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Common Core: Standard
Common Core: ELA
CCLS - ELA: W.11-12.2.f
- Category
- Writing
- Sub-Category
- Text Types and Purposes
- State Standard:
- Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
26 Results
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- 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...
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- In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have multiple...
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- 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,...
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- In this unit, students continue to develop skills, practices, and routines that will be used on a regular basis in the English Language Arts classroom throughout the year: close reading, annotating...
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- 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...
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- In this unit, students engage with Virginia Woolf’s A Room of One’s Own, continuing to build skills for close reading and analysis of nonfiction as well developing their ability to identify and...
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- 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-...
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- In the first unit of Module 12.1, students are introduced to the skills, practices, and routines of close reading and evidence-based writing and discussion, and engage regularly in the critical...
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- In the second unit of Module 12.1, students continue to refine the skills, practices, and routines of close reading, evidence-based discussion, and evidence-based writing introduced in 12.1.1. This...
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- In the first unit of Module 11.2, students analyze two seminal texts about African Americans in post-Emancipation America. Students begin this unit by reading "Of Our Spiritual Strivings," the first...
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- This lesson is the End-of-Unit Assessment for Unit 3. In this lesson, students craft a multi-paragraph response analyzing the relationship between Woolf’s text and the character of Ophelia from...
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- In this unit, students read and analyze two texts that explore issues of agency and identity for women in America. Students begin by reading "An Address by Elizabeth Cady Stanton," in which Cady...
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- In this lesson, students complete the End-of-Unit Assessment. Students apply the writing skills they learned throughout this module and draw upon their analysis of either Lorde’s poem "From the House...
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- This lesson is part two of the End-of-Unit Assessment for 11.1.2. In this lesson, students draft a multi-paragraph response to the End-of-Unit Assessment prompt.
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- 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...
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- In this lesson students continue their analysis of Hamlet’s third soliloquy in Act 2.2, lines 616–634, with a focus on how the introduction of a key plot point—that Hamlet will stage a play to...
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- In this Mid-Unit Assessment, students select textual evidence from one of Hamlet’s first three soliloquies to craft a formal multi-paragraph essay about how Shakespeare develops Hamlet’s character in...
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- In this lesson, the Mid-Unit Assessment, students complete a multi-paragraph response analyzing the development and interaction of two or more central ideas in an excerpt of Chapter 3 of A Room of...
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- In this lesson, students complete the End-of-Unit Assessment. Students apply the writing skills they learned throughout this module and draw upon their analysis of The Autobiography of Malcolm X to...
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- In this final lesson of the unit, students complete the End-of-Unit Assessment. Students apply the writing skills they have learned throughout this unit and draw upon their analysis of Booker T....
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- In this final lesson of the unit, the End-of-Unit Assessment, students compose a multi-paragraph response to the following prompt: Analyze the effectiveness of the structure Silko uses in her...
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- In this lesson, students analyze the closing section of text from chapter 19 of The Autobiography of Malcolm X, pages 385–389 (from “Anything I do today, I regard as urgent” to “Only the mistakes...
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- In this lesson, students read and analyze paragraphs 11–12 of "An Address by Elizabeth Cady Stanton" (from "It is the wise mother that has the wise son" to "so in her elevation shall the race be...
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- In this lesson, the Mid-Unit Assessment, students use textual evidence from "Of Our Spiritual Strivings" from The Souls of Black Folk by W.E.B. Du Bois to craft a formal, multi-paragraph response to...