In this second module, students will continue to develop their ability to …
In this second module, students will continue to develop their ability to closely read text while studying the theme of taking a stand. During the first half of Unit 1, students will read two speeches reflecting examples of real people taking a stand. By reading these speeches they will build background knowledge about the module’s overarching theme, engage in a study of the speaker’s perspective, and analyze the craft of forming an argument. In the second half of Unit 1, students will read Part 1 ofTo Kill a Mockingbird by Harper Lee and continue to study the theme of taking a stand as it is revealed in the novel. Students will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character. This analysis will provide details and evidence for students to use in their end of Unit 2 argument essay. In addition to reading and studying the text, students will view excerpts of the To Kill a Mockingbird film that strongly convey the novel’s themes, and they will analyze how the film remains true to the original text as well as how it veers from the original.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this second module, students read and analyze Shakespeare’s A Midsummer Night’s …
In this second module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in this module, students will focus primarily on the theme of control. Characters in this play are controlled by emotions, other characters, and even magic. They often attempt to manipulate others in a variety of ways. Students will examine why the characters seek control, how they try to control others, and the results of attempting to control others. In Unit 1, students will build background knowledge as they explore the appeal and authorship of Shakespeare. Students will read much of the play aloud in a Drama Circle, and will frequently reread key passages to deepen their understanding. Students will analyze differences between a film version of the play and Shakespeare’s original script.
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In this module, students will study the U.S. civil rights movement, focusing …
In this module, students will study the U.S. civil rights movement, focusing particularly on The Little Rock Nine. They will consider the question “How can stories be powerful?” as they learn about segregation, the civil rights movement, The Little Rock Nine, and the role of the various mediums in shaping perceptions of events. As students read A Mighty Long Way by Carlotta Walls LaNier and a photo essay titled Little Rock Girl 1957 by Shelley Tougas, they will consider the different ways in which the story of The Little Rock Nine has been told.
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In this module, students analyze arguments and the evidence used to support …
In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the US. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the US and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1,W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
This document outlines all Grade 8 ELA outcomes/indicators. The specific outcomes/indicators with …
This document outlines all Grade 8 ELA outcomes/indicators. The specific outcomes/indicators with Treaty Connections are highlighted and support materials/treaty content are outlined.
How can I, as a Grade 8 teacher, support my students’ reading …
How can I, as a Grade 8 teacher, support my students’ reading achievement?
The Ministry of Education has developed a brief support document that outlines the link between Pan-Canadian Assessment Program (PCAP) and Saskatchewan English Language Arts curricula and offers some questions teachers could consider as they reflect on reading instruction and student achievement.
This assessment was developed and used for a larger assignment that we …
This assessment was developed and used for a larger assignment that we had planned for in this unit. I interned in GSSD, and they go by 4 point scale (Beginning, Developing, Meeting and Exceeding), so this is what the rubric my class and I created it to be centered around. I wanted the students input on the way they were being assessed, so they understood what I was looking for and they fully understood how they were being marked. Most of the time students either gloss over their assessment and forget about it or don't even look at it at all. I wanted to change that, and thought this would be a great way to do that. We created this rubric on the smart board before I typed it up, and had students put their input into it and talk about what was fair, too easy or too hard to accomplish. I included the outcomes in the rubric as well because the students are familiar that they will be marked in levels rather than percentages now. I rewrote the outcome into an I Can (Partners Can) statement so it was easier for them to understand. This took almost a whole class to complete but by the end of it the students were more confident with what they needed to do to receive a good grade. We talked about what a good video would look like it and they could hardly wait to get started! I find this to fit right into 21st century teaching as it opens up the communication and collaboration between myself and the students. I had the opportunity to listen to their needs and wants and incorporate some of them into the rubric. I also found that the students felt responsible for this and wanted to 'live up' to the expectations they created. This assignment allowed students to get creative and collaborate with each other for ideas as well! This was a big success for me because students knew their expectations all the time, they had tons of fun, learnt a lot about the technology and programs behind making a video and truly enjoyed being part of the assessment process. I Hope you enjoy it and maybe even use it someday in the future!
Exploring “renewal” and “regeneration” through a holistic perspective, this project presents these …
Exploring “renewal” and “regeneration” through a holistic perspective, this project presents these concepts through the lens of sustainability. Students make connections to these concepts in the classroom and on the land. Whether they are exploring the impact of fires and controlled burns on the ecosystem or considering ways to regenerate and heal from trauma, students will have the opportunity to consider the many ways that people and the environment can rejuvenate in the wake of real or perceived destruction.In this folder, you will find:1. Teacher Overview2. Science Unit Plan3. Art Extension Unit4. ELA Extention Unit5. Outdoor Education Extension Unit6. Health Extension Unit7. Indigenous Perspectives Extension Unit
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of …
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 9 Arts Education, ELA, Health Education, Physical Education, Career Education, Practical and Applied Arts, Mathematics, Science and Social Studies. Look for rubrics, vocabulary lists, summarized outcomes, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.
In this module, students will read, discuss, and analyze contemporary and classic …
In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.
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In this module, students engage with literature and nonfiction texts that develop …
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In Module 9.3, students engage in an inquiry-based, iterative process for research. …
In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.
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In this module, students read, analyze and evaluate informational and argument writing …
In this module, students read, analyze and evaluate informational and argument writing and build, through focused instruction, the skills required to craft strong and well-supported argument writing of their own. Through the study of a variety of texts, students learn to think of the products they use and consume everyday as part of a complex web of global production and trade that extends not only to distant lands but to the past as well.
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This Grade 9 ELA newspaper project can be used as a summative …
This Grade 9 ELA newspaper project can be used as a summative assessment after reading The Absolutely True Diary... by Sherman Alexie. Using Microsoft Word templates, students create a newspaper with a variety of different forms of text and representations.
Assignment: Create a scrapbook containing at least 10 important plot points. Include …
Assignment: Create a scrapbook containing at least 10 important plot points. Include a description of the event, the page numbers the event takes place on, a short quote, an explanation of the event in relation to the novel (What does the event mean to the novel as a whole?) and an image to go along with it. Be sure to be creative.
Use any communication means to show your understanding of the novel and the events that took place. You may use any app, presentation device, or a traditional paper scrapbook, or other form to demonstrate the understanding.
Your mark will reflect how much effort you put into the project. You will be given ample class time to work on the scrapbook so make sure to use your time wisely.
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