Module 12.1 includes a shared focus on text analysis and narrative writing. Students read, discuss, and analyze two nonfiction personal narratives, focusing on how the authors use structure, style, and content to craft narratives that develop complex experiences, ideas, and descriptions of individuals. Throughout the module, students learn, practice, and apply narrative writing skills to produce a complete personal essay suitable for use in the college application process.

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

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 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.

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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.|

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In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

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In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.

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In Module 9.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 9.1 and 9.2, students explore topics of interest, gather research, and generate an evidence-based perspective to ultimately write an informative/explanatory research paper that synthesizes and articulates their findings. Students use textual analysis to surface potential topics for research, and develop and strengthen their writing by revising and editing.

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In this module, students read, analyze and evaluate informational and argument writing and build, through focused instruction, the skills required to craft strong and well-supported argument writing of their own. Through the study of a variety of texts, students learn to think of the products they use and consume everyday as part of a complex web of global production and trade that extends not only to distant lands but to the past as well.

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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.

The Folger Shakespeare Library provides the full searchable text of "Julius Caesar" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "Henry V" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "The Merchant of Venice" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "A Midsummer Night's Dream" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "Much Ado About Nothing" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

In this lesson students use a simple SOAPSTone form (College Board resource) to analyze six aspects of informational texts: subject, occasion, audience, purpose, speaker, and tone.

This set of lessons extends over a few days. Students read and annotate Ernie Pyle's "A Long Thin Line of Anguish." Students complete a SAYS/DOES graphic organizer, working on summarizing the text, noticing the choices the author makes about use of details, and describing the choices the author makes regarding the structure of the article.

Students complete a SOAPStone handout, identifying subject, occasion, author, purpose, speaker and tone (SOAPStone is a pre-AP/AP strategy). Students develop claims about why Ernie Pyle makes the writing choices he makes. Students write an informal, free-response style assessment about the impact of Pyle's choices.

The Folger Shakespeare Library provides the full searchable text of "The Taming of the Shrew" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "The Tempest" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of "Hamlet" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

The Folger Shakespeare Library provides the full searchable text of King Lear to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.