EngageNY
Grade 10 ELA Module 4: Unit 1, Lesson 2
Class members analyze the details of a section of E. B. White’s Death of a Pig to determine a central idea. Learners use turn-and-talk to discuss the details and ideas they identify. They then work in groups to annotate the text, respond...
EngageNY
Grade 10 ELA Module 4: Unit 1, Lesson 1
Scholars evaluate E.B. White's tone in his narrative. Lessons use turn-and-talk strategies to discuss details of a personal narrative essay, respond to guided questions, and work in pairs to analyze word choice. Learners demonstrate...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 8
Take it one step at a time. Scholars use the steps learned in lessons three through five to guide their independent research. While using the steps, learners complete research tool organizers to record their thinking, sources, and...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 7
Scholars begin to work independently on their research ideas from the first six lessons. They use their previous work in the first six lessons and a research checklist to guide their work. To finish, they complete graphic organizers,...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 6
Choose your path carefully. When beginning research, learners must figure out which inquiry path to follow. After determining a path, scholars guide their research based on the chosen theme to further refine the questions they...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 11
Have you had a change of heart? Scholars consider whether their views change after gaining new information about tissue ownership. They read John Moore's court hearings and respond to a quick write prompt, noting if the new information...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 2
Is writing a craft? Scholars work in pairs and groups to uncover the author's craft presented in The Immortal Life of Henrietta Lacks. They answer guided questions, discuss with peers, and analyze the series of events. Completing a...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 14
Do you have a valid claim? Learners become judges of claims as they expand on evidence collected in lesson 13 and develop claims. They present claims to one another and respond to questions and counterclaims. To finish, individuals...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 13
Don't argue for the sake of argument. Scholars begin their work in lesson plan 13 and continue into lesson plan 14 as they analyze The Immortal Life of Henrietta Lacks. Working in groups, learners work toward collecting text evidence and...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 12
First impressions are crucial. Scholars read two excerpts from The Immortal Life of Henrietta Lacks. One describes the family's negative opinion of the hospital, while the other discusses their meeting a very kind doctor. Learners work...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 10
I know exactly how you feel. That may be a statement between Henrietta Lacks and John Moore. Scholars read John Moore's story and compare his story of cell use to that of Henrietta. Learners record in a vocabulary journal, analyze...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 9
Scholars examine an excerpt from The Immortal Life of Henrietta Lacks and determine how the author builds up smaller details to create the larger idea of the main passage. To finish the lesson plan, learners discuss in pairs, answer...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 5
Science over humanity? Scholars analyze an excerpt from The Immortal Life of Henrietta Lacks. They must consider if the experimentation of Henrietta's cells without her consent was worth the information gained about cancer. They discuss...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 3
Choose your words wisely. Scholars examine word choice in an excerpt from The Immortal Life of Henrietta Lacks. Learners work in pairs and groups to discuss how the author's choice of words creates a deeper connection between the reader...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 1
Can people live forever? Scholars ponder the answer as they analyze an excerpt from The Immortal Life of Henrietta Lacks. As readers discover Lacks' immortal cells, they discuss how the author carefully sequences, connects and unfolds...
EngageNY
Grade 10 ELA Module 2: Unit 3, Lesson 6
Let children be children. Scholars read in a speech by Malala Yousafzai how childhood is absent as children are forced to work and get married at a young age. Learners analyze part of the speech and discuss it in groups. After sharing...
EngageNY
Grade 10 ELA Module 2: Unit 3, Lesson 5
A person doesn't have to be an adult to make a difference! Scholars examine a speech by a 16-year-old girl. They discuss her word use, answer guided questions, and complete a rhetorical tracking tool. Readers end their analyses by...
EngageNY
Grade 10 ELA Module 2: Unit 3, Lesson 2
Is good good enough? Scholars examine claims made in a speech by Elanor Roosevelt. Roosevelt claims that people should adopt the Universal Declaration of Human Rights because it is a good document. Readers discuss their ideas in pairs,...
EngageNY
Grade 10 ELA Module 2: Unit 2, Lesson 3
Does trauma have a lasting effect on people's lives? Scholars dive into the topic as they read paragraphs 9–11 of "A Genetics of Justice" by Julia Alvarez, in which the author describes her family's return to the Dominican Republic....
EngageNY
Grade 10 ELA Module 2: Unit 2, Lesson 1
Rafael Trujillo was president of the Dominican Republic in the 1930s. Pupils read and analyze the first six paragraphs of Julia Alvarez's autobiographical essay "A Genetics of Justice," in which the author describes Trujillo's impact on...
EngageNY
Grade 10 ELA Module 2: Unit 1, Lesson 19
Great minds think alike. Scholars read two texts and compare how the authors develop the same central idea. Readers analyze "Women" by Alice Walker and "Letter from Birmingham Jail" by Martin Luther King Jr. They discuss word use and new...
EngageNY
Grade 10 ELA Module 2: Unit 1, Lesson 17
Scholars read the final paragraphs written by Martin Luther King Jr. in "Letter from Birmingham Jail." Readers work in groups to discuss King's word choice and point of view by completing graphic organizers. They also respond to a...
EngageNY
Grade 10 ELA Module 2: Unit 1, Lesson 15
Some things are worth doing again. Scholars take a look to see which ideas Martin Luther King Jr. revisits and refines in his "Letter from Birmingham Jail." To help with the process, readers answer guided questions, look at word...
EngageNY
Grade 10 ELA Module 2: Unit 1, Lesson 9
How did Martin Luther King Jr. establish tone in his writing? Scholars analyze King's tone and discuss how he changes and refines his claim in "Letter from Birmingham Jail." They also define new vocabulary words, respond to a writing...