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Grade 9 ELA Module 1, Unit 2, Lesson 8
What is the source and meaning of beauty? As part of their reading of David Mitchell's Black Swan Green, class members analyze Madame Crommelynck's conversation with Jason to determine how the conversation about beauty develops a central...
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Grade 10 ELA Module 1: Unit 2, Lesson 8
Now what? Class members continue their close reading of Ethan Canin’s short story “The Palace Thief,” focusing on Hundert's feelings about his retirement, and consider what these feelings reveal about his character.
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Grade 10 ELA Module 1: Unit 2, Lesson 11
Is identity unchanging? Do events in our childhood forever influence our character? Groups ponder these questions as they examine Ethan Canin’s short story “The Palace Thief.”
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Grade 10 ELA Module 1: Unit 2, Lesson 9
Do our childhood circumstances significantly shape us? As the close reading of “The Palace Thief” continues, groups examine how the results of the first "Mr. Julius Caesar" competition influenced the development of the characters in...
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Grade 9 ELA Module 1: Unit 3, Lesson 4
Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...
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Grade 9 ELA Module 1: Unit 3, Lesson 2
After viewing a clip from Baz Luhrmann’s Romeo + Juliet in which major characters are introduced, and the violence between the Montagues and the Capulets is depicted, the class reads Act 1, Scene 1, lines 158-202. Groups then analyze the...
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Grade 9 ELA Module 1: Unit 3, Lesson 6
The balcony scene from Romeo and Juliet takes center stage as class members consider the structural choices Shakespeare makes, i.e., having Romeo appear first in the scene and having Juliet appear unaware that Romeo is listening to her...
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Grade 9 ELA Module 1: Unit 3, Lesson 10
"O, I am fortune's fool!" As they continue their analysis of Act 3, scene 1, class members consider the role of fate in the events. The activity concludes with a viewing of a brief portion of Baz Luhrmann’s Romeo + Juliet, in which the...
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Grade 9 ELA Module 1: Unit 3, Lesson 13
Readers examine the conversation between Friar Laurence and Romeo in Act 3, scene 3 of Romeo and Juliet and consider how Shakespeare's word choices impact the development of Romeo's character.
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Grade 9 ELA Module 1: Unit 3, Lesson 18
Why is Romeo and Juliet considered a tragedy? Class members conclude their reading of the play, focusing on the final lines of Act 5, scene 3. They also consider how Shakespeare structures the text, orders events, and manipulates time to...
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Grade 11 ELA Module 1: Unit 2, Lesson 16
Using the resource, scholars read Act 3.3 of Shakespeare's Hamlet. They analyze two soliloquies and discuss how Shakespeare develops the characters.
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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...
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End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of a Narrative
First and last impressions matter. Scholars compose the introductory and concluding sections of their narrative writing assignments. Also, to prepare for an upcoming performance task, pupils watch a modern-day monologue from the movie...
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Grade 12 ELA Module 1, Unit 2, Lesson 1
As part of a study of narrative writing, class members analyze how Leslie Marmon Silko structures the beginning and orients and engages readers in her narrative, "Yellow Woman and a Beauty of the Spirit."
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Grade 12 ELA Module 1, Unit 2, Lesson 5
As class members conclude their reading of Leslie Marmon Silko's "Yellow Woman and a Beauty of the Spirit," they consider how the story of Kochininako, Yellow Woman, not only provides a satisfying ending to the narrative but also...
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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.
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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.
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Grade 12 ELA Module 1: Unit 1, Lesson 24
Today's discussion of The Autobiography of Malcolm X focuses on the precise words, the telling phrases, and the sensory details Haley uses to enliven his story. Writers then work to incorporate these same techniques in the draft of their...
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Grade 12 ELA Module 1: Unit 1, Lesson 19
Class members return to a discussion of The Autobiography of Malcolm X, discussing how Haley foreshadows the growing distrust and downturns in the influence of the Nation of Islam.
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Grade 12 ELA Module 1: Unit 1, Lesson 22
Using their annotations and questions developed as homework, class members discuss chapter 16 of The Autobiography of Malcolm X and the narrative techniques Haley uses to heighten the tension and power of the events at this turning point...
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Grade 12 ELA Module 1: Unit 1, Lesson 18
Class members take a break from discussing The Autobiography of Malcolm X to focus on their personal narrative essays. Before working on their drafts, they review what they have learned from their study of Haley's narrative about...
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Grade 12 ELA Module 1: Unit 1, Lesson 9
As they read and discuss Chapter 7 of The Autobiography of Malcolm X, class members continue to use the Tracking Tool worksheet to record evidence on how the central ideas are being developed.
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Grade 12 ELA Module 1: Unit 1, Lesson 11
Chapter 10 of Malcolm X's Autobiography introduces readers to Elijah Muhammad's teachings. Discussion questions focusing on syntax and diction draw attention to how Malcolm X's perspective on Mr. Muhammad changes.
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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.