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.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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.
This resource was developed in Westcliffe School (Jennifer Loken with contributions from …
This resource was developed in Westcliffe School (Jennifer Loken with contributions from the rest of the staff) and is an excellent scope and sequence of the different writing expectations for each grade level.
This resource was based off of the Focuses on Language section of …
This resource was based off of the Focuses on Language section of the SK curriculum. It is intended to be an "at a glance" document for teaching grammar.
This resource was based off of the Focuses on Language section of …
This resource was based off of the Focuses on Language section of the SK curriculum. It is intended to be an "at a glance" document for teaching grammar.
This resource was based off of the Focuses on Language section of …
This resource was based off of the Focuses on Language section of the SK curriculum. It is intended to be an "at a glance" document for teaching grammar.
This resource was based off of the Focuses on Language section of …
This resource was based off of the Focuses on Language section of the SK curriculum. It is intended to be an "at a glance" document for teaching grammar.
Using a teacher made wikispace; each student was given a God to …
Using a teacher made wikispace; each student was given a God to first research and become an expert in order to take on that God’s role on Mount Olympus. After the research was completed, students were given a scenario where all of their God’s have been kicked off of Mount Olympus by Zeus and they must now defeat him by use of the wiki. They will need to complete twelve “labours” in order to reach the top, and Zeus. Students completed a variety of assignments in order to learn about Greece and Mythology in an interactive style; allowing for student discovery, utilization of all learning styles, and giving students the opportunity to take learning into their own hands.
The folktale ŕHalf-ChickenĚŇ is about a chicken hatched with only half a …
The folktale ŕHalf-ChickenĚŇ is about a chicken hatched with only half a body, one leg, one wing, one eye, and only half as many feathers as the other chicks.
This lesson provides teachers with support for using text-dependent questions and Common …
This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.
This lesson provides teachers with support for using text-dependent questions and Common …
This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Heat Wave." A fantastic heat wave hits a Kansas farm, roasting the geese, popping the corn in the fields, and causing other distressing events. The farm girl tries a few clever ways to get rid of it, and finally succeeds when she plants iceberg lettuce.
Angel Arrellano, a nine-year-old girl from Fresno, CA. spearheaded a campaign to …
Angel Arrellano, a nine-year-old girl from Fresno, CA. spearheaded a campaign to raise money to be donated to the local zoo. Her enthusiasm and altruism generated an overwhelming response from the Fresno community and beyond, which allowed for much needed upkeep and improvements for the zoo and its animals.
The students would work in groups to prepare an entrée and a …
The students would work in groups to prepare an entrée and a dessert. They would receive five mystery ingredients that they would have to incorporate into their dishes on the spot without a recipe to follow. They had to use their cooking knowledge and skills to come up with a meal and a desert that showcased the mystery ingredients, without looking for or using recipes (critical thinking). They worked in groups and, because they were restricted in time, had to be able to communicate quickly and work together well (collaboration). They made videos similar to the ones at the beginning of the show where the competitors introduce themselves. (Technology - new cameras/cellphones to video).
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