ALEX Classroom Resources

   View Standards     Standard(s): [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) 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] (11) 4 :

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

This video from American Masters: Harper Lee: Hey, Boo highlights Scout, one of the most beloved characters in all of the American fiction and the main character of the novel To Kill a Mockingbird. In the video, students learn what makes Scout unique as well as what makes her a “typical American character.” This resource provides instruction and discussion surrounding characterization. Students are prompted to provide text evidence to support their reasoning. 

   View Standards     Standard(s): [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) 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] (11) 4 :

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

Do you speak Elvish? How about Klingon? Learn about the history of constructed language in literature in this video from It’s Lit! Tolkien is widely regarded as the most influential author of the fantasy genre… period. But one of the less-discussed aspects of his work is the way Tolkien used constructed language in his writing. Nowadays authors are constantly making up words and languages for the worlds they build, but Tolkien was unique in that he constructed languages first, and then created worlds so his fictional languages would have somewhere to live. Support materials include discussion questions, a “construct your own language” activity, and resources on how to learn Elvish.

Students will examine sentence structure and context to create a language. Students will also examine how Tolkien's cultural perspective influenced the languages he created.

   View Standards     Standard(s): [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] (11) 4 :

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

In this lesson, students explore the power of narrative voice in storytelling and in particular the first-person point of view. They engage with the text through a shared reading exercise and view a video segment from The Great American Read. Finally, students analyze text to identify how authors use language and voice to channel the emotions and experiences of characters.

   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] (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) 3 :

3. Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.

[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) 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.

[ELA2021] (11) 20 :

20. Analyze the formality of language in a variety of audible sources in order to comprehend, interpret, and respond appropriately.

How does language affect how we see each other? Does the language that characters use influence how we see them? In this lesson, work with students to investigate the preconceived notions people have about accents and dialects, and how Zora Neale Hurston uses language in Their Eyes Were Watching God. Students will engage in collaborative discourse with preconceived norms and utilize active listening skills. Students will explore the link between the cultural perspective and language the characters use and the implicit meaning of the text. This lesson also provides students with the opportunity to compare multiple formal and informal languages and draw inferences about the social implications of a specific accent or dialect in a work of literature. 

   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] (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) 4 :

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

[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) 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] (11) 23 :

23. Deliver a speech suitable for an authentic audience for a specific purpose, demonstrating command of formal English when indicated or appropriate.

Examples: student-led conference, public meeting, community-based group

Students compose epitaphs for deceased characters in the play Hamlet, paying particular attention to how their words appeal to the senses, create imagery, suggest mood, and set tone. Using a three-paneled poster board, students design gravestones to display their epitaphs. Students must capture the essence of their characters in their epitaphs, and their poster boards must reflect the themes that support their character's personality and station in life. The resulting projects make compelling hallway displays and provide students with an audience for their writing.

This activity can be easily adapted to another tragedy by changing the characters students write epitaphs about. For instance, students can write epitaphs for Romeo, Juliet, Mercutio, and Tybalt in Romeo and Juliet or write epitaphs for Macbeth, Lady Macbeth, Duncan, and Banquo in Macbeth.

   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 :

3. Analyze how an author's cultural perspective influences style, language, and themes.

[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) 11 :

11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

[ELA2021] (9) 23 :

23. Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.

[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 :

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) 11 :

11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

[ELA2021] (10) 23 :

23. Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.

[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) 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) 4 :

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

[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] (11) 26 :

26. Locate and acquire audible information to answer a question, solve a problem, or defend a position, utilizing active listening to assess its usefulness, relevance, and credibility.

[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) 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) 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.

[ELA2021] (12) 26 :

26. Locate and acquire audible information to answer a question, solve a problem, or defend a position, utilizing active listening to assess its usefulness, relevance, and credibility.

After a brief introduction to the transcendentalist movement of the 1800s, students develop a working definition of transcendentalism by answering and discussing a series of questions about their own individualism and relationship to nature. Over the next few sessions, students read and discuss excerpts from Emerson's “Nature” and “Self-Reliance” and Thoreau's Walden. They use a graphic organizer to summarize the characteristics of transcendental thought as they read. Students then examine modern comic strips and songs to find evidence of transcendental thought. They gather additional examples on their own to share with the class. Finally, students complete the chart showing specific examples of transcendental thought from a variety of multimodal genres.

   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.

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): [ARTS] VISAN (9-12) 12 :

12) Describe the effectiveness of expressive and meaningful communication in selected works of art.

a. Analyze the formal organization of subject matter, elements of art, and principles of design in determining structural relationships in selected works of art.

[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) -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) 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) -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) 4 :

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

[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) 4 :

4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

In this lesson, students apply analytical skills to an exploration of the early Renaissance painting Death and the Miser by Hieronymous Bosch. Students sketch and label the painting, use an interactive tool to explore its elements, apply literary analysis tools to their interpretation, predict the painting's plot, and conclude the unit by creating a project that identifies and explains their interpretation of the painting.

   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) 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) 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) 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] (10) 21 :

21. Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.

[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) 4 :

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

[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) 4 :

4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

[ELA2021] (12) 21 :

21. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

In addition to developing background knowledge about allusions and the etymology of keywords, students use an online tool to examine the relationship between the speaker and his father in Robert Hayden's "Those Winter Sundays". Then students explore how the poet uses consonance, assonance, and alliteration to illustrate this complex relationship. Finally, students use the idea of a composed memory and their knowledge of sonic patterns to draft, revise, and share their own original text. 

The updated link for the BioCube resource is https://www.readwritethink.org/classroom-resources/student-interactives/cube. 

   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) -4 :

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

[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) 10 :

10. Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.

[ELA2021] (9) 12 :

12. Interpret digital texts to determine their subject, occasion, audience, purpose, tone, and credibility.

[ELA2021] (9) 14 :

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

[ELA2021] (9) 22 :

22. Use a variety of search tools and research strategies.

Examples: library databases, search engines; keyword search, boolean search

[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 :

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

[ELA2021] (10) 5 :

5. Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.

[ELA2021] (10) 10 :

10. Present research findings to peers, either formally or informally, integrating credible, accurate information from multiple sources, including diverse media.

[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) 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] (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 :

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

[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) 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] (11) 15 :

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

[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] (11) 18 :

18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices.

[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) -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 :

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

[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) 15 :

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

[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.

[ELA2021] (12) 18 :

18. Create and deliver an oral presentation, created collaboratively from individual contributions, that is suitable in purpose and tone for its intended audience and occasion.

Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices

[ELA2021] (12) 27 :

27. Synthesize research results, using responsible, ethical practices to gather information, and write clear, coherent products demonstrating command of language that is suitable for the target audience and purpose.

Students begin by evaluating the universal theme of betrayal from multiple perspectives. After reading time period scenarios as well as reflecting on personal experiences, students use critical thinking skills to explore and identify interventions for each betrayal scenario, including their personal examples. Students research Roman history, the setting of Shakespeare's drama, and The Tragedy of Julius Caesar. Applying this research, students write their own critical perspective of a scenario depicting plausible betrayal scenes from Roman times. As the culminating project and assessment, students create comic strips with the student interactive Comic Creator.

The updated link for the Comic Creator resource can be found at 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) -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) 5 :

5. Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.

[ELA2021] (9) 14 :

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

[ELA2021] (9) 16 :

16. 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] (9) 22 :

22. Use a variety of search tools and research strategies.

Examples: library databases, search engines; keyword search, boolean search

[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 :

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) 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) 14 :

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

[ELA2021] (10) 16 :

16. 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] (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] (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 :

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) 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) 15 :

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

[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] (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) 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) -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 :

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) 4 :

4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

[ELA2021] (12) 15 :

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

[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.

[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) 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

In this lesson, students explore ekphrasis—writing inspired by art. Students begin by reading and discussing several poems inspired by works of art. Through the discussion, students learn ways in which poets can approach a piece of artwork (for instance, writing about the scene being depicted in the artwork, writing in the voice of the person depicted in the artwork, speaking to the artist or subject of the painting, etc.). Students then search online for pieces of art that inspire them and then compose a booklet of poems about the pieces they have chosen.

The updated link to the Printing Press resource can be found at https://www.readwritethink.org/classroom-resources/student-interactives/printing-press.

   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) 5 :

5. Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.

[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) -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) 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) 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) -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) 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] (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] (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) 4 :

4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

[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.

[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.

This activity allows students to play with words and letters in an imaginative way. Students make the familiar strange by creating image pools of metaphor derived from a single letter in the alphabet. As a class, students look at a letter and brainstorm things that it looks like. They then flip the letter on its sides and upside down, brainstorming new images each time. Next, they brainstorm interesting words that start with that letter. They then put some of the words they brainstormed together as a poem. After creating the poem as a class, students write their own letter poems, using the same process. Students can use an online tool to publish their poems in a class book. As a group exercise, this activity builds community: everyone learns from each other. As an individual exercise, it builds confidence and allows everyone the chance to create an original chain of images. 

The updated link to the Alphabet Organizer resource can be found at https://www.readwritethink.org/classroom-resources/student-interactives/alphabet-organizer.