Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.

By analyzing Dear AbbyŐs ŇrantÓ about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and ŇproperÓ language use are intertwined.

Students apply the analytical skills that they use when reading literature to an exploration of the underlying meaning and symbolism in Hieronymous BoschŐs early Renaissance painting "Death and the Miser".

In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.

Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.

Students will discover a policy within their school or district that is important to them and that they'd like to change. They will conduct an investigation of the policy in question and write a letter with their claim, results, and recommendation to the appropriate audience.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.

This lesson will involve work in oral language, concepts of print, spelling, fluency, vocabulary, comprehension, and writing with the use of one book, The Black Snowman.

In this set of lessons which extend over several days, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently, students write one paragraph, choosing to analyze metaphor or simile, tone, or syntax in "The Fight."

As a culminating activity for "Slaughterhouse-Five", students make a compilation album (a CD with 6-8 tracks) that reflects their analysis, understanding, and reaction to the ideas in the novel "Slaughterhouse-Five".

Pennsylvania Assessment Anchors and Eligible Content eBook to assist educators in preparing student for the Keystone Exams.

Students investigate the effects of word choice in Robert Frost's "Choose Something Like a Star" to construct a more sophisticated understanding of speaker, subject, and tone.

Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.

This set of lessons extends over several days and focuses on "The Crisis, No. 1" by Thomas Paine. Students closely read and annotate the text. Students identify and evaluate claims and evidence in the text. Students present their findings to the class. Finally, students collaboratively write short arguments identifying claims and evidence in "The Crisis, No. 1." Students present their arguments to the class, and the class discusses and assesses the arguments.

This set of lessons extends over several days. Students watch a Prezi and take notes about the classical appeals (ethos, pathos, and logos). Students then read and annotate (focusing on the classical appeals) Winston Churchill's "Be Ye Men of Valour" and Franklin Delano Roosevelt's "Pearl Harbor Address to the Nation." Students work in groups to complete a graphic organizer which helps them analyze the classical appeals in the speeches. Finally, students write an analysis of ethos, pathos, and logos in one of the speeches.

This is a lesson plan to teach a method of close reading for short expository text.

Students will read an article online about the first four presidents. The online article provides scaffolds for vocabulary and reading. Students can use the online quiz to check for understanding. Students will then perform a close reading of the article following six text dependent questions. The lesson describes the activities along with the language to use for each of the questions.

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 Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.