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Common Core: Standard
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51 Results
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- Grades 6-8 ELA Common Core Implementation Review - Zip file Participants will assess the current CCSS implementation efforts to determine their current areas of strength and challenges. Participants...
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- Overview 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...
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- Research Redesign Research Redesign Survey Research Redesign (Responses) Session 1 Research to Build & Present Knowledge The purpose of this session is to introduce a CCSS-aligned research unit...
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- Overview The Researching to Deepen Understanding units lay out an inquiry process through which students learn how to deepen their understanding of topics. Students pose and refine inquiry questions...
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- Overview The Grades 9-12 Making EBC about Literary Technique Units adapt the Making EBC Framework for teaching claim-making about the effects of authorial choice and craft on the meaning of literary...
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- Updated Modules and Curricular Resources The tables below reflect Mathematics and English Language Arts curricular materials and resources that have been updated. As additional materials are updated...
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- Overview These English Language Arts/Literacy Units empower students with critical reading and writing skills at the heart of the Common Core: analyzing and writing evidence-based arguments. This...
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- Module 12.1 includes a shared focus on text analysis and narrative writing. Students read, discuss, and analyze two nonfiction personal narratives, focusing on how the authors use structure, style,...
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- In this lesson, students begin to develop their personal narratives, focusing on identifying a specific audience and purpose. Students first consider these elements and the impact they have on a text...
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- In this lesson, students read and analyze a section from The Autobiography of Malcolm X, chapter 3, pages 42–46 (from “So I went gawking around the neighborhood” to “find a friend as hip as he...
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- In this lesson, students continue their analysis of The Autobiography of Malcolm X and continue to explore techniques of narrative writing. Students read the opening section of chapter 4, pages 59–62...
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- In this lesson, students begin to draft their personal narratives. Students examine the opening structure of The Autobiography of Malcolm X, paying close attention to the ways in which this...
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- In this lesson, students continue their analysis of The Autobiography of Malcolm X by reading an excerpt of chapter 5, pages 77–83 (from “Up and down along and between Lenox and Seventh and Eighth...
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- In this lesson, students continue their analysis of The Autobiography of Malcolm X, by reading three brief excerpts from chapter 6. In these passages, Malcolm X describes a his brother’s visit from...
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- In this lesson, students read and analyze The Autobiography of Malcolm X, chapter 7, pages 114–120 (from “Especially after the nightclubs downtown closed, the taxis and black limousines would be...
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- In this lesson, students continue reading The Autobiography of Malcolm X, chapters 8–9, pages 148–153 (from “Early evenings when we were laying low” to “the religion of Islam and it completely...
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- In this lesson, students develop their narrative writing skills through practice with standard W.11-12.3.b. Students use examples from The Autobiography of Malcolm X to explore different narrative...
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- In this lesson, students participate in a jigsaw discussion to analyze 4 sections of text from chapter 11 of The Autobiography of Malcolm X. In these passages, Malcolm fully embraces the teachings of...
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- In this lesson, the Mid-Unit Assessment, students use textual evidence from chapters 1–11 of The Autobiography of Malcolm X to craft a formal, multi-paragraph response to the following prompt:...
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- In this lesson, students analyze a section from chapter 14 of The Autobiography of Malcolm X, pages 242–251 (from “In late 1959, the television program was aired” to “‘The child cries for and needs...
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- In this lesson, students draft a response to one of the five Common Application prompts, focusing on how they sequence events to create a coherent whole. Students develop their narrative writing...
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- 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...
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- 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...
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- 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...