EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 10
What's the verdict? After finding sources and gathering information, scholars must now make a claim. Learners narrow their focus and refine their inquiry paths before analyzing the information and making a claim about their questioning....
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 11
It's time to prove it! Scholars now must ensure that all claims are based on evidence. Learners write detailed claims for each inquiry path using several evidence-based claims tools. At the end of the lesson plan, pupils respond to a...
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...
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Grade 10 ELA Module 4: Unit 1, Lesson 3
Are authors also designers? Scholars examine closely how E.B. White designs a section in Death of a Pig. They determine how the structure of sentences and paragraphs, the order of events, and the dialogue placement all contribute to the...
EngageNY
Grade 10 ELA Module 4: Unit 1, Lesson 4
High schoolers read the final section of E. B. White’s Death of a Pig and examine the impact of the words and tone he used. In pairs, learners discuss their homework from the previous night, answer questions about the text, and write in...
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 5
Learners prepare for the end-of-unit task by evaluating previous homework and writing sentences with parallel structure and various phrases. Scholars do this by closely examining E.B. White's Death of a Pig. They examine the structure of...
EngageNY
Grade 10 ELA Module 4: Unit 1, Lesson 7
High school writers participate in peer review of their end-of-unit tasks. They begin by discussing their thought process in pairs and then editing their work. Finally, learners participate in a class discussion on the use of the...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 1
Scholars work through an investigation process to narrow down a question to research. Learners begin by examining the research process, creating a portfolio, and vetting two or three possible topics. For extended work, they search for...
EngageNY
Grade 10 ELA Module 4: Unit 2, Lesson 4
Ambition, murder, nontraditional gender roles ... some problems just can't be fixed in marriage counseling. Learners discuss the relationship between Macbeth and Lady Macbeth. As a culminating activity, pupils analyze how the characters'...
EngageNY
Grade 10 ELA Module 4: Unit 2, Lesson 2
What is the best way to determine the theme of a text? Pupils analyze how central ideas emerge in Shakespeare's tragedy Macbeth. They work in small groups and engage in a whole-class discussion to discuss the play's plot. Finally,...
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Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Scholars reflect upon colonial jobs such as a blacksmith, cooper, shoemaker, etc. Together, the class writes a job application as a practice for working independently. Learners employ their experience in writing a job application for a...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 11
It's time to show what you know. Scholars finalize their argumentative essays by making last-minute revisions to conventions, tone, and formal style. Learners review the checklist to ensure they have met all the task requirements. They...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 10
Can budding writers accept constructive criticism? Learners work with their peers to gain feedback about their argumentative essay drafts. Peers give one another constructive criticism to revise their work better. Using a Peer Review...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 7
What's your style? Writers examine wording to add formal style and objective tone to their argumentative papers. After looking at examples of sentences, learners use turn and talk to discuss which sentences have a formal style before...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 6
And that's a wrap! Scholars create their concluding statement drafts by examining model text with exemplar conclusions. In pairs, they discuss how transitional words and phrases add to sentence structure and consider how their concluding...
EngageNY
Grade 10 ELA Module 4: Unit 2, Lesson 10
Is it better to be dead than to "dwell in doubtful joy," as Lady Macbeth suggests in Act 3.2 of Shakespeare's Macbeth? Using the resource, scholars work in small groups to discuss how Lady Macbeth and Macbeth begin to unravel following...
EngageNY
Grade 11 ELA Module 1: Unit 1, Lesson 2
What do your words say about you? Scholars look closely at the Duke's words about the Duchess in Robert Browning’s My Last Duchess. Readers talk in groups to determine how the words help them learn more about the Duke. Learners also...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 1
Human tissue for sale or rent? Scholars refer back to articles they read in the previous unit and make a claim as to whether they believe it's okay to sell human tissue. Learners talk with partners, complete an outline tool, and collect...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 2
Put yourself in my shoes! Scholars work through the Outline Tool from the previous instructional activity to develop a claim before developing a counterclaim about selling human tissue. Learners also create supporting claims using an...
EngageNY
Comparing and Contrasting Two Texts about Poison Dart Frogs: Legs and Toes
A lesson challenges scholars to compare and contrast two readings about Poison Dart Frogs. Information presented comes from different informational texts, followed by a discussion, and the completion of a Venn diagram. A one-page...
EngageNY
Grade 11 ELA Module 2: Unit 2, Lesson 13
Two minds are better than one. Learners engage in an evidence-based discussion to identify central ideas in Audre Lorde's poem "From the House of Yamanjá" and one additional nonfiction text. They complete a Cross-Evidence Collection Tool...
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Grade 11 ELA Module 2: Unit 1, Lesson 7
Give the class some clarification. Scholars determine how Du Bois develops his central ideas in the chapter "Of Our Spiritual Strivings" by refining and clarifying his ideas. They organize their thoughts by annotating and recording the...
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Grade 11 ELA Module 2: Unit 1, Lesson 8
Was freedom really free? Scholars analyze paragraphs six and seven of Du Bois's chapter "Of Our Spiritual Strivings." They look at how the author uses rhetoric to strengthen his point of view about freedom. Learners complete a Rhetorical...