This formative assessment is designed to help students choose a hypothetical (or real!) career for the purposes of imagining, researching, and writing in real-lfie circumstances. In doing so, it asks for the review, application, and synthesis of some wide-flung skills including:1) Brainstorming relevant criteria through personal reflection, research, or interview.2) Researching on reliable sources. (W.7)3) Collecing and citing sources. (W.8)4) Argumentative/Analytical thesis writing. (W.2)5) Complex sentence strategies. (L.3a) 

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

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

In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 12.1 and 12.2, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. Module 12.3 fosters students’ independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.

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

Great supplemental resource to support teaching caption writing for teachers of journalism or advisors of yearbooks.