Students form literature circles, read "Esperanza Rising" or "Becoming Naomi Leon" by Pam MuĐoz Ryan, use a Critical Thinking Map to discuss social issues, and use a class wiki.

Advanced Composition 16 Advanced Composition Letterand Resume Writing. Letter and Resume Writing. Letter and Resume Writing Resume Writing Business Letters Personal Letters Module Wrap Up Review Final Assessment

Students will explore the individual’s responsibility to society and the ways in which all humans are interconnected through their reading of excerpts from several texts, letters, poems, short stories and articles.

This lesson extends over several class periods. Students analyze the claim, grounds, warrants, qualifiers and counterclaims in three articles about the American Dream. Students conduct research and find two additional articles about the American Dream. Students then analyze the argument in those articles. Finally, students write their own argument essay about the current state of the American Dream.

This unit delves into American modernist literature which introduced itself between World War I and World War II, including authors Ernest Hemingway, Gertrude Stein and F. Scott Fitzgerald. Explore the site for a video on demand, activities, etc.

This biography features Mark Twain as a regional realist author, world renown for his ability to portray real Americans in the late nineteenth century. Click "Mark Twain Activities" for artifacts and activities.

Students read three short stories about women; discuss the development of female characters, gender differences, and society' s expectations; and write scripts in which the characters discuss their similarities and differences.

In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.

In this 28 day unit, students will gain background information on historic wars, compare different genres presentations of events, recognize different points of view, research an essential question, compile evidence, create warrants that lead to a claim which answers the essential question, and write an argumentative essay.

In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.

Contains plans for six lessons that ask students to write group book reviews after reading texts in literature circles. Students also learn about research and documentation as they put together their reports. In addition to objectives and standards, this instructional plan contains links to sites used in the lessons as well as assessment and reflection activities.

Students create brochures on the same topic as another piece of writing they have done, highlighting how shifting purposes and audiences creates changes in their strategies as writers.

Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.

Students will explore the concept of “cancel culture” through their reading of Ray Bradbury’s 1953 dystopian novel, Fahrenheit 451 and study of the historical and social context of 1619 Project including the pros and cons against it.

Students examine what it means to come of age and be disenfranchised as a female undocumented immigrant in a community plagued by machismo culture. While reading Angie Cruz’s Dominicana, students will track pivotal moments in the psychological or moral development of the protagonist, Ana from youth to maturity, specifically noting when she recognizes her place in the world.

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.

This textbook follows California Language Arts Standards for grades 9-12 to provide a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.

In this unit, students become active archivists, gathering photos, artifacts, and stories for a museum exhibit that highlights one decade in their school's history.