Search Results (22)

View
Selected filters:
  • MCCRS.ELA-Literacy.RI.11-12.6
1897 Petition Against the Annexation of Hawaii
Conditions of Use:
Read the Fine Print
Rating

This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.

Primary source images, standards correlation, and teaching activities are included in this resource.

Subject:
U.S. History
Material Type:
Activity/Lab
Lesson Plan
Provider:
National Archives and Records Administration
Date Added:
08/24/2007
After Newtown: National Rifle Association Vs. Gun Control
Conditions of Use:
Read the Fine Print
Rating

In the wake of the tragic school shooting in Newtown, CT, students learn about and discuss renewed calls for gun control and the National Rifle Association's history of successfully resisting such reforms.

Subject:
U.S. History
Material Type:
Lesson Plan
Reading
Provider:
Morningside Center for Teaching Social Responsibility
Provider Set:
Teachable Moment
Author:
Mark Engler
Date Added:
01/25/2013
Analyzing Informational Text
Conditions of Use:
Read the Fine Print
Rating

In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Lesson Plan
Provider:
Utah Education Network
Date Added:
08/12/2013
Classical Appeals and War Speeches
Conditions of Use:
Read the Fine Print
Rating

This set of lessons extends over several days. Students watch a Prezi and take notes about the classical appeals (ethos, pathos, and logos). Students then read and annotate (focusing on the classical appeals) Winston Churchill's "Be Ye Men of Valour" and Franklin Delano Roosevelt's "Pearl Harbor Address to the Nation." Students work in groups to complete a graphic organizer which helps them analyze the classical appeals in the speeches. Finally, students write an analysis of ethos, pathos, and logos in one of the speeches.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Unit of Study
Provider:
Utah Education Network
Date Added:
08/10/2013
Remix
#DoNow w/ GoPro Project--by Sara Layton
Conditions of Use:
Remix and Share
Rating

This resource introduces the DoNow project in conjunction with the GoPro challenge. It explains how to implement this curriculum into a language arts classroom (virtual, bricks and mortar, or blended), with an overview, detailed plan, assignments and rubrics, and other resources.

This resource provides lesson plans aligned to CC Standards for language arts that can be adapted to a wide range of LA levels, from middle to high school.

Subject:
Arts and Humanities
Business and Communication
Mathematics
Social Science
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Author:
Sara Layton
Date Added:
08/08/2019
English Language Arts 11
Conditions of Use:
Read the Fine Print
Rating

English III, American Literature, explores the literature of America from the narratives of the early colonists to the foundational documents of our forefathers, and the literature of our modern times. In English III, you will gain a firm grasp of the various literary periods throughout American history as well as the ability to analyze different genres and styles of notable American authors. As you progress through the course, you will gain an appreciation for American literature and an understanding of how the literature of the day acted as a reflection of the historical period from which it evolved. This course will also give you the opportunity to hone your own writing skills as you identify the characteristics of effective writing for a variety of different purposes and audiences.

Subject:
English Language Arts
Material Type:
Activity/Lab
Full Course
Reading
Unit of Study
Provider:
The Saylor Foundation
Date Added:
08/05/2013
English Language Arts, Grade 11
Conditions of Use:
Remix and Share
Rating

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
English Language Arts, Grade 11, American Dreamers
Conditions of Use:
Remix and Share
Rating

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, The American Short Story
Conditions of Use:
Remix and Share
Rating

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Global Issues
Conditions of Use:
Remix and Share
Rating

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Project: Self-Portrait
Conditions of Use:
Remix and Share
Rating

This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Satire and Wit
Conditions of Use:
Remix and Share
Rating

Students will consider the different ways that humor can be used by a writer to criticize people, practices, and institutions that he or she thinks are in need of serious reform. Students will read satirists ranging from classical Rome to modern day to examine how wit can be used to make important points about culture.

ACCOMPLISHMENTS

Students research an aspect of modern life that they would like to lampoon.
Students read from satirists across history to absorb the style and forms of humor and institutions satirized.
Students write their own satire, drawing on techniques of famous satirists to criticize their targets.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What is satire, and when is it too harsh?
How can humor and irony make you more persuasive?
What do you think is funny? How far would you go to satirize it?
Who gets more reaction—satirists or protestors?

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law
Conditions of Use:
Remix and Share
Rating

The laws that govern and the social norms that regulate society are not always fair, legal, moral, or ethical. What is a person to do about all this injustice? What are the hazards of righting injustices or changing social norms? And what are the dangers of doing nothing?

ACCOMPLISHMENTS

Students read and annotate Antigone, “Letter from a Birmingham Jail,” and Pygmalion.
Students write a literary analysis showing the effect of social class or the law on a character’s life.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
How does social class affect a person in dealing with the law (protect a person, hurt a person)?
How is social class determined in America and in other places in the world?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
Grade 11 ELA Module 2
Conditions of Use:
Remix and Share
Rating

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
09/15/2014
Grade 11 ELA Module 3
Conditions of Use:
Remix and Share
Rating

In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, 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. The research-based argument paper synthesizes and articulates several claims using valid reasoning and relevant and sufficient evidence to support the claims. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.

Subject:
Composition and Rhetoric
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
09/15/2014
Grade 12 ELA Module 1
Conditions of Use:
Remix and Share
Rating

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
Date Added:
10/22/2014
Grade 12 ELA Module 2
Conditions of Use:
Remix and Share
Rating

Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2. In 12.2.1, students first read “Ideas Live On,” a speech that Benazir Bhutto delivered in 2007. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, “Civil Disobedience.”

Subject:
Reading Literature
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
02/20/2015
Grade 12 ELA Module 3
Conditions of Use:
Remix and Share
Rating

In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 12.1 and 12.2, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. Module 12.3 fosters students’ independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
04/09/2015
Structure and Detail in "A Long Thin Line"
Conditions of Use:
Read the Fine Print
Rating

This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.

Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Lesson Plan
Unit of Study
Provider:
Utah Education Network
Date Added:
08/10/2013