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Resource Type
Common Core: Standard
Common Core: ELA
Common Core: Math
CCLS - ELA: SL.9-10.1.d
- Category
- Speaking & Listening
- Sub-Category
- Comprehension and Collaboration
- State Standard:
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
37 Results
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- Students work in small groups to consider whether or not Machiavelli would deem the fictional character of Macbeth a successful prince. After providing evidence and reasoning to support their...
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- Students read the final three paragraphs of Chapter 18 of The Prince. Students collaboratively identify quotes to analyze how specific phrases refine and develop claims and central ideas that are...
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- Students read excerpts from Niccolò Machiavelli’s political treatise, The Prince. Students use the skills, practices, and routines that they have developed throughout the year to identify central...
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- Students view and analyze the 2011 Royal Shakespeare Company (RSC) production of Macbeth (00:00-14:55) in order to compare the film version of Acts 1.1 through 1.3 to the original text.
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- Students view and analyze Throne of Blood, Akira Kurosawa’s 1957 film adaptation of Macbeth, in order to compare Kurosawa’s presentation of the opening scenes (the first 20:09 minutes of the film) to...
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- Students read and analyze Macbeth, Act 5.7 and 5.8, in which Macbeth engages in battle with Malcolm and his thanes and is defeated and killed by Macduff, who, Macbeth learns, was not born of woman...
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- Students read and analyze Macbeth Act 5.2 and 5.3, in which the thanes desert Macbeth, who seeks assurances in the Witches’ prophecy and who receives updates from the Doctor on Lady Macbeth’s illness...
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- Students read and analyze Macbeth Act 2.3, in which a drunken Porter opens the gates of the castle to Lennox and Macduff, prompting the discovery of Duncan’s murder and the flight of his sons Malcolm...
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- Students read and analyze Macbeth Act 2.1, in which Macbeth and Banquo agree to discuss their encounter with the witches at a later date and Macbeth prepares to kill Duncan.
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- Students read and analyze Act 1.6 and 1.7. Students begin this lesson by focusing on the title character Macbeth, examining both his soliloquy and his interactions with his wife.
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- Students read and analyze Macbeth Act 1.5, in which Lady Macbeth begins to consider murdering Duncan after receiving a letter from her husband about his encounter with the Witches.
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- Students begin their study of Macbeth by reading Act 1.1 and 1.2
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- Students develop these close reading skills as they examine Shakespeare’s Macbeth. They also continue to develop their oral presentation and argument writing skills through a series of activities...
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- Students analyze the third section of E. B. White’s “Death of a Pig,” in which White moves between ruminating on the deterioration of his pig and his own state of mind and recounting a humorous...
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- Students read E. B. White’s personal essay “Death of a Pig.” Students analyze how White unfolds and draws connections between key events and ideas in the text while developing and refining his...
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- In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and...
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- In this End-of-Unit Assessment, students demonstrate their cumulative understanding of the arguments presented in all three of the unit texts. Students first delineate the argument of each text and...
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- In this lesson, students read paragraphs 3–9 of Roosevelt’s speech, participating in an evidence-based jigsaw discussion to analyze how Roosevelt develops and refines her claim that the United...
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- In this first lesson of the unit, students read and analyze the Preamble and Articles 1–10 of The Universal Declaration of Human Rights to identify the document’s purpose and the basic human rights...
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- In this unit, students encounter three documents focusing on human rights: The Universal Declaration of Human Rights, adopted by the United Nations in 1948; Eleanor Roosevelt’s “On the Adoption of...
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- In this lesson, students read and analyze paragraphs 20–22 of “A Genetics of Justice, in which Alvarez elaborates on her description of her mother’s enduring terror of the Trujillo regime and the “...
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- In this unit, students engage with Julia Alvarez’s autobiographical essay, “A Genetics of Justice,” continuing to build skills for close reading and analysis as well developing their understanding of...
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- In this lesson, students read “Women,” a poem by the contemporary writer, Alice Walker. Students work in pairs to analyze Walker’s poem before working in small groups to consider how the poem...
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- In this lesson, students carefully read and analyze the final five paragraphs of Martin Luther King, Jr.’s “Letter from Birmingham Jail.” As students read, they determine King’s purpose for writing...