ALEX Resources

Narrow Results:
Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (4) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (20)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
Subject: English Language Arts (9 - 10)
Title: Beyond Plot Summary Part 2: Critical Thinking and Writing About Plot Development
Description:


In this second half of a two-part lesson, students will identify and explain the plot development of a class text, generate their reflections and original ideas, and participate in a discussion regarding how events interact and shape character, mood, tone, and conflict.

This is a College- and Career-Ready Standards showcase lesson plan.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Subject: English Language Arts (9)
Title: Expository Essay: Writing Lab
Description:

This resource provides instruction and graphic organizers for the Prewriting, Drafting, Revising, Editing, and Proofreading stages of the writing process. The resource is designed to facilitate creating an expository essay. The purpose of the essay will be to explain a problem and present solutions. Students will need to research to gather support for their proposed solutions. 

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Subject: English Language Arts (9)
Title: Expository Essay: Writing Prompt & Rubric
Description:

This resource includes a writing prompt and a rubric. The focus of this resource is expository writing. The document includes space for students to compose their essays within the resource. A rubric is provided to students for self-assessment. 

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Subject: English Language Arts (9)
Title: Explanatory Writing: Building Background Knowledge
Description:

Through discussion with their peers and prompting from their teacher, students will brainstorm the key elements of an explanatory text. The purpose of this activity is to build background knowledge on explanatory writing. 

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Subject: English Language Arts (9)
Title: Determining a Mother's Love Through Music and Poetry
Description:

This activity is designed to allow students to write a comparison-contrast essay comparing song lyrics dealing with a mother's love. Students will analyze multiple literary texts and engage in each step of the writing process.

 This activity was developed as a result of the ALEX Resource Development Summit.




ALEX Learning Activities: 4

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (6 - 12)
Title: The Writing Process in IT | Workplace Essential Skills
URL: https://aptv.pbslearningmedia.org/resource/ket-workready-21/the-writing-process-in-information-technology-video-workplace-essential-skills/
Description:

People in the information technology industry write for work for many reasons — to communicate with customers or supervisors, to document something that has been done or needs to be done, to promote the company, and to share important information. To achieve those purposes effectively, it helps to have a strong writing process. This resource provides instruction and discussion surrounding the writing process and workplace documents. 



   View Standards     Standard(s): [ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
[ELA2021] (4) 37 :
37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
[ELA2021] (5) 36 :
36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Examples: first, as a result, therefore, in addition
[ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (3 - 12)
Title: 145 Picture Prompts to Inspire Student Writing
URL: https://www.nytimes.com/2022/07/27/learning/145-picture-prompts-to-inspire-student-writing.html
Description:

These short, accessible, image-driven prompts invite students to pen short stories, poems, and memoirs; share experiences from their lives; analyze illustrations, graphs, and charts; and tell us their opinions on hot-button issues. This list from The York Times provides all the prompts that were published during the 2021-22 school year.

There are multiple categories of prompts that can be used for students to practice various modes of writing including:

What story does this image inspire for you?

Share experiences from your own life.

What do you think this image, chart or cartoon is saying?

What’s your opinion on this issue?

These prompts are intended to be used as skill practice after students have been taught the structure and mechanics of narrative, explanatory, and argumentation writing. The teacher should preview the prompts to ensure they are appropriate for the intended grade level. 



   View Standards     Standard(s): [ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (6 - 12)
Title: Argumentative Essay: Narrow Your Research Topic
URL: https://aptv.pbslearningmedia.org/resource/66491289-4532-454d-980b-4954b87f6b04/argumentative-essay-narrow-your-research-topic/
Description:

A strong argumentative essay starts with a clear and concise topic that you care about and can research. Get tips for forming and developing an argument that will hook your audience and set the platform for a convincing essay.

This tool will assist students in selecting and narrowing a topic.



   View Standards     Standard(s): [ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) -5 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (9 - 12)
Title: Argumentative Essay: Editing and Revising
URL: https://aptv.pbslearningmedia.org/resource/854ab2ce-d3f0-4390-8eac-e70aa374215e/argumentative-essay-editing-and-revising/
Description:

Getting to the final draft takes a keen editorial eye and skillful editing. This demonstrative video uses a highlighting strategy that will help ensure that your rough draft encompasses the important parts.

This resource provides students with the opportunity to edit a sample essay for clarity and coherence.



   View Standards     Standard(s): [ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (6 - 12)
Title: How to Write an Argumentative Essay
URL: https://aptv.pbslearningmedia.org/resource/9041468c-c4bb-4d04-8609-ed29feec0bc0/how-to-write-an-argumentative-essay/
Description:

Building an argument takes planning, skill, and a good topic. This engaging video demonstrates with clever illustrations and narrative coaching, the steps in building an exemplar essay, from creating a hook and analyzing evidence, to convincing the audience with an actionable conclusion.

This resource allows students the opportunity to develop an essay outline and is best used during the planning stage of the writing process. 



   View Standards     Standard(s): [DLIT] (9-12) 22 :
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: Digital Literacy and Computer Science (9 - 12), English Language Arts (9 - 12)
Title: The Net Neutrality Debate
URL: https://aptv.pbslearningmedia.org/resource/38566355-b748-4de2-955a-167b418e6ad2/the-net-neutrality-debate-moyers-on-america/
Description:

In this lesson, students will write a persuasive one-page editorial that takes a position in the Net Neutrality debate.

Lesson Objectives



   View Standards     Standard(s): [ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
[ELA2021] (6) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Subject: English Language Arts (5 - 9)
Title: The Mysteries of Harris Burdick: Using Illustrations to Guide Writing
URL: http://readwritethink.org/classroom-resources/lesson-plans/mysteries-harris-burdick-using-30606.html
Description:

Mysteries are a great way to hook students into writing about fictional happenings. In this lesson, students engage themselves in The Mysteries of Harris Burdick by examining the illustrations in the book and choosing one for which to create a Mystery Cube and then a creative writing piece. Finally, students present their mysteries to the class and allow students to guess to which illustration their mystery corresponds.



   View Standards     Standard(s): [ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) 11 :
11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (10) 11 :
11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (11) 14 :
14. Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.
[ELA2021] (12) -2 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) -5 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 14 :
14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Subject: English Language Arts (9 - 12)
Title: Demonstrating Understanding of Richard Wright's Rite of Passage
URL: http://readwritethink.org/classroom-resources/lesson-plans/demonstrating-understanding-richard-wright-30791.html
Description:

After reading Richard Wright's short novel Rite of Passage, students will demonstrate their understanding of plot, character, and conflict by writing recommendations for the protagonists' future to a juvenile court system judge. Students are guided through the development of these recommendations, including attention to counterarguments based on potential prevailing attitudes in the justice system at the time.



   View Standards     Standard(s): [ELA2021] (9) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (9) 1 :
1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Subject: English Language Arts (9)
Title: From Quantitative to Qualitative: Writing Descriptions of Data From Tables
URL: http://readwritethink.org/classroom-resources/lesson-plans/from-quantitative-qualitative-writing-31069.html
Description:

Academic writing tasks often require students to use words to describe quantitative data found in tables, charts, or graphs. This lesson plan integrates quantitative reasoning and critical thinking with opportunities for writing as students examine a table with numerical data and then analyze the content, language, and organization of a verbal description of the same data.  Students then write and evaluate their own descriptions of data from tables. The lesson's discourse-based approach to language choices aims to raise students' awareness about verb tense selection and reasons for shifting tenses.



   View Standards     Standard(s): [ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) 5 :
5. Compare and contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) 1 :
1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
[ELA2021] (11) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) -2 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (12) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (6 - 12)
Title: Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature
URL: http://readwritethink.org/classroom-resources/lesson-plans/comparing-portrayals-slavery-nineteenth-30527.html
Description:

Huck Finn's moral journey parallels Mark Twain's questions about slavery. Like the photographers of the nineteenth century, Twain, a Realist, struggled with how best to portray fictionalized characters, while still expressing truth and creating social commentary. In this unit of five lessons, students use a Venn Diagram to compare and contrast Mark Twain's novel and excerpts from Frederick Douglass' narrative to original photographs of slaves from the late-nineteenth century. Then, they write an essay to compare the different portrayals, arguing to what extent art can reliably reflect truth.  In addition, they will discuss art as social commentary.



   View Standards     Standard(s): [ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) 5 :
5. Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 5 :
5. Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) 4 :
4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (11) 5 :
5. Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author's purpose.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) 4 :
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (12) 5 :
5. Evaluate structural and organizational details in texts to determine the author's purpose, including cases in which the meaning is ironic or satirical.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (9 - 12)
Title: Happily Ever After? Exploring Character, Conflict, and Plot in Dramatic Tragedy
URL: http://readwritethink.org/classroom-resources/lesson-plans/happily-ever-after-exploring-374.html
Description:

How would the story have changed if Romeo had received the letter? This lesson encourages students to pick a turning point in a tragedy and show how the action of the play would have been significantly altered had a different decision been made or a different action taken. Students use a graphic organizer to analyze the plot of the play. They identify a turning point in the play, alter the decision that the characters make, and predict the characters' actions throughout the rest of the play. Students create a plot outline of their altered play and present their new stories to the class. Teachers can test students' content knowledge and understanding of conflicts within the play while also challenging their creativity and their understanding of the plot. This lesson focuses on Shakespearean tragedy, but it can be used with any tragedy that students have read or as a book report alternative.



   View Standards     Standard(s): [ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
[ELA2021] (6) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (6) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.
[ELA2021] (7) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (8) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
Subject: English Language Arts (5 - 10)
Title: Songs of Our Lives: Using Lyrics to Write Stories
URL: http://readwritethink.org/classroom-resources/lesson-plans/songs-lives-using-lyrics-30620.html
Description:

Students learn about the life of John Lennon through his lyrics in a breathtaking book, John's Secret Dreams: The Life of John Lennon by Doreen Rapaport. After studying the life of Lennon, students write a short story from their lives following the style of Rappaport by weaving lyrics from some of their favorite songs throughout. Finally, students create a classroom book including each student's story from their life.



   View Standards     Standard(s): [ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) 5 :
5. Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (12) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Subject: English Language Arts (9 - 12)
Title: Looking for the Byronic Hero Using Twilight's Edward Cullen
URL: http://readwritethink.org/classroom-resources/lesson-plans/looking-byronic-hero-using-1148.html
Description:

In this lesson, students access their own knowledge of characters from a variety of texts to make comparisons between the familiar concepts of hero and villain and the new concept of the Byronic hero, a term coined from Lord Byron and his writings in the 19th century. They first list heroes and villains with which they are familiar and discuss any examples that may blur the lines between the two. Using Stephenie Meyer's Twilight and the character Edward Cullen, students identify the characteristics of the Byronic hero in a Venn diagram and diagram other characters with these traits. Students then choose a project—an expository essay, photo collage, or book cover—to extend their understanding of this complex and compelling character type.

This lesson uses Edward Cullen as an example, but it may be adapted to focus on any Byronic hero that would be appropriate for your classroom.



   View Standards     Standard(s): [ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) 14 :
14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (10) 14 :
14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 17 :
17. Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.
Subject: English Language Arts (9 - 12)
Title: Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative
URL: http://readwritethink.org/classroom-resources/lesson-plans/spend-shoes-exploring-role-265.html
Description:

In To Kill a Mockingbird, Atticus explains to Scout that "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (36). Make this advice more literal by inviting students to imagine spending a day in someone else's shoes in this writing activity. Students examine a variety of shoes and envision what the owner would look like, such as their appearance, actions, etc. They then write a narrative, telling the story of a day in the shoe owner's life. While this lesson plan uses the quotation from To Kill a Mockingbird as a springboard and ties nicely to discussions of the novel, it can be completed even if students are not currently reading the book.

The updated link for the Circle Plot Diagram can be found at https://www.readwritethink.org/classroom-resources/student-interactives/circle-plot-diagram.

 



   View Standards     Standard(s): [ELA2021] (7) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (7) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (7) 7 :
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
[ELA2021] (7) 14 :
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
[ELA2021] (7) 26 :
26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Examples: a day or two, a single sitting
[ELA2021] (8) -4 :
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
[ELA2021] (8) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (8) 8 :
8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.

Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
sequencing - chronological, reverse chronological, flashback

b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.

c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
[ELA2021] (8) 14 :
14. Utilize digital tools and/or products to enhance meaning.

Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media
[ELA2021] (8) 25 :
25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Examples: a day or two, a single sitting
[ELA2021] (9) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) 14 :
14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (9) 26 :
26. Compose clear, coherent writing that incorporates information from at least one scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (10) 14 :
14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.
[ELA2021] (10) 26 :
26. Compose clear, coherent writing that incorporates information from at least one scholarly and at least one non-scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
Subject: English Language Arts (7 - 10)
Title: Picture This: Combining Infographics and Argumentative Writing
URL: http://readwritethink.org/classroom-resources/lesson-plans/picture-this-combining-infographics-31135.html
Description:

Students need to practice all types of writing, and oftentimes argumentative writing is ignored in favor of persuasive writing. In fact, students may not even understand there is a difference between these two types of writing. In this lesson, students examine the differences between argumentative writing and persuasive writing. After choosing topics that interest them, students conduct research which becomes the foundation for their argumentative essays. After completing their essays, students use Piktochart to create infographics to represent their research.



   View Standards     Standard(s): [ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) 12 :
12. Interpret digital texts to determine their subject, occasion, audience, purpose, tone, and credibility.
[ELA2021] (9) 20 :
20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.
[ELA2021] (9) 22 :
22. Use a variety of search tools and research strategies.

Examples: library databases, search engines; keyword search, boolean search
[ELA2021] (9) 24 :
24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (10) 12 :
12. Interpret digital texts to determine subject, occasion, audience, purpose, tone, and credibility.
[ELA2021] (10) 22 :
22. Use a variety of search tools and research strategies to locate credible sources.

Examples: library databases, search engines; keyword search, boolean search
[ELA2021] (10) 24 :
24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
[ELA2021] (10) 27 :
27. Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose.
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (11) 15 :
15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.
[ELA2021] (11) 19 :
19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.
[ELA2021] (11) 22 :
22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

a. Exhibit stylistic complexity and sophistication in writing.
[ELA2021] (11) 25 :
25. Use a variety of search tools and research strategies to locate credible sources.

Examples: library databases, search engines; keyword search, boolean search
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 15 :
15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.
[ELA2021] (12) 19 :
19. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.
[ELA2021] (12) 22 :
22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

a. Exhibit stylistic complexity, sophistication, and consistency in writing.
[ELA2021] (12) 24 :
24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.

a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
[ELA2021] (12) 25 :
25. Use a variety of search tools and research strategies to locate and acquire credible, relevant, and useful information.

Examples: library databases, search engines; keyword search, boolean search
Subject: English Language Arts (9 - 12)
Title: Modeling Academic Writing Through Scholarly Article Presentations
URL: http://readwritethink.org/classroom-resources/lesson-plans/modeling-academic-writing-through-1133.html
Description:

Students prepare an already published scholarly article for presentation, with an emphasis on the identification of the author's thesis and argument structure, as well as an examination of source integration (the critic's engagement with primary and secondary source information). The class first analyzes a sample article of literary criticism and discusses how to annotate it for presentation. Each student then uses an online database to access an appropriate article of literary criticism connected to a work of literature they have already read as a class assignment. They then analyze the article and prepare the article for presentation by highlighting key elements of its structure and content. Finally, they present the article to their peers.



   View Standards     Standard(s): [ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) 4 :
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (9) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
[ELA2021] (9) 8 :
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (9) 18 :
18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (10) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) 3 :
3. Analyze how an author's cultural perspective influences style, language, and themes.
[ELA2021] (10) 4 :
4. Interpret an author's use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
[ELA2021] (10) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.
[ELA2021] (10) 8 :
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (10) 13 :
13. Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.
[ELA2021] (10) 18 :
18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

Examples: Analyze Mahatma Gandhi's "Quit India" speech.
Analyze "The Appeal of 18 June" by Charles de Gaulle.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (11) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (11) 1 :
1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
[ELA2021] (11) 3 :
3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
[ELA2021] (11) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (11) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (11) 10 :
10. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (11) 21 :
21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
[ELA2021] (12) -2 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) -4 :
R4. Use digital and electronic tools appropriately, safely, and ethically.
[ELA2021] (12) -5 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (12) 3 :
3. Evaluate how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
[ELA2021] (12) 4 :
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
[ELA2021] (12) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (12) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 16 :
16. Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

Examples: words, music, sound effects
[ELA2021] (12) 21 :
21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.
Subject: English Language Arts (9 - 12)
Title: I Have a Dream: Exploring Nonviolence in Young Adult Texts
URL: http://readwritethink.org/classroom-resources/lesson-plans/have-dream-exploring-nonviolence-30509.html
Description:

In this lesson, students identify how the rapper, Common, and writer, Walter Dean Myers, reinterpret Martin Luther King Jr.'s dream of nonviolence in their own works. This lesson also aims to expose high school students to nonviolent options for conflict resolution. To activate prior knowledge, students will watch Martin Luther King Jr.'s “I Have a Dream” speech and read Doreen Rappaport's picture book, Martin's Big Words, and recall how he approached conflict. The students will connect Dr. King's answer to conflict resolution with Common's interpretation of nonviolence, as demonstrated in his song, “A Dream”. The students will also connect this dream of nonviolence to Walter Dean Myers's short story, “Monkeyman,” from the book 145th Street. Students are assigned a particular homework task before reading the short story to encourage a text-based discussion on characterization and conflict. The students will be introduced to Dr. King's Six Principles of Nonviolence and compose a thesis essay as a final assessment.



   View Standards     Standard(s): [ELA2021] (9) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (9) -2 :
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) -2 :
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (11) -2 :
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) -5 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (12) -6 :
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
[ELA2021] (12) 14 :
14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Subject: English Language Arts (9 - 12)
Title: And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions
URL: http://readwritethink.org/classroom-resources/lesson-plans/conclusion-inquiring-into-strategies-31168.html
Description:

As part of the drafting and revision process for a current literary analysis essay (or another type of argument), students first participate in initial peer review to improve the argument in their essay. Then they inquire into published tips and advice on writing conclusions and analyze sample conclusions with a partner before choosing two strategies they would like to try in their own writing, drafting a conclusion that employs each. After writing two different conclusions and conferring with a peer about them, they choose one and reflect on why they chose it, as well as what they learned about writing conclusions and the writing process more broadly. Though this lesson is framed around an argumentative literary essay, its structure could be easily adapted to other written forms.



   View Standards     Standard(s): [ELA2021] (9) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (9) -5 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (9) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
[ELA2021] (9) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
[ELA2021] (10) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (10) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (10) 6 :
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.
[ELA2021] (10) 9 :
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently.

Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks

b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics.

Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented.
[ELA2021] (11) -6 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (11) -3 :
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
[ELA2021] (11) 6 :
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
[ELA2021] (11) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (11) 11 :
11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Examples: paragraphs, constructed responses, essays

a. Incorporate narrative techniques in other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (11) 12 :
12. Collaborate on writing tasks in diverse groups, making necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and showing respect for the individual contributions of each group member.
[ELA2021] (12) -2 :
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
[ELA2021] (12) -3 :
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
[ELA2021] (12) 7 :
7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.
[ELA2021] (12) 11 :
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
[ELA2021] (12) 12 :
12. Within diverse and collaborative writing groups, effectively and respectfully demonstrate a willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and consider contributions made by each group member.
Subject: English Language Arts (9 - 12)
Title: Analyzing and Comparing Medieval and Modern Ballads
URL: http://readwritethink.org/classroom-resources/lesson-plans/analyzing-comparing-medieval-modern-1097.html
Description:

In this six-lesson unit, students read, analyze, and discuss medieval English ballads and then list characteristics of the genre. Then, they emphasize the narrative characteristics of ballads by choosing a ballad to act out. Using the Venn diagram tool, students next compare medieval ballads with modern ones. After familiarizing themselves with ballad themes and forms, students work collaboratively to write their own original ballads, which they will perform in small groups. Finally, students engage in self-reflection on their group performances and on the literary characteristics of their ballads.



ALEX Classroom Resources: 19

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