Dec 20, 2018 - In this Grade 12 Literary Criticism Module, students read and analyze Toni Morrison’s novel Song of Solomon, as they continue to build the skills required to craft strong informative essays and...
Jul 29, 2015 - Coda: What Gives My Story Power? Celebrating Student Work
In Lessons 11 and 12, students return to the guiding question that launched this module: What gives stories and poems their enduring power?...
Jul 29, 2015 - Coda: What Gives This Story Power? Re-examining Powerful Stories
In Lessons 11 and 12, students return to the guiding question that launched this module: What gives stories and poems their enduring...
Sep 16, 2015 - In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. The mains texts in this...
Sep 16, 2015 - In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis...
Mar 10, 2016 - Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-...
Jan 26, 2016 - In this End-of-Unit Assessment, students complete the final drafts of their narrative essays. Students incorporate basic grammar, proper hyphenation conventions, and correct spelling. Students also...
Jan 26, 2016 - In this final lesson of the unit, the End-of-Unit Assessment, students compose a multi-paragraph response to the following prompt: Analyze the effectiveness of the structure Silko uses in her...
Jan 26, 2016 - In this lesson, students conclude their reading of “Yellow Woman and a Beauty of the Spirit.” Students read paragraphs 25–32 (from “The old stories demonstrate the interrelationships that the Pueblo...
Jan 26, 2016 - In this lesson, students continue to read and analyze “Yellow Woman and Beauty of the Spirit,” paragraphs 17–24 (from “When I was growing up, there was a young man” to “To show their gratitude, the...
Jan 26, 2016 - In this lesson, students read and analyze paragraphs 11–16 (from “My great-grandmother was dark and handsome” to “she is a sprightly grandmother walking down the road”). In this section of text,...
Jan 26, 2016 - In this lesson, students analyze paragraphs 4–10 of Silko’s “Yellow Woman and a Beauty of the Spirit” (from “I spent a great deal of time” to “The rain is simply itself”), in which Silko describes...
Jan 26, 2016 - In this first lesson of the unit, students begin analysis of Leslie Marmon Silko’s personal narrative essay, “Yellow Woman and a Beauty of the Spirit.” Students listen to a masterful reading of the...
Jan 26, 2016 - In the third unit of Module 12.1, students continue the process of drafting a narrative essay drawing on the material they developed during the writing lessons of 12.1.1. Students identify a variety...
Jan 26, 2016 - In the second unit of Module 12.1, students continue to refine the skills, practices, and routines of close reading, evidence-based discussion, and evidence-based writing introduced in 12.1.1. This...
Jan 26, 2016 - In the first unit of Module 12.1, students are introduced to the skills, practices, and routines of close reading and evidence-based writing and discussion, and engage regularly in the critical...
Jan 26, 2016 - In this lesson, students complete the End-of-Unit Assessment. Students apply the writing skills they learned throughout this module and draw upon their analysis of The Autobiography of Malcolm X to...
Jan 26, 2016 - In this lesson, students analyze the closing section of text from chapter 19 of The Autobiography of Malcolm X, pages 385–389 (from “Anything I do today, I regard as urgent” to “Only the mistakes...
Jan 26, 2016 - In this lesson, students analyze pages 367–370 from chapter 18 of The Autobiography of Malcolm X (from “The Pan American jet which took me home” to “‘I don’t mind shaking hands with human beings. Are...
Jan 26, 2016 - In this lesson, students continue their analysis of The Autobiography of Malcolm X, focusing on how events, individuals, and ideas interact and develop over the course of the text. In class, students...
Jan 26, 2016 - In this lesson, students read and analyze a section from chapter 16 of The Autobiography of Malcolm X, pages 309–315 (from “My head felt like it was bleeding” to “‘it just didn’t work,’ Patterson...
Jan 26, 2016 - In this lesson, students read and analyze a section from chapter 16 of The Autobiography of Malcolm X, pages 305–309 (from “I remembered that when an epidemic is about to hit” to “if not actually...
Jan 26, 2016 - In this lesson, students analyze a section from chapter 15 of The Autobiography of Malcolm X, pages 284–287 (from “Not long ago, the black man in America” to “in the ‘long, hot summer’ of 1964,...
Jan 26, 2016 - In this lesson, students analyze a section from chapter 14 of The Autobiography of Malcolm X, pages 268–270 (from “In 1961, our Nation flourished” to “Nothing that Mr. Muhammad ever said to me was...
