EngageNY
Grade 10 ELA Module 4: Unit 2, Lesson 15
What goes around, comes around. Using the resource, pupils read Act 4.3 of Macbeth, in which Macduff and Malcolm plan to attack Macbeth. Scholars then hold a discussion and complete writing activities to analyze Shakespeare's structural...
EngageNY
Grade 10 ELA Module 4: Unit 2, Lesson 16
How do complex characters develop throughout a text? Pupils read Act 5.1 from Shakespeare's Macbeth, which depicts Lady Macbeth's descent into madness. Using discussion and writing exercises, scholars analyze how Shakespeare develops...
EngageNY
Grade 11 ELA Module 1: Unit 3, Lesson 2
What was life like for William Shakespeare's sister, Judith? Scholars continue reading Virginia Woolf's A Room of One's Own to find out. They complete a Quick Write to explain how Woolf's comparison of the siblings develops a central...
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 23
All's well that ends does not apply to Shakespeare's Hamlet. Scholars read Act 5.2 using the resource, discovering the play's tragic resolution. Pupils complete a Quick Write analyzing how Hamlet's downfall contributes to the play's...
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 20
How does the setting impact other elements within a play? Using a helpful resource, scholars explore the question by completing a Quick Write after reading Act 5.1 of Shakespeare's Hamlet. Additionally, they engage in a whole-class...
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 15
Scholars continue reading Act 3.1 from Shakespeare's Hamlet, discovering Ophelia's monologue about Hamlet. They complete a Quick Write to analyze Ophelia's perspective of Hamlet and participate in an optional jigsaw activity to explore...
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 4
How does a soliloquy differ from a monologue? Scholars read the first soliloquy from Shakespeare's Hamlet and compare it to Claudius's monologue. They also engage in a group discussion about Hamlet's character development.
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 8
How does Shakespeare employ figurative language to emphasize central ideas in Hamlet? Using an interesting resource, learners complete a Quick Write to answer the question. Additionally, they continue their study of the play by exploring...
EngageNY
Grade 11 ELA Module 1: Unit 2, Lesson 7
Following a ghost's advice may not be in anyone's best interest, but that doesn't stop Hamlet! Using an exciting resource, pupils continue reading Act 1 of Shakespeare's Hamlet, in which the ghost tries to convince Hamlet to seek revenge...
EngageNY
Grade 11 ELA Module 1: Unit 3, Lesson 4
How have society's expectations influenced female writers? Pupils explore the topic by reading chapter three of Virginia Woolf's A Room of One's Own. Scholars complete a Quick Write to analyze how Judith Shakespeare's experiences...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 1
How did Elizabeth Cady Stanton use rhetoric to convince others of her views? Scholars begin reading "An Address by Elizabeth Cady Stanton," which argues that women should have voting rights. Pupils complete a Quick Write to analyze how...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 2
How did Elizabeth Cady Stanton advocate for women's rights? Pupils consider this question as they continue reading "An Address by Elizabeth Cady Stanton." They complete a Quick Write, analyzing how satire and sarcasm advance the author's...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 4
How does style contribute to the power and persuasiveness of a speech? With the question in mind, scholars continue reading "An Address by Elizabeth Cady Stanton." They complete a Rhetorical Impact Tracking Tool to guide them in their...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 7
Joan of Arc, Mother Teresa, Rosa Parks ... many inspirational women have paved the way for future generations, and Elizabeth Cady Stanton is no exception. Scholars continue reading and analyzing "An Address by Elizabeth Cady Stanton."...
EngageNY
Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out and Back Again, Part 2
How does poetry help people better understand societal issues? Pupils participate in a jigsaw activity to analyze poems from the novel Inside Out & Back Again. Next, they connect the poems to real-life refugee experiences from the...
EngageNY
Close Reading: Paragraph 4 of “Refugee and Immigrant Children: A Comparison”
Why is reading a text closely a helpful skill? Using the 13th of 20 lessons from the Grade 8 ELA Module 1, Unit 2 series, scholars continue reading the informational text "Refugee and Immigrant Children: A Comparison." They work with...
EngageNY
End of Unit 1 Assessment: Analyzing Author’s Craft in To Kill a Mockingbird: Allusions, Text Structure, Connections to Traditional Themes, and Figurative Language
Scholars demonstrate their learning with an end-of-unit assessment. They work independently to discuss the Golden Rule and its relationship in To Kill a Mockingbird.
EngageNY
Finishing Who? Where? and Why? Research
Who? Where? Why? Scholars answer these questions to help identify the gist of Inside Out & Back Again. First, they add text evidence to their research folders. They then begin looking at a performance task in which they write their...
EngageNY
End of Unit 2 Assessment, Part 2: Revise Essay Drafts
Time to revise! Scholars revise their argument essays based on Shakespeare's A Midsummer Night's Dream using feedback from their teacher and peers. They begin their revisions after reviewing a mini-instructional activity on proper...
EngageNY
Determining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Food Chain
Which of Michael Pollan's four food chains from his book The Omnivore's Dilemma would best feed everyone in the United States? Using a thought-provoking resource, scholars learn how to create a Cascading Consequences chart to answer the...
EngageNY
Using Search Terms for Further Research: Industrial Organic Food Chain
Class members conduct independent research to continue examining the consequences of the industrial organic food chain from Michael Pollan's The Omnivore's Dilemma. Pupils learn about source credibility and effective search terms, then...
EngageNY
Analyzing Language in a Speech: The Montgomery Bus Boycott Speech
Scholars analyze the use of active and passive voice in The Montgomery Bus Boycott speech and refer to an Active and Passive Sentences handout while viewing the text. Pairs of learners then work together to identify passive and active...
EngageNY
Planning Body Paragraphs of Position Paper and Beginning Mid-Unit 3 Assessment
The best sandwiches aren't always edible. Pupils use a Quote Sandwich graphic organizer to plan paragraphs two and three of their position papers about the best food chain. Next, they begin drafting their body paragraphs for the mid-unit...
EngageNY
Establishing Structures for Reading: Getting the Gist (Chapter 1)
Class members review expectations for successful discussions before reading chapter one of A Long Walk to Water by Linda Sue Park. They engage in a think-pair-share to discuss the gist of the text and add their thoughts to their Readers'...
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