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 this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

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

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences. Day 2 Overview:  These plans are for Day 2 of the Writers on Writing Unit. On Day 2, students focus on strong sentences and paragraphs, beginning with student rewriting of mentor sentences, and culminating in analysis of a basic vs. elaborate paragraph from a literacy narrative. Students discuss how description improves meaning in narratives, and look at successful authors to prepare for their own work.Source Citation:  Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. Boston: Anti-Slavery Office, 1849.

Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2. In 12.2.1, students first read “Ideas Live On,” a speech that Benazir Bhutto delivered in 2007. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, “Civil Disobedience.”

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

In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|

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

Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.

This resource intends to help students understand how parallelism is about more than mechanics and actually central to building thematic concepts.  

This is a lesson plan which requires students to use part of the DSM-5 (specifically the section on Narcissistic Personality Disorder) to fill out a Psychological Assessment Diagnostic Report on Macbeth as having NPD using textual evidence.

The activities in this lesson invite students to focus on the characters from A Midsummer Night's Dream, to describe and analyze their conflicts, and then to watch how those conflicts get resolved.

Students will read “The Prologue” to Chaucer’s Canterbury Tales, examine Chaucer’s use of heroic couplets, figurative language, and tone, review types of poetical foot and meter, and write a narrative poem modeled after Chaucer’s “Prologue” to The Canterbury Tales. 

A free mini-book to prepare students for the SAT exam with lessons and questions in math, reading, and writing.

"See, Think, Wonder" is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education. This activity invites students to "make their thinking visible" by responding to a selected poem.

Through close readings of Zora Neale Hurston'sTheir Eyes Were Watching God, students will analyzehow Hurston creates a unique literary voice by combining folklore, folk language, and traditional literary techniques. Students will examine the role that folk groups play in both their own lives and in the novel.

In this lesson students will learn about Louise Erdrich and then read her poem “Advice to Myself #2: Resistance.” As students read they will analyze how the writer uses words, phrases, and details to communicate a theme. Students will discuss the message of the poem in both small and large groups and discuss how the author’s literary choices help communicate this message. Students will then write about a message in the poem and explain what lines most strongly communicate that message as evidence to support their thinking.

In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.