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American Gothic Unit
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In this unit students gain an understanding of the elements of gothic literature as evidenced in four short stories: The Raven (Poe), The Masque of the Red Death (Poe), The Yellow Wallpaper (Gilman), and the Lottery (Jackson). Vocabulary is included for each story. Lessons focus on using text evidence to support analysis for tone, diction, inferencing, character analysis, author's purpose, and irony. Lessons include both independent and small group work, shorter writing tasks, small and large group discussion, and other opportunities for instructors to differentiate the lesson to suit classroom needs.

Subject:
Literature
Material Type:
Unit of Study
Author:
Liz Davie
Date Added:
06/08/2018
"Civil Disobedience" Excerpt Seminar
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This lesson plan is to be used for a seminar on an excerpt of Henry David Thoreau's work, "Civil Disobedience." The plan will follow the Paideia concept to discuss the great ideas of the text. The plan will provide a pre-guide activity, coaching activity, inner circle seminar questions, outer circle questions and a post writing assignment.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Francis Bryant
Date Added:
06/25/1999
The Crucible Unit
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This unit explores multiple themes in both the play The Crucible and real historical contexts in order to deepen our understanding of human nature while sharpening our literary analysis skills. As students read, heavy emphasis is placed on using textual evidence to support character and theme analysis. Students will also work on strengthening research skills. The summative assessment involves analyzing how a common theme can be seen during both the play and the McCarthy trials based on analysis of a variety of sources.

Subject:
English Language Arts
Material Type:
Unit of Study
Author:
Margaret Murray
Date Added:
08/26/2019
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, Much Ado About Nothing
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This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

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 are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

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.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Name That Theme
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In this short unit, students will spend three lessons exploring the importance of themes and main ideas in fiction and informational texts.  Now would be a good time to have them take an assessment of their reading and writing skills. They'll explore theme through O. Henry's classic short story  "The Gift of the Magi" and consider how this piece compares to the main idea in the article "The Proven Power of Giving, Not Getting."

Subject:
English Language Arts
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Revolution
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People often say that mankind should learn from history. Charles Dickens, whose books are considered classics, set his novel A Tale of Two Cities in the past. He wanted his readers to learn from the bloody French Revolution and from the widespread brutality in London. Both cities (Paris and London) offer the reader a glimpse into dark and dangerous times. As students read about Dickens's Victorian setting and learn his view of the French Revolution, they will think about what makes a just world. Students will have a chance to think about their own experiences, and, using techniques they have learned from Charles Dickens, they will do some writing that sends a message about your own world.

ACCOMPLISHMENTS

To complete the unit accomplishments, students will:

Read the Charles Dickens novel A Tale of Two Cities.
Read several short pieces, including a biography of Dickens and excerpts from other literature, to help them understand Dickens’s world and the world of the novel.
Explore new vocabulary to build their ability to write and speak using academic language.
Practice close reading and participate in several role plays and dramatic readings to help them experience the dramatic writing style of Charles Dickens.
Write a vignette and a short narrative piece, and practice using descriptive detail and precise language.
Write a reflection about the meaning of Dickens’s novel.

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 does good storytelling affect the reader, and how can a good story promote change in the world?
What was the Victorian view of gender roles?
How can power be abused?
What is loyalty ? What are the limits of loyalty?

Subject:
English Language Arts
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, The American Short Story
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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
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The 12th 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 12th 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. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. 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 12, Global Issues
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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, Global Issues, The Tempest: Who Is Civilized?, Examining Characters Actions & Persona
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In this lesson, students will write about and discuss this question: Who is enslaved in The Tempest? They’ll read, annotate, write about, and discuss act 5. Then students will take on the persona of one of the characters and explain their actions.

Subject:
English Language Arts
Composition and Rhetoric
Material Type:
Lesson Plan
Provider:
Pearson
English Language Arts, Grade 12, Project: Self-Portrait
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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
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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, Shakespeare on Love
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In this 5-day unit, students will explore the topic of love. After reading six poems from writers in the 16th and 17th centuries, they will decide which poet had a better idea than the others about how to express love to a young woman.

Subject:
English Language Arts
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Social Class and the Law
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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
English Language Arts, Grade 12, Things Fall Apart
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In our lives, we are constantly telling stories to ourselves and to others in an attempt to both understand our experiences and present our best selves to others.  But how do we tell a story about ourselves that is both true and positive? How do we hold ourselves up in the best possible light, while still being honest about our struggles and our flaws? Students will explore ways of interpreting and portraying personal experiences.  They'll read Chinua Achebe's novel Things Fall Apart , analyzing the text through the eyes of one character. They'll get to know that character's flaws and strengths, and they'll tell part of the story from that character's perspective, doing their best to tell an honest tale that presents their character's best side. Then they'll explore their own stories, crafting a personal narrative about an important moment of learning in his or her life.

ACCOMPLISHMENTS

Students read and analyze Chinua Achebe’s Things Fall Apart , viewing the events and conflicts of the novel through the eyes of one of the central characters.
Students write a two-part narrative project: one narrative told through their character’s perspective and one personal narrative about an incident in their own 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 our conflicts shape and show our character?
How can we tell a story about ourselves that’s both honest and positive?
How do definitions of justice change depending on the culture you live in?
What are ways individuals can react to a changing world? To a community that doesn’t accept us?

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
Examining Groupthink in Texts
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This assignment ties thematically into texts concerning Mob Mentality, Cliques, and Groupthink. Students are asked to evaluate the psychology behind groupthink and relate it to written and world texts they have encountered.

Subject:
Education
English Language Arts
History
Material Type:
Activity/Lab
Homework/Assignment
Reading
Author:
Nan Danehower
Date Added:
01/28/2016
Grade 11: Writers on Writing (Remix) Days 3 to 5
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Unit Overview:  The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.  Days 3 to 5 Overview:   These plans are for Days 3 to 5 of the Writers on Writing Unit. On day 3, students listen to podcasts about different perspectives on struggling to read. They then complete a pre-assessment, reading and analyzing a literacy narrative with guided style analysis notes. Students will then review the pre-assessment activity in preparation for reading their own selections of professional literacy narratives on day 2. The lesson will culminate with students writing an analysis of a professional literacy narrative. Image source: "Idea" from Pxhere.com

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Audrey Ruoff
Date Added:
06/27/2018
Remix
The Grea
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This activity can be used after reading Chapter 5 of The Great Gatsby. Listening and watching the video for Lana Del Rey's song, and title track for the film, students will dig deep into the lyrics of the song identifying figurative language, draw connections between the lyrics of the song and direct quotes from the text, and have meaningful discussion about point-of-view and symbolism in the video. Guaranteed to engage students and make valuable text to text connections!

Subject:
Arts and Humanities
Education
English Language Arts
Social Science
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Interactive
Author:
Melanie Kelly
Date Added:
08/08/2019