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. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

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. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

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. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Students will really get into the swing of things as they analyze the text and film versions of Edgar Allan Poe's story, "The Pit and the Pendulum."

Students explore the connotations of the colors associated with the characters in F. Scott Fitzgerald's "The Great Gatsby."

In this lesson Students use the Cornell notes tool (developed by Walter Pauk from Cornell University) to do close reading of informational text. Students will be able to read closely and analyze the key details of what they read. Students will be able to summarize informational text.

Students compare and analyze novels and the movies adapted from them. They design new DVD covers and a related insert for the movies, reflecting their response to the movie version.

What if students could see the relevance of their school curriculum to real-world, interesting, STEM-related careers? Let's help them create a great future!

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

This lesson plan's goal is to examine the ways in which Miller interpreted the facts of the witch trials and successfully dramatized them. Our inquiry into this matter will be guided by aesthetic and dramatic concerns as we attempt to interpret history and examine Miller's own interpretations of it. In this lesson, students will examine some of Miller's historical sources: biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves. The students will also read a summary of the historical events in Salem and study a timeline. The students will then read The Crucible itself.

In this lesson, students will learn about a topic in three different text formats. They will then evaluate each format to determine the pros and cons. Students will also assess the credibility of each text.

Fact Fragment Frenzy provides elementary students with an online model for finding facts in nonfiction text, then invites students to find facts in five sample passages.

GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson students work together summarizing larger and larger portions of text, but keeping their summaries at 25 words or fewer. Students will be able to summarize portions of informational or literary text. Students will be able to work in small groups to think critically about and discuss text.

This lesson plan asks students to analyze two primary sources, in the form of letters, that address the issues relating to religious freedom for the newly formed United States and its relation to the nature of citizenship and equality in a religiously diverse society. Students will also analyze the 1st. Amendment and develop an argument regarding 1st amendment issues today.

Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.

Dr. Seuss's "The Cat in the Hat" is used as a primer to teach students how to analyze a literary work using plot, theme, characterization, and psychoanalytical criticism.

In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

Students work in small groups to examine Margaret AtwoodŐs use of and observations about language in The HandmaidŐs Tale. Through this activity, students discover and articulate overarching thematic trends in the book and then can extend their observations about official or political language to examples from their own world.

In this lesson, students use blogs to hold discussions about the effect of the factors of culture, history, and environment on Latino poetry.

Students get the inside scoop on a story when they create interview questions and answers for characters in the books they read.