Students learn that what you read in books can really add up when they analyze literary texts for economic concepts.
Multidimensional, challenging, and popular with students, comics provide an excellent way to introduce the concept of genres.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois' The Souls of Black Folk.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan's First Inaugural Address and Secretary Hillary Clinton's 2011 APEC Address.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
Students become familiar with the similarities and differences between electronic and printed text by comparing the textual aids included in a textbook with those of an educational website.
Students discuss and compare differing versions of Little Red Riding Hood and other tales about wolves in cumulative read-aloud sessions and text set explorations.
Students will really get into the swing of things as they analyze the text and film versions of Edgar Allan Poe's story, "The Pit and the Pendulum."
This unit introduces students to a variety of poetic forms and elements, as they compile their own collections of poetry.
Students explore the connotations of the colors associated with the characters in F. Scott Fitzgerald's "The Great Gatsby."
Using Construct-a-Word, students learn letter-sound correspondence by combining a beginning letter or blend to a word ending to create words.
Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.
What if students could see the relevance of their school curriculum to real-world, interesting, STEM-related careers? Let's help them create a great future!
Students explore the motivation behind charactersŐ actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.
Students will really warm up to this lesson about global warming as they study multimedia materials and use a variety of comprehension strategies.
By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.
Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.
Huckleberry Finn opens with a warning from its author that misinterpreting readers will be shot. Despite the danger, readers have been approaching the novel from such diverse critical perspectives for 120 years that it is both commonly taught and frequently banned, for a variety of reasons. Studying both the novel and its critics with an emphasis on cultural context will help students develop analytical tools essential for navigating this work and other American controversies. This lesson asks students to combine internet historical research with critical reading. Then students will produce several writing assignments exploring what readers see in Huckleberry Finn and why they see it that way.
Book Boosts: one-minute raves at the end of independent reading time: are easy ways to suggest new titles to students, and they act as a way for students to have something to think about as they read.