Current Filters
- (-) Remove English Language Arts filter English Language Arts
- (-) Remove Grade 10 filter Grade 10
- (-) Remove Reading filter Reading
- (-) Remove Common Core Learning Standards filter Common Core Learning Standards
- Clear All Filters
Search Within Results
Subjects
Grades
Resource Type
Topics
Common Core: Standard
Common Core: ELA
Common Core: Math
Subject: Writing
85 Results
-
- 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...
-
- 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...
-
- 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...
-
- 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...
-
- 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...
-
- 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...
-
- 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...
-
- In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central...
-
- In the first unit of Module 1, students are introduced to many of the foundational skills, practices, and routines that they build upon and strengthen throughout the unit: close reading, annotating...
-
- "In this lesson, students analyze William Carlos Williams’s poem “Raleigh Was Right” and explore how this contemporary voice transforms the conversation begun by Marlowe and Raleigh. Students...
-
- "In this lesson, students collect and analyze evidence from each of the three poems in this unit. Students work in groups to complete an Evidence Collection Tool in order to gather evidence about how...
-
- In this lesson, students participate in a collaborative brainstorm in preparation for their independent written response, practicing the speaking and listening skills they acquired in this unit....
-
- In this unit, students revisit and further develop many of the foundational skills, practices, and routines that they explored in Unit 1: close reading, annotating text, vocabulary acquisition, and...
-
- "In this lesson, students are introduced to two of the narrator’s relationships in “The Palace Thief” involving his school and a problematic student. Because this is the first lesson of the unit,...
-
- "In this lesson, students demonstrate their understanding of the text thus far as they analyze how the narrator has developed over the course of the text, citing supporting evidence in their response...
-
- "Using work from 10.1.2 Lesson 12 and materials from previous lessons, students compose a multi-paragraph essay to demonstrate their understanding of the text’s central ideas through the End-of-Unit...
-
- In the third unit of Module 1, students develop and continue to solidify the skills and practices of close reading, vocabulary acquisition, participation in diverse discussions, and evidence...
-
- "In this lesson, students build upon their analysis of Waverly's character development as they explore the relationship between her outward success in chess competitions and her inner thoughts and...
-
- "In this lesson, students complete their close reading of this chapter, analyzing the cumulative development of Waverly's character by considering her shifting interactions with her mother. Students...
-
- "In this lesson, students continue their exploration of Jing-mei’s interactions with other characters, with an emphasis on how these interactions reveal the interwoven thematic threads of “Two Kinds...
-
- "Mid-Unit Assessment: Students prepare and present an analysis of how Amy Tan develops and refines a central idea in the chapter “Two Kinds.” Students work in small groups to collaboratively craft a...
-
- "End-of-Unit Assessment: Students demonstrate a cumulative understanding of Amy Tan’s The Joy Luck Club and H.G. Bissinger’s Friday Night Lights in response to the End-of-Unit Assessment prompt."
-
- In this unit, students read Martin Luther King’s “Letter From A Birmingham Jail” alongside three short poems, focusing on how King develops his argument for direct action on civil rights. Students...
-
- In this lesson, students read and analyze paragraphs 6–9 of Martin Luther King, Jr.’s “Letter from Birmingham Jail,” in which King describes the racial injustice in Birmingham and explains why direct...