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  • CCSS.ELA-Literacy.RL.9-10.2
10th Grade Literature : Nonfiction Two
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10th Lit Comp 13 1oth Lit Nonfiction Two S. Nonfiction Two. Introduction Revising and Editing Your Writing Nonfiction Review Biographies and Autobiographies Assignments Review Final Assessments Novel Research Project Requirements 10th Grade Literature

Subject:
English Language Arts
Material Type:
Module
Provider:
Georgia Virtual
Author:
Georgia Virtual School
Date Added:
06/01/2018
The Passion of Punctuation
Read the Fine Print
Some Rights Reserved
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Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).

Subject:
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Activity/Lab
Unit of Study
Provider:
ReadWriteThink
Provider Set:
ReadWriteThink
Date Added:
08/29/2013
English Language Arts, Grade 11, Revolution, Dickens as Storyteller, A Tale of Two Cities
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In this lesson, to help you enter into the world of A Tale of Two Cities, you will think about Dickens’s time period and the reasons that he wrote a novel that takes place before he was born.In this lesson, to help them enter into the world of A Tale of Two Cities, students will think about Dickens’s time period and the reasons that he wrote a novel that takes place before he was born.

Subject:
English Language Arts
Reading Literature
Material Type:
Lesson Plan
Provider:
Pearson
Date Added:
09/21/2015
Call of the Wild  Close Reading Resources
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The attached close reading activities go with the novel The Call of the Wild by Jack London and are aligned to 9-12 CC ELA standards and focus on analyzing word choices, interpreting literary techniques, and determining themes.  Full Text: https://www.gutenberg.org/files/215/215-h/215-h.htm Audio Link: https://www.youtube.com/playlist?list=PLVuRdoIItQC9ER0sqT4CTUV1uu7pi1JDK 

Subject:
Literature
Material Type:
Assessment
Homework/Assignment
Author:
Margaret Murray
Date Added:
03/27/2020
Quiz RL.2: The Road Not Taken
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A short quiz on CCSS.ELA-Literacy.RL.9-10.2, featuring Robert Frost's poem, "The Road not Taken". The poem has a Dale-Chall difficulty level of 7-8, and a Flesch-Kincaid level of 12.8.

Subject:
Arts and Humanities
Material Type:
Assessment
Author:
Terrence Reilly Jr.
Date Added:
01/28/2016
Grade 9 ELA Module 2
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In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
04/01/2013
Grade 9 ELA Module 1
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In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
09/02/2013
Understanding and Evaluating Foreshadowing
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This module is intended for adult learners with some previous high school education who are pursuing the completion of their GED. This lesson focuses on identifying and evaluating foreshadowing, targeting the Common Core Readiness Standards for ELA/Literacy 2. Adult learners will read, analyze, and evaluate foreshadowing in multiple examples. This module involves reading, viewing, and writing components.

Subject:
English Language Arts
Material Type:
Activity/Lab
Diagram/Illustration
Lesson Plan
Module
Teaching/Learning Strategy
Author:
Christina Bouwens
Date Added:
05/31/2016
English Language Arts, Grade 11
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The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
10/06/2016
Remix
Primary Source Exemplar: Progress, Conflict, and Outcomes
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This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.

Subject:
English Language Arts
Material Type:
Lesson Plan
Teaching/Learning Strategy
Author:
Erik Iwersen
Date Added:
08/08/2019
To Kill a Mockingbird Running Theme Log
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As you read To Kill a Mockingbird each week, you will fill out your copy of the Running Theme Log for the theme you have selected.  Once you have selected your theme, you will track and analyze it for the next several weeks, so make sure you pick a theme you are most interested in.  You must have at least 1 entry per week but will likely find that you will have 3 or more entries a week depending on the theme you selected.  There is no maximum for the number of entries you can have, only a limit of at least 1 per week. Running Theme Log: https://docs.google.com/document/d/1RWgozZZVN33CYmS9-soA_8FkklBoW7Yv10UehaZX-4A/edit?usp=sharing

Subject:
Reading Literature
Material Type:
Homework/Assignment
Author:
Melissa Daley
Date Added:
06/01/2021
Women and Revolution: In the Time of the Butterflies
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Set in the Dominican Republic during the rule of Rafael Trujillo, In the Time of the Butterflies fictionalizes historical figures in order to dramatize the Dominican people's heroic efforts to overthrow this dictator's brutal regime. In the following activities, students will examine the actions of the characters in the novel and discuss an all encompassing definition for courage.

Subject:
Literature
History
Material Type:
Lesson Plan
Provider:
National Endowment for the Humanities
Provider Set:
EDSITEment!
Date Added:
09/06/2019
Great Gatsby Relevant Themes
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Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

Subject:
Language Education (ESL)
Material Type:
Lesson Plan
Author:
Quynn Hickey
Hannah Hogenkamp
Sammi Shapiro
Date Added:
10/05/2016
Propaganda & Animal Farm
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This unit is designed to accompany the study of George Orwell's Animal Farm. Resources encourage students to recognize a variety of propaganda techniques and to connect those techniques to media that they can find in their everyday lives. Resources also help students to understand the historical uses of propaganda by governments and political parties to influence public opinion. Resources can be used independently of the novel.

Subject:
Graphic Arts
Literature
Communication
Graphic Design
Composition and Rhetoric
World History
Political Science
Material Type:
Homework/Assignment
Lecture Notes
Lesson
Author:
Shana Ferguson
Date Added:
05/29/2021
GIST Summaries
Read the Fine Print
Educational Use
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GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson students work together summarizing larger and larger portions of text, but keeping their summaries at 25 words or fewer. Students will be able to summarize portions of informational or literary text. Students will be able to work in small groups to think critically about and discuss text.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Utah Education Network
Date Added:
08/12/2013
Remix
Text Evidence for Analysis
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Whether freshmen or AP seniors, students often forget to back up their statements about texts with evidence for support or to begin with the text when considering answers to literary questions.  The more we ask them to provide textual evidence in discussion, analysis activities, essays, and on tests, the more ingrained this important skill will become.  This lesson was designed for freshmen at the beginning of the year as they begin analyzing literature.  The handout and question refer specifically to the story "Poison" by Roald Dahl, but feel free to remix the lesson to work with another text, older students or nonfiction.

Subject:
Literature
Reading Literature
Material Type:
Lesson Plan
Author:
Kim Grissom
Date Added:
10/09/2017
Analyzing Motifs of Home in a Segregated World
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This is an English literature lesson plan that analyzes the motif of home in the context of post World War II segregation in California based on the book Devil in a Blue Dress by Walter Mosley. It is one lesson in a series of interdisciplinary lessons that are detailed in the plan.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Author:
Jah-Yee Woo
Sarah Ahmed
Johanna Langill
Date Added:
01/28/2016
Grade 10 ELA Module 4
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In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
07/09/2014