ALEX Resources

   View Standards     Standard(s): [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) -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.

[SS2010] US11 (11) 4 :

4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I

•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations

•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain

•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

[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) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[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) 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.

In this lesson, students will read and critically examine a letter from an Alabama farm owner to a U.S. Senator from Alabama regarding exemption status for the 1917 Selective Service Act on behalf of one of her workers. This primary source document will allow the students to practice evaluating a complex text. The students will answer active reading questions to participate in a "Philosophical Chairs" class debate regarding the merit of the farm owner's request. The Philosophical Chairs activity will allow the students to verbally articulate an argumentative position while specifically using textual evidence to be able to defend their position.

*Note: A bibliography of resources used can be found at the end of the "Lesson Procedures Section" of this lesson.

This lesson was created in partnership with the Alabama Department of Archives and History.

   View Standards     Standard(s): [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) 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] (11) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[SS2010] US11 (11) 4 :

4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I

•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations

•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain

•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

[SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

Students will examine and evaluate both college and high school students' support of and involvement in the World Wars. Students will research both photographic and textual resources in order to produce factual information about how students reacted to World Wars 1 and 2. This lesson will culminate in a student-driven Socratic Seminar-style discussion which will allow the students to verbally articulate their findings from the resources provided.

This lesson was created in partnership with the Alabama Department of Archives and History.

   View Standards     Standard(s): [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) -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) -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) 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) -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) -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) -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) 4 :

4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey 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) 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.

In this lesson, students will compose their own nonfiction essay using understood you as the narrative technique.

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

   View Standards     Standard(s): [ELA2021] (11) -5 :

R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.

[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) 4 :

4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.

[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 :

4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.

Students will learn about Zora Neale Hurston at the beginning of a unit on Their eyes were watching God. Using the essay "How it Feels to be Colored Me," students will discuss the use of metaphors in correlation to Hurston's life. Students will also construct a poem using metaphors pertaining to their own lives. 

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

   View Standards     Standard(s): [ELA2021] (11) 15 :

15. Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.

[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) -4 :

R4. Use digital and electronic tools appropriately, safely, and ethically.

[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.

In this learning activity, students will focus on the rhetorical analysis of visual texts to determine an author's purpose and message. First, students will view a video on analyzing political or editorial cartoons. By identifying and analyzing labels, symbols, exaggeration, irony, analogy, and argument, students will be able to infer the artist's/author's intended message of the editorial cartoon. Then, students will practice analyzing other cartoons with the same process utilizing the tech tool Flipgrid (from Common Sense Education:  Flipgrid is a website that allows teachers to create "grids" of short discussion-style questions that students respond to through recorded videos. Each grid is effectively a message board where teachers can pose a question, and their students can post 90-second video responses that appear in a tiled "grid" display.)

This activity results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [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) 6 :

6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.

[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

Before reading Kate Chopin's The Story of an Hour, students practice annotating song lyrics that echo the short story's theme regarding gender inequality. Annotation is an effective way of having students engage with a text for close reading. By having students annotate song lyrics first, the task seems less daunting or overwhelming to students. Also, the pop culture aspect peaks student interest and makes the literature more relevant as students discover that contemporary songs and classic literature share common, universal themes.

This activity results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [ELA2021] (6) 1 :

1. Identify and explain an author's rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

[ELA2021] (6) 3 :

3. Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

[ELA2021] (7) 3 :

3. Explain how the author's choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.

[ELA2021] (8) 3 :

3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

[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) 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) -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] (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) 4 :

4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey 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] (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) 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.

In this interactive lesson, discover how literary techniques like setting, characterization, and conflict contribute to the overarching theme of a text. Through analysis of Lorraine Hansberry's iconic play A Raisin in the Sun, explore the importance of these different elements individually, then learn how each piece comes together to establish a theme.

   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 :

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] (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 :

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] (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 :

4. Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey 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] (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 :

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.

This lesson invites students to explore the things relevant to a character from Lorraine Hansberry's play A Raisin in the Sun, such as Mama's plant, to unlock the drama's underlying symbolism and themes. Students explore character traits and participate in active learning as they work with the play. Students use an interactive drama map to explore characters and conflict and then write and share character-item poems.

See this updated link for the drama map.

   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.

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 145^th 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) -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) 14 :

14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

[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) 14 :

14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.

[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) 6 :

6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.

[ELA2021] (11) 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.

[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) 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.

Stereotyped images create false ideals that real people can't hope to live up to, foster low self-esteem for those who don't fit in, and restrict people's ideas. In this unit, students explore representations of race, class, ethnicity, and gender by analyzing comics over two weeks and then re-envisioning them with a "comic character makeover." This activity leads to greater awareness of stereotypes in the media and urges students to form more realistic visions of these images as they perform their makeovers.

An updated link to the Comic Creator website can be found here: https://www.readwritethink.org/classroom-resources/student-interactives/comic-creator. 

   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.

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.