EngageNY
Grade 10 ELA Module 2: Unit 3, Lesson 2
Is good good enough? Scholars examine claims made in a speech by Elanor Roosevelt. Roosevelt claims that people should adopt the Universal Declaration of Human Rights because it is a good document. Readers discuss their ideas in pairs,...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 6
And that's a wrap! Scholars create their concluding statement drafts by examining model text with exemplar conclusions. In pairs, they discuss how transitional words and phrases add to sentence structure and consider how their concluding...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 3
What is the distinction between rights and equality? Scholars continue their analysis of "An Address by Elizabeth Cady Stanton" using the third instructional activity from the 14-part Grade 11 ELA Module 2: Unit 2 series. Pupils complete...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 9
How do authors employ specific word choices to describe complex relationships? Scholars read and analyze the first stanza from Audre Lorde's contemporary poem "From the House of Yemanjá." Pupils determine the meanings of figurative and...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 11
In Audre Lorde's poem "From the House of Yemanjá," the speaker describes her mother's two faces, adding a whole new meaning to the phrase "two-faced." Pupils first read the final stanza of the contemporary poem. With a Quick Write, they...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 13
Two minds are better than one. Learners engage in an evidence-based discussion to identify central ideas in Audre Lorde's poem "From the House of Yamanjá" and one additional nonfiction text. They complete a Cross-Evidence Collection Tool...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 7
Give the class some clarification. Scholars determine how Du Bois develops his central ideas in the chapter "Of Our Spiritual Strivings" by refining and clarifying his ideas. They organize their thoughts by annotating and recording the...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 10
What are you implying? Scholars look at paragraphs eight and nine of the chapter "Of Our Spiritual Strivings" to determine the implications of Du Bois's use of metaphors. In groups, readers discuss the use of metaphors and add their...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 3
Go figure! Scholars examine the figurative language in the last half of W.E.B. Du Bois's work "Of Our Spiritual Strivings." They pay special attention to his metaphors and develop ideas with group discussion and guided questions....
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 1
When is a word more than just a word? Scholars examine the significance of a word used by W.E.B. Du Bois in "Of Our Spiritual Strivings." Readers carry out a deep discussion of the use of the word problem in the text. After sharing ideas...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 22
Say precisely what you mean. Scholars analyze the importance of Washington's precise language in paragraphs eight and nine of the "Atlanta Compromise" speech. They interpret his figurative language and add it to their Idea Tracking...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 23
Work together for the higher good. Scholars look at paragraph 10 in the "Atlanta Compromise" speech in which Washington pledges African American cooperation. Readers determine the connection between two central ideas and how they build...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 19
Scholars look at paragraphs two and three in the "Atlanta Compromise" speech. They analyze how Washington uses a story about a ship lost at sea and rhetorical devices to develop his point of view. After class discussion and completing...
EngageNY
Grade 12 ELA Module 1, Unit 2, Lesson 2
As part of their reading of Leslie Marmon Silko's "Yellow Woman and a Beauty of the Spirit," class members analyze how the author develops her narrative through dialogue, description, and multiple plot lines.
EngageNY
Grade 12 ELA Module 1, Unit 2, Lesson 4
The fourth instructional activity in this narrative writing unit focuses on how Leslie Marmon Silko uses telling details and sensory language in her "Yellow Woman and a Beauty of the Spirit" to bring alive the people of Laguna Pueblo and...
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 26
Readers use their annotations and questions about chapter 19 of The Autobiography of Malcolm X to guide their discussion of the final chapter of the text.
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 25
Class members return to the discussion of The Autobiography of Malcolm X using the questions they developed and their annotated notes of the events in chapter 17.
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 17
Integration versus separation. Readers of chapter 14 of The Autobiography of Malcolm X examine Malcolm X's views on other Civil Rights leaders and their integration ideas. Class members also return to the narrative essay strand of the...
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 16
Class members discuss Chapter 13 of The Autobiography of Malcolm X and use evidence from their character development worksheet to support an analysis of how Malcolm X and attitudes toward him and his teachings are changing.
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 10
Readers 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.
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 15
Chapter 12 of The Autobiography of Malcolm X discusses Haley's narrative techniques, mainly how he uses point of view and foreshadowing to build interest and suspense. Class members read and annotate chapter 13 of the text as homework...
EngageNY
Grade 12 ELA Module 1: Unit 1, Lesson 8
Readers use the provided worksheet to analyze the narrative techniques Haley uses in chapter 6 of The Autobiography of Malcolm X to continue the development of the central ideas of racial identity and systemic oppression.
Curated OER
Zoom Out - Terry Winter's "Rhyme"
Students predict and draw what a picture would look like if a camera zoomed out on it. In this visual arts lesson, students listen to a reading of Istavan Banyai's, Zoom before looking at an image of "Rhyme" by Terry Winters. They...
Curated OER
Reading Poetry in the Middle Grades
Bring the beauty of "Nothing Gold Can Stay" by Robert Frost to middle school language arts. After learners read a copy of the poem, they follow an instructional sequence that focuses on sound, figurative language, and theme.
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