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\nEngageNY\n
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\nGrade 9 ELA Module 2: Unit 1, Lesson 4\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nTrue, you may be very, very dreadfully nervous, but a literary analysis unit will set your mind at ease. Learners study the narrator's point of view in Edgar Allan Poe's \"The Tell-Tale Heart\" and analyze how it contributes to a...\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2, Unit 2, Lesson 2\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nContinue a thoughtful analysis of Sophocles' Oedipus the King by discussing the importance of dialogue within the play's structure. Ninth graders examine how Oedipus speaks about himself to his subjects and Creon before recording their...\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2, Unit 2, Lesson 7\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nThe accusations begin in Sophocles' Oedipus the King, with troublemakers and enemies abound. As learners delve deeply into the sights unseen, they review textual evidence from their readings to write about the importance of timing in the...\n
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\n\"Context\n\n
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\nCurated OER\n
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\nContext Clues, Plot Structure, Conflict, and Personal Narrative Essay\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhat are the elements of a personal narrative? Get your class talking by reading \"The Necklace\" and \"A Dangerous Game.\" The activity focuses primarily on defining certain vocabulary terms (like context clues, plot, conflict, climax,...\n
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Worksheet
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\n\"Text\n\n
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\nCurated OER\n
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\nText Structure 2\n

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\n\nFor Students\n\n4th - 6th\n
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\nIn this reading instructional activity, learners read different passages of text and fill out graphic organizers for each one. Students read 6 texts total.\n
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Unit Plan
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\n\""The\n\n
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\nSavvas Learning\n
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\n\"The Digestive Process Begins\" and \"Final Digestion and Absorption\"\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWant your class to digest text more thoroughly? Middle schoolers learn about the digestive system in the lesson and reinforce informational text reading skills through a variety of strategies. They engage in a close reading...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Author’s Craft: Analyzing Shakespeare’s Craft: Part 2\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nAnnoyed or bewitched—how does an author's word choice affect a text? Scholars begin the instructional activity by analyzing word choice in Shakespeare's A Midsummer Night's Dream. Next, learners take a closer look at the narrative...\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2: Unit 1, Lesson 8\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nRid yourself of unsupported analytic writing forever with a mid-unit assessment focused on Edgar Allan Poe's \"The Tell-Tale Heart.\" As ninth graders formulate an essay based on evidence from the first seven lessons in the unit, they...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Text-Dependent Questions about “The TV Guy”\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nSay hi to the TV guy. Readers finish their mid unit assessments by reading The TV Guy and answering text-dependent questions. Learners complete multiple choice as well as short and long answer questions pertaining to comprehension,...\n
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Lesson Plan
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\nEngageNY\n
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\nGrade 9 ELA Module 3, Unit 1, Lesson 2\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nAutism isn't an illness or a disability. In the first chapter of Animals in Translation, we learn about Temple Grandin's unique ability to understand animals through her experience with autism. Having read pages four through eight for...\n
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Worksheet
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\n\"Tone\n\n
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\nE Reading Worksheets\n
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\nTone Worksheet 1\n

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\n\nFor Students\n\n6th - 9th\n\nStandards\n
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\nDiscern the tone in four selected poems with a straightforward assignment. Junior high readers analyze the authors' word choice and text structure to define a tone for each poem, as well as each poem's meaning.\n
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\n\"Guided\n\n
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\nCurated OER\n
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\nGuided Reading with Elizabeti's Doll\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nPractice reading strategies using Elizabeti's Doll by Stephanie Stuve-Bodeen. Readers utilize decoding and comprehension strategies before, during, and after reading the story. A detailed list of text features, high frequency words,...\n
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PPT
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\n\"Informational\n\n
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\nCurated OER\n
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\nInformational Text Features \n

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\n\nFor Teachers\n\n7th - 9th\n
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\nHow can you tell if the text you're reading is informational or narrative? Show your reading class this basic PowerPoint to illustrate the characteristics of an informational text. What makes this presentation especially effective is...\n
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\n\"Description\n\n
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\nCurated OER\n
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\nDescription Paragraphs\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nYoung writers use the provided Halloween-themed template to record information gathered after researching a topic related to the October holiday. Six different expository text structures are suggested as a guide; however, information on...\n
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\n\"Are\n\n
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\nAre Plants Useful to Man?\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nHere is a presentation geared toward very young learners. Each slide includes one or two sentences using simple text and related clip art to describe and illustrate one way we use plants in our everyday life. This PowerPoint provides...\n
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Assessment
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\n\"Writing\n\n
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\nFluence Learning\n
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\nWriting About Informational Text: Music and the Brain\n

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\n\nFor Students\n\n6th\n\nStandards\n
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\nEven if you've never picked up a musical instrument, chances are that music has directly impacted your mental and emotional development. Sixth graders engage in a reading activity in which they read two articles on the impact of music on...\n
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\n\"Introducing\n\n
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\nCurated OER\n
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\nIntroducing Nonfiction\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents are introduced to nonfiction text. In this five esson unti, students explore nonfiction as a genre. They identify the components and text structure of text structure of nonfiction text. Students read a nonfiction passage and...\n
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction To Literary Analysis\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nExplore the fascinating ways in which authors use specific literary devices to create interesting and realistic texts. Using non-fiction articles with the subject of rogue waves, an excerpt from The Perfect Storm, by Sebastian Junger,...\n
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\n\"Irony\n\n
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\nCurated OER\n
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\nIrony\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhat are the three types of irony? High schoolers engage in a lesson about the use of irony while reading O.Henry's short story \"Gift of the Magi.\" They'll discuss rising action, climax, and resolution in the text before highlighting the...\n
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\n\"Edgar\n\n
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\nCurated OER\n
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\nEdgar Allen Poe And The Art Of Composition\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers evaluate several works by Edgar Allen Poe based on the criteria in his essay, \"The Philosophy of Composotion\" Their analysis is documented using a graphic organizer. Learners begin the pre-writing process for their own...\n
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\n\"Alexander\n\n
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\nAlexander Graham Bell\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudy the features of nonfiction text with a set of comprehension and analysis materials. Readers learn about Alexander Graham Bell with questions about the text, writing prompts, and proofreading activities.\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2, Unit 2, Lesson 3\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nThe manipulation of time is one of the most essential elements in Sophocles' Oedipus the King. As your language arts class participates in a jigsaw discussion activity, they work together to analyze the play's plot structure and...\n
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Organizer
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\n\"Academic\n\n
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\nCurriculum Corner\n
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\nAcademic Reading Vocabulary\n

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\n\nFor Students\n\n3rd - 6th\n\nStandards\n
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\nFrom A to Z, learners define, draw, and find examples of specific reading focus skills in an alphabetized reading vocabulary packet. Words include dialogue, theme, text structure, genre, paraphrase, and many more.\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2, Unit 2, Lesson 1\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nDelve into the heart of dramatic dialogue with a unit focused on Oedipus the King by Sophocles. Having completed an online exploration about ancient Greece beforehand, ninth graders read the play's opening lines and analyze how...\n
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