theme or a central idea
Leave on the board
- Text-analysis response (Part 3 style)
- Big idea: Name the idea, name the strategy, show how they connect.
- Memory trick: “I-S-E-E: Idea, Strategy, Evidence, Explain.” 🗣️ Say it: “The author develops the idea that ___ through ___.” · “For example, ___ (line __). This shows ___.”
- Goal: 100%
Watch for this mistake
- Summarizing the passage instead of analyzing it.
- Listing many strategies without explaining any one deeply.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 26: Argument essay from sources (Part 2 style)
Lesson link: books/hs-ela-midnight-library · lesson 26
Big idea: A claim, evidence from sources, and an answer to the other side.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Practice question: Is regret more helpful or harmful to a person's growth? You get four short original sources, take a side, and answer the other side.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Take one clear position on the question.
- Use evidence from several of the sources, cited as Source 1, Source 2…
- State the other side fairly, then show why your claim is stronger.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A counterclaim is…
- A. The opposing position, stated fairly
- B. Your claim repeated
Answer (for the teacher): The opposing position, stated fairly
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Original Source 2 says “Most adults in our survey said looking back helped them choose better.” Using it, you cite…
- A. (Source 2)
- B. Nothing; it's common knowledge
Answer (for the teacher): (Source 2)
Leave on the board
- Argument essay from sources (Part 2 style)
- Big idea: A claim, evidence from sources, and an answer to the other side.
- Memory trick: “Claim, cite, counter, conclude.” 🗣️ Say it: “I claim that ___.” · “According to Source __, ___.” · “Some people argue ___; however, ___.”
- Goal: 100%
Watch for this mistake
- Using only one source.
- Writing about the novel instead of the provided sources.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 27: Reading comprehension and time plan (Part 1 style)
Lesson link: books/hs-ela-midnight-library · lesson 27
Big idea: Read the question, return to the lines, prove your answer.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Part 1 has three passages and 24 multiple-choice questions. A plan and a few habits make a big difference.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Part 1 of the Regents has three passages and 24 multiple-choice questions.
- When a question gives line numbers, reread those lines and a little around them.
- Cross out answers that are false or not in the text, then choose.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
How many multiple-choice questions are in Part 1 of the Regents ELA?
Answer (for the teacher): 24
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Vocabulary-in-context questions are solved best by…
- A. Using the sentence around the word
- B. Using the first meaning you know
Answer (for the teacher): Using the sentence around the word
Leave on the board
- Reading comprehension and time plan (Part 1 style)
- Big idea: Read the question, return to the lines, prove your answer.
- Memory trick: “Lines, eliminate, prove.” 🗣️ Say it: “The answer is ___ because lines __ say ___.”
- Goal: 100%
Watch for this mistake
- Choosing an answer that sounds smart but isn't supported by the passage.
- Spending too long on one question; mark it and come back.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 28: Final project: My Library of Possibilities
Lesson link: books/hs-ela-midnight-library · lesson 28
Big idea: Create, connect and reflect on what you learned.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“You will create a short original piece (a poem, scene, artwork or audio reflection) about choice and possibility, then explain how it connects to the novel and the poem.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Make an original response: a poem, scene, artwork or recorded reflection.
- Explain one connection to the novel and one to “The Road Not Taken.”
- Share in a discussion circle: listen, build on ideas, cite evidence.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In a Socratic seminar, the best move is to…
- A. Build on a classmate's idea with evidence
- B. Wait for the teacher to give the answer
Answer (for the teacher): Build on a classmate's idea with evidence
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Using the novel's exact sentences in your project is…
- A. Not allowed; write your own words
- B. Required
Answer (for the teacher): Not allowed; write your own words
Leave on the board
- Final project: My Library of Possibilities
- Big idea: Create, connect and reflect on what you learned.
- Memory trick: “Make it, link it, explain it.” 🗣️ Say it: “My piece shows ___.” · “It connects to the novel because ___.” · “Before this unit I thought ___; now I think ___.”
- Goal: 100%
Watch for this mistake
- Making a project that is only decoration with no connection to the texts.
- Forgetting to explain the connection out loud or in writing.
Students do not need accounts; progress stays on each device.