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Common Core: ELA
CCLS - ELA: RL.9-10.2
- Category
- Reading Literature
- Sub-Category
- Key Ideas and Details
- State Standard:
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
35 Results
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- Students read Act 4.2 of Macbeth, in which Lady Macduff laments her husband’s decision to flee Scotland instead of defending his family, and in which she and her children are slain by Murderers...
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- Students read and analyze Act 3.1 of Macbeth, in which Banquo airs his suspicions of Macbeth’s foul play and Macbeth hires a troupe of murderers to kill Banquo and his son Fleance.
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- Students read and analyze Macbeth Act 2.3, in which a drunken Porter opens the gates of the castle to Lennox and Macduff, prompting the discovery of Duncan’s murder and the flight of his sons Malcolm...
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- Students continue their work with Macbeth by reading Act 1.3. Students focus on the emergence of central ideas in this scene.
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- Students develop these close reading skills as they examine Shakespeare’s Macbeth. They also continue to develop their oral presentation and argument writing skills through a series of activities...
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- In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and...
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- In this lesson, students read “Women,” a poem by the contemporary writer, Alice Walker. Students work in pairs to analyze Walker’s poem before working in small groups to consider how the poem...
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- In this lesson, students read and analyze the poem “In This Blind Alley” by Ahmad Shamlu in dialogue with Martin Luther King, Jr.’s “Letter from Birmingham Jail.” In his poem, Shamlu investigates the...
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- In this unit, students read Martin Luther King’s “Letter From A Birmingham Jail” alongside three short poems, focusing on how King develops his argument for direct action on civil rights. Students...
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- "End-of-Unit Assessment: Students demonstrate a cumulative understanding of Amy Tan’s The Joy Luck Club and H.G. Bissinger’s Friday Night Lights in response to the End-of-Unit Assessment prompt."
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- "Mid-Unit Assessment: Students prepare and present an analysis of how Amy Tan develops and refines a central idea in the chapter “Two Kinds.” Students work in small groups to collaboratively craft a...
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- "In this lesson, students continue their exploration of Jing-mei’s interactions with other characters, with an emphasis on how these interactions reveal the interwoven thematic threads of “Two Kinds...
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- "In this lesson, students continue their exploration of Jing-mei’s interactions with other characters, with an emphasis on how these interactions reveal the interwoven thematic threads of “Two Kinds...
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- "In this lesson, students complete their close reading of this chapter, analyzing the cumulative development of Waverly's character by considering her shifting interactions with her mother. Students...
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- "In this lesson, students build upon their analysis of Waverly's character development as they explore the relationship between her outward success in chess competitions and her inner thoughts and...
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- "In this lesson, students collaboratively analyze the development of Waverly Jong through an exploration of her descriptions of her neighborhood and her interactions with the characters that populate...
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- In the third unit of Module 1, students develop and continue to solidify the skills and practices of close reading, vocabulary acquisition, participation in diverse discussions, and evidence...
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- "Using work from 10.1.2 Lesson 12 and materials from previous lessons, students compose a multi-paragraph essay to demonstrate their understanding of the text’s central ideas through the End-of-Unit...
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- "In this lesson, students analyze how the narrator’s expectations about the “Mr. Julius Caesar” reunion competition clash with the reality of the events. Students also analyze details in the text...
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- In this lesson, students engage in an evidence-based discussion to analyze the narrator’s reflections and interactions with former students. Students explore the role that the narrator has had in his...
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- "In this lesson, students engage in an evidence-based discussion to analyze the narrator’s reflections and interactions with former students. Students explore the role that the narrator has had in...
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- "In this lesson, students analyze the impact of the narrator’s reflection, regret, and self-doubt on the decisions he makes for his future, as well as how these thoughts and feelings help shape a...
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- "In this lesson, students explore the conflict that the narrator feels as he struggles to understand the competition, as well as how to move forward in its aftermath. Students also work in groups to...
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- "In this lesson, students engage in evidence-based discussion and collaborate to investigate the weight of the decisions that the narrator makes during the Mr. Julius Caesar competition. Students...