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Unit Plan
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\n\"Unit\n\n
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\nCore Knowledge Foundation\n
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\nUnit 7: Anne Frank’s Tales from the Secret Annex Teacher Guide\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nFrequently banned, often challenged, a mainstay of middle school curriculum, Tales from the Secret Annex, is the featured text in the seventh unit in the Teacher Guide Core Knowledge Program. The 134-page guide includes an...\n
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Lesson Plan
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\n\"An\n\n
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\nCurated OER\n
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\nAn Ideal for Which I Am Prepared to Die\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nEnglish language learners have an opportunity to closely examine the academic language in portions of Nelson Mandela's famous 1964 Court Speech, \"An Ideal for Which I Am Prepared to Die,\" with a instructional activity that looks at key...\n
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\n\"It’s\n\n
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\nK20 LEARN\n
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\nIt’s Raining Whats and Whats? Colloquial Language\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\n\"Yuns betta outten the lights!\" Colloquial language is the focus of a lesson plan that asks middle schoolers to consider the pros and cons of using idioms. They read articles, match expressions with their meaning and place of origin, and...\n
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\n\"Is\n\n
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\nK20 LEARN\n
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\nIs Pizza Epic? Word Choice\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nRemember when everything was Fantastic! Fabulous! Awesome! Iconic! A series of activities encourages young writers to move beyond these overused descriptors and instead choose a more precise language.\n
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Interactive
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\n\"Cognates\n\n
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\nTexas Education Agency (TEA)\n
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\nCognates (English III Reading)\n

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\nDid you know that \"30-40 percent of all words in English have a related word in Spanish?\" This fact launches an interactive study of cognates appearing the same in English and Spanish. Learners demonstrate what they have learned about...\n
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Interactive
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\n\"Reference\n\n
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\nTexas Education Agency (TEA)\n
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\nReference Guides (English III Reading)\n

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\n\nFor Students\n\n11th\n\nStandards\n
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\nAn interactive resource introduces users to dictionaries, glossaries, and thesauri and the significant differences among these reference guides. Users learn which reference is best for which kind of search, examine sample entries from...\n
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Interactive
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\n\"Drawing\n\n
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\nTexas Education Agency (TEA)\n
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\nDrawing Conclusions Based on the Sufficiency and Strength of Research (English III Reading)\n

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\n\nFor Students\n\n11th\n\nStandards\n
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\nHigh school juniors learn how to construct a strong argument by crafting a claim and using neutral language backed by evidence from reliable sources. To do so, they learn to evaluate sources and evidence to support claims. They then...\n
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Lesson Plan
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 1, Unit 1, Lesson 1\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWord choice can drastically alter the tone of a piece of writing. Ninth graders read Karen Russell's short story \"St. Lucy's Home for Girls Raised by Wolves\" and use textual evidence to help them analyze how word choice affects their...\n
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\n\"Dueling\n\n
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\nAlabama Department of Archives and History\n
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\nDueling Telegrams: 1963 Verbal Power Play Between Wallace and JFK\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nInformation, inferences, and innuendos. Text and subtext. Class members examine telegrams exchanged between President John F. Kennedy and Alabama Governor George Wallace, studying both what is stated and what is implied by the...\n
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\n\"The\n\n
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\nNovelinks\n
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\nThe Heart Is a Lonely Hunter: Vocabulary List\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA staggering amount of work went into compiling this vocabulary resource for Carson McCullers' The Heart Is a Lonely Hunter. The overview provides a rationale for the strategy and information about tier 1, 2, and 3 words. The...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Do You Call Older People?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners brainstorm a list of words they use to refer to the elderly. As a class, they discuss the importance of word connotations and explain those used to refer to the older population. They complete a handout and share their thoughts...\n
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\n\"Persuasion\n\n
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\nCurated OER\n
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\nPersuasion and Use of Language\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents discuss connotative language, hyperbole, allusion, and rhetorical question. In small groups, they read one section of the \"Speech to the Virginia Convention\" and analyze these devices. Groups present their results to the class.\n
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\n\"Poetry\n\n
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\nCurated OER\n
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\nPoetry Analysis Device: TPCASTT\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents analyze the key elements of poetry using a mnemonic device.  The device: TPCASTT (title, paraphrase, connotation, attitude, shifts, title and theme).\n
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\n\"Bloody\n\n
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\nCurated OER\n
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\nBloody Business\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents research word frequencies in Macbeth and create a frozen picture inspired by a word.  In this Macbeth lesson plan, students view Blood Will Have Blood and discuss the dual meaning of the word \"blood.\"  Students...\n
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\n\"IPM\n\n
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\nCurated OER\n
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\nIPM Basics\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders recognize that the term \"pest\" has a social connotation. They distinguish between good pest management practices and poor pest management practice and demonstrate knowledge of the IPM pyramid.\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Comprehension\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents examine the title of a book and make assumptions of what words might appear inside. Then the students split the words into categories according to their connotation and compose their own stories based on the title of the book.\n
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\n\"Stylistic\n\n
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\nCurated OER\n
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\nStylistic Devices\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents review connotation and denotation and stylistic devices in poetry. They read the lyrics to a song as it is being played and then discuss the meaning of the song. As a class, students read poems, share their thoughts, and...\n
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Lesson Plan
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\n\"1704\n\n
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\nCurated OER\n
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\n1704 Attack on Deerfield\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nClass groups examine conflicting primary and secondary sources describing the 1704 attack on the fort at Deerfield by French and Native Americans and analyze the implications of discrepancies.\n
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\n\"Communication\n\n
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\nMacmillan Education\n
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\nCommunication\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nEspecially tricky for language is understanding the line between inappropriate, confrontational, (in)effective, (un)reasonable and diplomatic English. The activities in the resource permit class members to practice...\n
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Activity
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson 1- Set Design\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nLine, shape, color, texture, space. The first in a three-part series of lessons intended for advanced theatre arts classes introduces the elements of set design. Class members examine maquettes and analyze how designers have put together...\n
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Worksheet
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\n\"Winter\n\n
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\nK12 Reader\n
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\nWinter Adjectives: Shades of Meaning\n

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\n\nFor Students\n\n1st - 3rd\n\nStandards\n
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\nIs wet damper than soggy? Young grammarians consider shades of meaning by ranking a set of winter adjectives from the weakest to the strongest. \n
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Lesson Plan
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 12 ELA Module 1: Unit 1, Lesson 10\n

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\n\nFor Teachers\n\n12th\n\nStandards\n
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\nReaders examine the rhetorical devices Haley uses in chapter 8 of The Autobiography of Malcolm X, paying particular attention to the diction and syntax and how these choices reveal changes in Malcolm X's point of view.\n
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\n\"Forming\n\n
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\nEngageNY\n
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\nForming a Research-Based Claim: Cascading Consequences Charts\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nLife is all about choices and consequences. Using a Cascading Consequences chart, scholars create a visual map of the effects of a particular choice or action related to water management. With their researcher's notebooks and copies of...\n
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\n\"Choose\n\n
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\nScholastic\n
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\nChoose Your Words Wisely (Grades 9-12)\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWords, words, words. The function of words in persuasive writing is the focus of a group activity that asks members to analyze how words advertisers use are designed to influence targeted audiences.\n
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