Students compare attending a performance at The Globe Theater with attending a modern theater production or movie. They then create a commercial for an Elizabethan audience promoting a modern product.
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.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In an eight week unit of study, students will explore concepts of migration through the lens of cultural identity and perspective. What are elements of culture that shape us, shape how we see others, and shape how we are seen in return? Students will investigate shifts in cultural norms and stereotypes specific to forced migration and captivity as depicted in The Tempest by William Shakespeare and supplemented through a variety of texts, discussions, and reflections.
A short quiz on CCSS.ELA-Literacy.RL.9-10.7 featuring Peter Paul Rubens painting, "Cronos devouring one of his children", and a passage from Hesiod's "Theogony". The Dale-Chall index of "Theogony" is 11-12, and the Flesch-Kincaid index is 14.9.