EngageNY ELA Resources Collection Resources (86)

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Grade 4 ELA Module 2A
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Students learn about what life was like in Colonial America. They go ...

Students learn about what life was like in Colonial America. They go on to study the many roles people played in a colonial settlement and how necessary their interdependence was for survival. Students select one role to explore more deeply through various forms of nonfiction texts. With an emphasis on making inferences, summarizing informational text, basic research (note-taking and pulling together information from a variety of texts), this module will foster students’ abilities to synthesize information from multiple sources and integrate research into their writing. At the end of the module, students participate in several critique experiences during the revision process as they write a research-based narrative that vividly describes an event in a colonist’s life.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
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EngageNY
Grade 7 ELA Module 1
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In this 8 eight-week module, students explore the experiences of people of ...

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War. 

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 3 ELA Module 3B
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In this eight-week module, students explore the questions: “Who is the wolf ...

In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they research real wolves by reading informational text. Finally, for their performance task, students combine their knowledge of narratives with their research on wolves to write a realistic narrative about wolves.

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 9 ELA Module 3
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In Module 9.3, students engage in an inquiry-based, iterative process for research. ...

In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.

Subject:
Reading Informational Text
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Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 12 ELA Module 1
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Module 12.1 includes a shared focus on text analysis and narrative writing. ...

Module 12.1 includes a shared focus on text analysis and narrative writing. Students read, discuss, and analyze two nonfiction personal narratives, focusing on how the authors use structure, style, and content to craft narratives that develop complex experiences, ideas, and descriptions of individuals. Throughout the module, students learn, practice, and apply narrative writing skills to produce a complete personal essay suitable for use in the college application process.

Subject:
Composition and Rhetoric
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 12 ELA Extension Module
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In this 12th grade Extension Module, students can go deeper into analyzing ...

In this 12th grade Extension Module, students can go deeper into analyzing arguments, as they outline, analyze, and evaluate the claims that Michelle Alexander makes in|The New Jim Crow: Mass Incarceration in the Age of Colorblindness, paying attention to her use of rhetoric to convey her ideas. Please note that this 12th grade Extension Module is an extra module that has been developed as part of the 12th grade ELA modules; grades 9-11 do not have additional or extension modules. A full year of curriculum is available for 12th grade through modules 1-4.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 10 ELA Module 3
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In Module 10.3, students engage in an inquiry-based, iterative process for research. ...

In Module 10.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 7 ELA Module 2B
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In this module, students explore the concept of personal identity formation and ...

In this module, students explore the concept of personal identity formation and transformation in both historical and modern-day societies. The module begins with an overview of what “identity” means and how it can mean different things to different people. In Unit 1, students read first-person narratives that focus on various social identifiers—from race to gender to socioeconomic status—as they begin to frame their understanding of what identity means. Students read informational text, identifying central ideas, analyzing how an author develops his or her claims, and identifying how the sections of the text interact to form those ideas. 

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 5 ELA Module 3A
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This module begins with a brief study of the importance of sports ...

This module begins with a brief study of the importance of sports in American culture over time. The heart of this module is a whole class study of the short but challenging biography Promises to Keep: How Jackie Robinson Changed America (1030L) by his daughter, Sharon Robinson. (Students will read selected segments; some of these will be read aloud.) Students will analyze Jackie Robinson as a specific example of an athlete who served as a leader who broke barriers in society. They will also begin to study argumentative writing, analyzing how the author Sharon Robinson provides evidence to support her opinions. In Unit 3, students then choose to learn about one of three other respected sports figures (Roberto Clemente, Babe Didrikson, or Jim Thorpe). Students will develop their understanding of the cultural context in which these athletes competed and the barriers these athletes broke during the times in which they lived. Students will build their research skills by reading biographical articles and other informational texts and by participating in Webquests. They also will continue to build their skills to write arguments based on multiple sources, focusing on crafting clear opinions and providing sufficient reasons and evidence. For the final performance task, each student will write a letter to a publishing company explaining the need for a biography about their selected athlete, in which they discuss the athlete, evaluate the barriers that he/she broke during the era in which he/she lived, and give an opinion about the importance of that athlete’s impact on American society. They must support their opinions with evidence from their research. 

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 6 ELA Module 2A
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What are “rules to live by”? How do people formulate and use ...

What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts. At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme. Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel. In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples.

Subject:
Composition and Rhetoric
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 6 ELA Module 4
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In this eight-week, research-based module, students explore the benefits and harmful consequences ...

In this eight-week, research-based module, students explore the benefits and harmful consequences of the use of the controversial pesticide DDT. In Unit 1, students begin the novel Frightful’s Mountain (640L) by Jean Craighead George. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to think about the interactions between people and the natural world. They also will read informational texts and watch videos to gather evidence and trace arguments about the uses, benefits, and harmful consequences of DDT, its affects on the environment, and its use in the battle against malaria. At the end of this unit, students will participate in a Fishbowl discussion to begin to articulate their evidence-based opinions about the central question: “Do the benefits of DDT outweigh its harmful consequences?” In Unit 2, students will read the remainder of the novel, focusing on the how the main character, Frightful, is affected by the actions of other people and her own interactions with the natural world. Students also will engage in a research project, continuing to explore the central question of the module. Students will read several complex texts, both print and digital, in order to collect relevant information in a structured researcher’s notebook. To help them grapple with this issue, students learn a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine—based on evidence and their own values—what they believe can and should happen. Unit 2 culminates with students synthesizing all their reading thus far in order to make and present their own evidence-based claim about the use of DDT. In Unit 3, students choose the most compelling evidence and write a position paper in which they support the claim they made (at the end of Unit 2). As a mid-unit assessment, students will submit their best draft of this position paper. As an end of unit assessment, students will submit a published copy, as well as a reflection on the writing process. As the final performance task, students share their findings by creating a scientific poster and presenting that poster to peers during a hosted gallery. 

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 11 ELA Module 4
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In this module, students read, discuss, and analyze literary texts, focusing on ...

In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 8 ELA Module 3B
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In this module, students will study the U.S. civil rights movement, focusing ...

In this module, students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they will consider the different ways in which the story of The Little Rock Nine has been told.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 4 ELA Module 4
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In this module, students will read, write, and speak about the topic ...

In this module, students will read, write, and speak about the topic of voting rights and responsibilities. In the first two units, students will read informational texts that focus on the women’s suffrage movement and the leadership of New Yorker Susan B. Anthony. Specifically, they will read firsthand and secondhand accounts of her arrest and trial for voting in a time when women were outlawed from doing so. Students then read The Hope Chest by Karen Schwabach, a historical fiction novel set in the weeks leading up to the passage of the 19th Amendment. They will continue to examine the idea of leaders of change and explore the theme “making a difference” by collecting evidence on how selected characters make a difference for others. After completing the novel, students will analyze this theme in selected passages of the novel and write an essay

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 4 ELA Module 1A
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Module 1A focuses on building community by making connections between visual imagery, ...

Module 1A focuses on building community by making connections between visual imagery, oral accounts, poetry and written texts of various cultures with a focus on the Haudenosaunee (Iroquois) culture. Students will determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully.| Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. The module reinforces the fact that Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New York region and state, and continue to contribute to the region’s history.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 8 ELA Module 2A
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In this second module, students will continue to develop their ability to ...

In this second module, students will continue to develop their ability to closely read text while studying the theme of taking a stand. During the first half of Unit 1, students will read two speeches reflecting examples of real people taking a stand. By reading these speeches they will build background knowledge about the module’s overarching theme, engage in a study of the speaker’s perspective, and analyze the craft of forming an argument. In the second half of Unit 1, students will read Part 1 ofTo Kill a Mockingbird by Harper Lee and continue to study the theme of taking a stand as it is revealed in the novel. Students will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character. This analysis will provide details and evidence for students to use in their end of Unit 2 argument essay. In addition to reading and studying the text, students will view excerpts of the To Kill a Mockingbird film that strongly convey the novel’s themes, and they will analyze how the film remains true to the original text as well as how it veers from the original.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 8 ELA Module 1
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In this module, students will develop their ability to read and understand ...

In this module, students will develop their ability to read and understand complex text as they consider the challenges of fictional and real refugees. In the first unit, students will begin Inside Out & Back Again, by Thanhha Lai, analyzing how critical incidents reveal the dynamic nature of the main character, Ha, a 10-year-old Vietnamese girl whose family is deciding whether to flee during the fall of Saigon. The novel, poignantly told in free verse, will challenge students to consider the impact of specific word choice on tone and meaning. Students will build their ability to infer and analyze text, both in discussion and through writing. They then will read informational text to learn more about the history of war in Vietnam, and the specific historical context of Ha’s family’s struggle during the fall of Saigon. In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey universal themes of refugees’

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 3 ELA Module 2A
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In this module, students will use literacy skills to become experts— people ...

In this module, students will use literacy skills to become experts— people who use reading, writing, listening and speaking to build and share deep knowledge about a topic. (This focus on research intentionally builds Module 1, in which students explored the superpowers of reading.) The module will begin with a class study of the bullfrog, an example of a “true frog,” that exhibit quintessentially froggy characteristics. In Unit 2, students will form research groups to become experts on various “freaky” frogs—frogs that push the boundaries of “froginess” with unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their reading, research, writing and collaborative discussion skills through studying their expert frog. Throughout the module, students will consistently reflect on the role of literacy in building and sharing expertise. Students will demonstrate their expertise through a “freaky frog trading card”—a research-based narrative that highlights their research and educates others about the amazing diversity of frogs with a focus on how their freaky frog survives. 

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 5 ELA Module 2B
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In this eight-week module, students learn about new or improved technologies that ...

In this eight-week module, students learn about new or improved technologies that have been developed to meet societal needs and how those inventions have changed people’s lives. They conduct authentic research to build their own knowledge and teach others through writing. In Unit 1, students read the graphic novel Investigating the Scientific Method with Max Axiom, Super Scientist by Donald B. Lemke as well as several informational articles about inventions that have been developed to meet people’s needs. Students learn about and analyze structures and visual elements authors use to convey complex ideas. Then, they will write a short opinion paragraph about which of the inventions they learned about has been most important to people and why. In Unit 2, students will read The Boy Who Invented TV: The Story of Philo Farnsworth by Kathleen Krull, focusing on how the television was invented to meet societal needs.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Grade 8 ELA Module 4
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In this module, students analyze arguments and the evidence used to support ...

In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the US. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the US and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1,W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY