Simon & Schuster
Classroom Activities for Ethan Frome by Edith Wharton
Edith Wharton's Ethan Frome is the focus of an 11-page packet that includes three lesson plans, three worksheets, and a homework assignment. The first lesson introduces readers to the historical context of the novel. At the same time,...
Livaudais-Baker English Classroom
Literary Theories
Introduce ELA scholars to the basics of literary criticism with a 41-slide presentation that identifies eight different approaches to critical analysis. Each approach is defined, and advantages and disadvantages are listed. Also included...
EngageNY
The Painted Essay for Opinion Writing: Writing Proof Paragraphs
It's time to proof read! Pupils read and analyze proof paragraphs from a model essay. They then practice writing their own proof paragraphs to express an opinion about offshore oil drilling.
EngageNY
End-of-Unit Assessment: Writing a Draft Letter to A Publisher about an Athlete’s Legacy
Serving as the end-of-unit assessment, scholars draft letters to a publisher about an athlete's legacy. They then reflect on their progress by completing a self-assessment.
EngageNY
Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
Where's the evidence? Scholars practice ordering the evidence and reasons for their class opinion papers by physically sorting them. Next, they work collaboratively to write a body paragraph, using linking words to connect their ideas...
EngageNY
Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legacy
Sharing is caring! Using the collaborative lesson, scholars engage in a shared writing process with the teacher. Working together, they compose opinion letters about Jackie Robinson's legacy.
EngageNY
Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
It's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...
EngageNY
Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
Let's race to the finish line. Scholars read an informational text about a chosen athlete. While reading, they add evidence and reasons to a graphic organizer to support their opinions about how their athlete broke barriers.
EngageNY
Research: Close Read of Text 1 for Each Expert Group
Take a closer look to determine the legacy. Learners participate in a close reading of an informational text about either Roberto Clemente or Althea Gibson. Next, they determine how their athlete broke barriers and created a legacy,...
EngageNY
Developing an Opinion Based on the Textual Evidence: Jackie Robinson’s Role in the Civil Rights Movement (Promises to Keep, Pages 50–57)
Caption this. Scholars look at pages 50-57 of Promises to Keep and discuss the photographs on the pages. They analyze the captions with the pictures and then discuss vocabulary such as human rights and civil rights.
EngageNY
Research: Close Read of Text 3 for Each Expert Group
How do athletes break barriers? Pupils consider the question as they continue looking for evidence to support their opinions about how their chosen athlete created a legacy. In small groups, they read an informative article about either...
EngageNY
Organizing an Opinion, Reasons, and Evidence: Text 2 for Each Expert Group
The proof is in the reading. Using the informative resource, scholars read a second article about either Althea Gibson or Roberto Clemente. As they read, they continue adding reasons and evidence to their graphic organizers to show how...
EngageNY
Research: Close Read of Text 2 for Each Expert Group
Pass the chalk! Pupils participate in a Chalk Talk activity to synthesize information from multiple texts about Roberto Clemente and Althea Gibson. Scholars also read an informational article about one of the athletes, searching for...
EngageNY
Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
Working in small groups, scholars continue reading an informational text about either Roberto Clemente or Althea Gibson. As they read, pupils create graphic organizers in their journals to help map their ideas logically.
EngageNY
Determining Author’s Opinions, Reasons, and Evidence: Signs of Hope and Progress for African Americans in the 1920s (Promises to Keep, Pages 14–15)
Caption this. Readers look at the text features in Promises to Keep and pay special attention to the photographs and captions before adding to the Features of Informational Text anchor chart. Learners then answer questions about life in...
EngageNY
End of Unit Assessment: On-Demand Opinion and Evidence Paragraph about the Importance of Sports in American Culture
Game on! Pupils take their end-of-unit assessment, writing an opinion paragraph about the importance of sports in American culture. To support their opinions, they use evidence from the informational articles they've read throughout the...
EngageNY
Organizing Evidence and Writing an Opinion Paragraph: The Importance of Sports in American Society, Part II
Batter up! Using the resource, pupils continue reading an informational article about sports in America and identify evidence that supports the author's opinion. Scholars then write an opinion paragraph about sports.
EngageNY
Mid-Unit Assessment: Identifying Author’s Opinion and Supporting Evidence: Sports in American Culture
Quiz time! Serving as the mid-unit assessment, scholars complete a Two Opinions Word Sort activity. In addition, they read an article about the importance of sports in America and answer text-based questions.
EngageNY
Identifying Author’s Opinion and Evidence: The Value of Sports in People’s Lives, Part I
Just like instant replay, it's time to take a closer look! Pupils work together to add ideas to a Close Readers Do These Things anchor chart. They then put their knowledge to the test as they read an informational article about the...
EngageNY
The Painted Essay: Writing Proof Paragraphs
Words of proof. Learners continue coding The Electric Motor by marking the first point in yellow and the second point in blue. They discuss the structure of the paragraphs by identifying transition words and evidence to support the...
EngageNY
End of Unit Assessment: On-Demand Analysis of Meg Lowman’s Research in the Rainforest
Come explore with me. Scholars complete an end of the unit assessment in which they write an essay describing how Meg Lowman explored the rainforest canopy. Pupils fill in an outline organizer before beginning their writing.
Digital Public Library of America
A Raisin in the Sun by Lorraine Hansberry
A set of 14 primary sources provides background for a study of Lorraine Hansberry's drama, A Raisin in the Sun. Featured are images from stage productions of the play, white supremacy protests, a clip from a television interview, and...
National Park Service
The Battle of Stones River: A Contrast in Leadership Styles
US Commanding General William S. Rosecrans led the Union soldiers and Confederate Commanding General Braxton Bragg led the rebel army at the Battle of Stones River. Young historians compare how the leadership styles of these two...
EngageNY
Forming a Research-Based Claim: Cascading Consequences Chart
Can you put that in writing? Scholars work with a partner to write a practice claim before writing their own claims. After writing their claims, learners share with class using a Concentric Circles activity.