English/Language Arts Resource Document- Quarter 3
Eleventh Grade
Unit 4: A Time of Division, Reconciliation, and Expansion
Dates: January 5 – February 6, 2015
Essential Questions (If multiple options, pick the essential questions you wish to use):
1. How has the representation of a lack of tolerance in American literature affected man’s relationship to society (or to others)?
2. How has American literature functioned as an impetus for change?
Unit 5: A Time of Disillusion, Defiance, and Discontent
Dates: February 9 – March 20, 2015
Essential Questions (If multiple options, pick the essential questions you wish to use):
1. How are the turmoil and hardships Americans were facing reflected in the literature of this period?
Standards covered in this quarter:
11.12.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain
11-12.RL.2.2: Compare and contrast the development of similar themes or central ideas across two or more works of literature and analyze how they emerge and are shaped
and refined by specific details.
11-12.RL.2.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
11-12.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature (e.g., the choice of where to begin or end a story,
the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
11.12.RL.3.2: Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended (e.g., satire, sarcasm, irony, or
understatement) in order to understand the point of view.
11-12.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text and the impact of the interpretations on the
audience.
11-12.RL.4.2: Analyze and evaluate works of literary or cultural significance in history (American, English, or world) and the way in which these works have used archetypes
drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics.
11.12.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain
11-12.RN.2.2: Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and refined by specific
details.
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English/Language Arts Resource Document- Quarter 3
11-12.RN.2.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of a text
11-12.RN.3.3: Determine an author’s perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences,
anticipates and addresses reader concerns and counterclaims), analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
11-12.RN.4.3: Analyze and synthesize foundational U.S. and world documents
11-12.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
11-12.RV.2.2: Students are expected to build upon and continue applying concepts learned previously.
 7.RV.2.2: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
11-12.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable)
11-12.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
11-12.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the
cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RV.3.3: Interpret figures of speech (e.g., paradox) in context and analyze their role in the text.
11-12.W.3.1: Write arguments in a variety of forms that –
● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
● Use effective transitions as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
● Establish and maintain a consistent style and tone appropriate to purpose and audience.
● Provide a concluding statement or section that follows from and supports the argument presented.
11-12.W.3.3: Write narrative compositions in a variety of forms that –
● Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters.
● Create a smooth progression of experiences or events.
● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
● Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
● Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
●
Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative
11-12.W.4: Apply the writing process to –
 Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific
purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
 Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or
information.
11-12.W.6.1: Demonstrate command of English grammar and usage.
11-12.W.6.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling.
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11-12.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues,
building on others’ ideas and expressing personal ideas clearly and persuasively.
11-12.SL.2.2: Stimulate a thoughtful, well-reasoned debate and exchange of ideas by referring to specific evidence from materials under study and additional research and
resources.
11-12.SL.2.3: Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
11-12.SL.2.4: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspective
11-12.SL.2.5: Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional
information or research is required to deepen the investigation or complete the task.
11-12.SL.3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
11-12.SL.4.3: Students are expected to build upon and continue applying concepts learned previously.
1. 2.SL.4.3: Give and follow multi-step directions.
11-12.ML.2.1: Evaluate the intersections and conflicts between visual and verbal messages, and recognize how visual techniques or design elements carry or influence
messages in various media.
11-12.ML.2.2: Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies.
Suggested Texts from Prentice Hall for Unit 4
Suggested Texts from Prentice Hall for Unit 5
o An Episode of War – page 486
o The Love Song of J. Alfred Prufrock – page 716
o Willie Has Gone to War – page 491
o A Few Don’ts – page 727
o Swing Low, Sweet Chariot – page 498
o Ezra Pound Poetry – page 730
o Go Down Moses – page 500
o William Carlos Williams Poetry – page 733
o From My Bondage and My Freedom – page 506
o Winter Dreams – page 742
o An Occurrence at Owl Creek Bridge – page 518
o The Turtle from The Grapes of Wrath – page 766
o Gettysburg Address – page 532
o The Unknown Citizen – page 77
o Second Inaugural Address – page 533
o The Far and the Near – page 784
o Letter to his Son – page 535
o In Another Country – page 809
o Emancipation Proclamation – page 541
o The Corn Planting – page 815
o Mary Chestnut’s Civil War – page 550
o A Worn Path – page 820
o A Confederate Account of the Battle of Gettysburg – page 556
o Carl Sandburg Poetry – page 840
o An Account of the Battle of Bull Run – page 558
o The Jilting of Granny Weatherall – page 848
o Reaction to the Emancipation Proclamation –page 559
o A Rose for Emily – page 862
o An Account of an Experience with Discrimination – page 561
o Nobel Prize Acceptance Speech – page 875
o The Notorious Jumping Frog of Calaveras County – page 581
o Robert Frost poetry – page 882
o The Outcasts of Poker Flatts – page 592
o The Night the Ghost Got In – page 898
o To Build a Fire – page 620
o From Here Is New York – page 903
o The Story of an Hour – page 642
o From Dust Tracks on a Road – page 914
o Paul Lawrence Dunbar poetry – page 652
o Langston Hughes poetry – page 926
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Edward Arlington Robinson poetry – page 660
Edgar Lee Masters poetry – page 663
A Wagner Matinee – page 670
Cullen, Bontemps, Toomer poetry – page 938
Supplemental Texts (Links to Articles and other online texts):
For Units 4 & 5:
http://www.gutenberg.org
o For finding public domain texts
Other Options Unit 4:
o Springboard Textbook Level 6
o Red Badge of Courage by Stephen Crane
http://www.gutenberg.org/files/73/73-h/73-h.htm
o The Adventures of Huckleberry Finn by Mark Twain
http://www.gutenberg.org/files/76/76-h/76-h.htm
o My Antonia by Willa Cather
http://www.gutenberg.org/files/242/242-h/242-h.htm
o The Sea-Wolf by Jack London
http://www.gutenberg.org/files/1074/1074-h/1074-h.htm
o Spoon River Anthology by Edgar Lee Masters
http://www.gutenberg.org/cache/epub/1280/pg1280.html
o Lincoln by Gore Vidal
Other Options Unit 5
o The Great Gatsby by F. Scott Fitzgerald
https://ebooks.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/
o Catch-22 by Joseph Heller
o Slaughterhouse-Five by Kurt Vonnegut
https://d3jc3ahdjad7x7.cloudfront.net/Yl23Al9Pz9PA3NJvumF35vHcWw2I
HEtwhFknsYdWWNVjovdc.pdf
Teacher Resources to Support Standards/Themes Taught in this Quarter:
Unit 4: A Time of Division, Reconciliation, and Expansion (1850-1914)
Realism:
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http://public.wsu.edu/~campbelld/amlit/realism.htm
http://www.westga.edu/~mmcfar/worksheet%20on%20American%20Realism.htm
http://archive.csustan.edu/english/reuben/pal/chap5/5intro.html
The Civil War:
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http://edsitement.neh.gov/feature/literature-civil-war
http://dcc.newberry.org/collections/literature-of-the-american-civil-war
http://www.civilwarliterature.com/
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English/Language Arts Resource Document- Quarter 3
Unit 5: A Time of Disillusion, Defiance, and Discontent (1914-1946)
Modernism:
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http://classroom.synonym.com/elements-modernism-american-literature-2872.html
Imagism:
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http://education-portal.com/academy/lesson/the-imagist-movement-poems-examples-key-poets.html#lesson
The Harlem Renaissance:
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http://www.ushistory.org/us/46e.asp
http://archive.csustan.edu/english/reuben/pal/chap9/9intro.html
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/harlem-renaissance/
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Harlem Renaissance PowerPoint
Harlem Renaissance
PP.pptx
(Right click on the icon and select “presentation object.” A small menu will appear that allows you to edit, open, etc.)
Disillusionment:
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Fitzgerald bio
PP.pptx
Fitzgerald biography PowerPoint
(Right click on the icon and select “presentation object.” A small menu will appear that allows you to edit, open, etc.)
http://writersinspire.org/content/lost-generation
http://www.thehemingwayproject.com/hemingway-the-fitzgeralds-and-the-lost-generation-an-interview-with-kirk-curnutt/
Stream of Consciousness:
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http://writershistory.com/index.php?option=com_content&task=category&sectionid=4&id=34&Itemid=47
http://literarydevices.net/stream-of-consciousness/
(New resources for Q3 are listed at the top of each section.)
Reading Literature
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http://imlovinlit.blogspot.com/2013/10/thursday-throw-down-4-citing-text.html (11-12.RL.2.1)
http://community.lessonplanet.com/t/practice-makes-perfect-citing-textual-evidence/1080 (11-12.RL.2.1)
Teaching_Theme_Across_Genre_Handout.pdf (11-12.RL.2.2)
http://teacherweb.com/nj/riverdale/radomski/setting.pdf (11-12.RL.2.3)
http://www.slideshare.net/es99.trish.turner/the-8-methods-of-characterization-powerpoint (11-12.RL.2.3)
http://education-portal.com/academy/lesson/what-is-structure-in-writing-and-how-does-it-affect-meaning.html#lesson (11-12.RL.3.1)
http://entertainment.howstuffworks.com/arts/literature/poetry3.htm (11-12.RL.3.1)
https://learnzillion.com/lessons/1113-analyze-the-structure-of-a-poem (11-12.RL.3.1)
http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-satire-with-shrek-810.html
(11-12.RL.3.2)
http://www.teachhub.com/language-arts-satirical-simpsons (11-12.RL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-6.html (11-12.RL.3.2)
http://www.sophia.org/ccss-ela-standard-rl11-126-pathway (11-12.RL.3.2)
http://www.pbslearningmedia.org/resource/vtl07.la.rv.text.lpdoublev/recognizing-that-one-text-can-generate-multiple-interpretations-the-double-v/ (11-12.RL.4.1)
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http://literarydevices.net/archetype/ (11-12.RL.4.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-romanticism-through-poetry-1142.html (11-12.RL.4.2)
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Inferences for Advanced Readers.pdf (11-12.RL.2.1 and RN.2.1)
https://learnzillion.com/lessons/2284-gather-evidence-from-a-text-to-support-an-argument (11-12.RL.2.1 and RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Fiction_Plotting_Story.aspx (11-12.RL.2.3)
http://udleditions.cast.org/craft_intro.html (11-12.RL.2.3)
http://www.slideshare.net/smitka/narrative-elements (11-12.RL.2.3)
http://lmc.gatech.edu/~dpiano/Narrative%20Elements.htm (11-12.RL.2.3)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-5.html (11-212.RL.3.1)
http://www.learner.org/jnorth/tm/ReadStrat7.html (11-12.RL.3.1)
http://www.soulcraft.co/essays/the_12_common_archetypes.html (11-12.RL.4.2)
www.lessonpaths.com/learn/mmHosted/330120 (11-12.RL.4.2)
http://www.brighthubeducation.com/special-ed-inclusion-strategies/9822-archetypical-characters-lesson-plan/ (11-12.RL.4.2)
Reading Nonfiction
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http://secondarysolutionsblog.com/attacking-the-common-core-standards-informational-texts-part-three-using-textual-evidence-to-support-inferences-within-anon-fiction-text/ (11-12.RN.2.1)
http://ontheweb.rozlinder.com/teaching-students-to-use-textual-evidence-in-the-common-core-classroom/ (11-12.RN.2.1)
http://teacher.depaul.edu/Documents/NONFictionInterpretationGuidesBasedonPARCCSamples.pdf (11-12.RN.2.2)
http://kateandmaggie.com/2014/02/05/teaching-beyond-the-main-idea-nonfiction-and-point-of-view-part-i/ (11-12.RN.3.3)
Author's Perspective & Rhetorical Strategies (11-12.RN.3.3)
http://teachingamericanhistory.org/library/ (11-12.RN.4.3)
http://betterlesson.com/community/document/3016532/determining-central-idea-and-writing-summaries-for-nonfiction-pdf?from=search (11-12.RN.2.2)
http://betterlesson.com/community/lesson/42614/identifying-main-ideas?from=search (11-12.RN.2.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-2.html (11-12.RN.2.2)
https://owl.english.purdue.edu/owl/owlprint/625/ (11-12.RN.3.3)
https://learnzillion.com/lessons/1903-analyze-rhetoric-to-determine-an-author-s-point-of-view (11-12.RN.3.3)
http://www.ereadingworksheets.com/e-reading-worksheets/reading-unit-and-lesson-plans-aligned-with-common-core-state-standards/#modes-of-writing-andauthors-purpose-lesson-and-unit-plans (11-12.RN.3.3)
Reading Vocabulary
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http://www.pc.maricopa.edu/rdg/tutorials/vocless/vocab1.htm (11-12.RV.2.1)
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http://www.wordmasterschallenge.com/sample-analogies-word-lists (11-12.RV.2.2)
http://www.azleisd.net/education/components/scrapbook/default.php?sectiondetailid=18660&& (11-12.RV.2.2)
http://elaessentials.weebly.com/uploads/5/0/1/4/5014648/english_12_supplement.pdf (11-12.RV.2.4)
https://share.ehs.uen.org/node/19985 (11-12.RV.2.4)
http://www.brighthubeducation.com/high-school-english-lessons/13411-connotation-and-denotation-activities/ (11-12.RV.3.1 and RV.3.2)
http://learning.blogs.nytimes.com/2011/04/14/figuratively-speaking-exploring-how-metaphors-make-meaning/?_php=true&_type=blogs&_r=0
and RV.3.2)
http://grammar.about.com/od/words/a/connotations.htm (11-12.RV.3.1 and 3.2)
http://www.spellingcity.com/figurative-language.html (11-12.RV.3.3)
(11-12.RV.3.1
https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (11-12.RV.2.3 and R.V.3.1)
http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (11-12.RV.2.3 and RV.3.1)
http://udleditions.cast.org/craft_intro.html (11-12.RV.3.1)
http://www.webenglishteacher.com/figurative-language-lesson-plans.html (11-12.RV.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/11687-a-tone-lesson-plan-when-writing/ (11-12.RV.3.1)
http://teachers.net/lessons/posts/2391.html (11-12.RV.3.3)
http://www.vocabtest.com (11-12.RV 3.2)
http://www.englishforeveryone.org/Topics/Analogies.htm (11-12.RV.3.3)
http://learning.blogs.nytimes.com/2013/10/04/skills-practice-understanding-and-making-analogies/?_php=true&_type=blogs&_r=0 (11-12.RV.3.3)
http://www.lessonplanet.com/teachers/videos-cliches-paradoxes (11-12.RV.3.3)
http://www.lessonplanet.com/teachers/lesson-plan-is-perception-reality-writing-paradoxes-in-poetry (11-12.RV.3.3)
Writing
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https://owl.english.purdue.edu/owl/resource/685/05/ (11-12.W.3.1)
http://homeworktips.about.com/od/essaywriting/a/argument.htm
(11-12.W.3.1)
http://writingcenter.unc.edu/handouts/argument/ (11-12.W.3.1)
http://www.shmoop.com/video/argument-essay (11-12.W.3.1)
http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_php=true&_type=blogs&_r=0
(11-12.W.3.1)
https://learnzillion.com/courses/58?collection_id=1084#collection_1086 (11-12.W.3.1)
http://www.fountainheadpress.com/contentresources/eng_thesesclaims.pdf (11-12.W.3.1)
http://www.webenglishteacher.com/narrative.html (11-12.W.3.3)
http://www.daedalus.com/lists10_narrative.asp (11-12.W.3.3)
http://betterlesson.com/lesson/553856/personal-statement-boot-camp (11-12.W.3.3)
http://turnitin.com/en_us/resources/blog/517-turnitin-educator-network/2245-peer-review-strategies-that-work (11-12.W.4)
http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.VGD4e8n1GSo (11-12.W.4)
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http://rubistar.4teachers.org/ (11-12.W.1-all Writing activities)
http://www.daedalus.com/lists10_narrative.asp (11-12.W.4)
http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (11-12.W.4)
http://www.nwp.org/cs/public/print/resource_topic/writing_processes (11-12.W.4)
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (11-12.W.4)
http://www.classzone.com/books/lnetwork_gr11/index.cfm?state=VA (11-12.W.6.1)
http://eolit.hrw.com/hlla/newmainlinks/lang.jsp (11-12.W.6.1)
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http://grammar.ccc.commnet.edu/grammar/index2.htm (11-12.W.6.1)
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http://www.readwritethink.org/classroom-resources/lesson-plans/avoiding-sexist-language-using-201.html (11-12.W.6.1a)
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http://education-portal.com/academy/lesson/comparison-of-adjectives-adverbs-examples-sentences-exercises.html#lesson (11-12.W.6.1c)
http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/ (11-12.W.6.1.e)
Grammar- Types of Sentences Activities.pdf (11-12.W.6.1e)
http://www.webenglishteacher.com/conventions.html (11-12.W.6.2)
http://www.educationworld.com/a_tech/sites/sites063.shtml (11-12.W.6.2)
See chapters in Part 2 of Writing and Grammar Book for W.6.1 resources, focusing on grammar and usage
See chapters 17, 18, 20,21,22& 23 for W.6.1 resources
http://englishlinx.com/pronouns/ (11-12.W.6.1a)
http://www.dailywritingtips.com/english-grammar-101-verb-mood/ (11-12.W.6.1b)
https://learnzillion.com/lessonsets/342-form-and-use-verb-voice-and-mood (11-12.W.6.1b)
Speaking and Listening
o http://www.edutopia.org/stw-collaborative-learning-resources (SL.2.1, SL.2.2)
o http://www.readwritethink.org/classroom-resources/lesson-plans/pros-cons-discussion-819.html (11-12.SL.2.2, SL.2.5)
o http://www.thirteen.org/edonline/lessons/cheerleading/index.html#close (11-12.SL.2.2,SL.2.5)
o http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html (11-12.SL.2.2, SL.2.5)
o https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom (11-12.SL.2.2, SL.2.5)
o http://www.authenticeducation.org/documents/WhatSeminar04.pdf (11-12.SL.2.2, SL.2.5)
o http://www.scholastic.com/teachers/top-teaching/2010/11/higher-order-comprehension-power-socratic-seminar (11-12.SL.2.2, SL.2.5)
o
Socratic Seminar
PP.pptx
o
o
o
o
o
o
Socratic Seminar PowerPoint (11-12.SL.2.2, SL.2.5)
(Right click on the icon and select “presentation object.” A small menu will appear that allows you to
edit, open, etc.)
http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home (11-12.SL.2.4)
http://www.cpalms.org/Public/PreviewStandard/Preview/6116#/#icts-toggle (11-12.SL.3.2 – click on “lesson plan” in the purple box)
http://www.uta.edu/faculty/mputnam/COMS3312/Notes/Intro.html (11-12.SL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-sl-11-12-3.html (11-12.SL.3.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html?tab=1#tabs (11-12.SL.3.2)
http://www.advocatesforyouth.org/publications/1187-lessons (11-12.SL.4.3)
o
http://educationalaspirations.com/tag/collaborative-classroom/ (SL.2.1)
Indianapolis Public Schools
Curriculum and Instruction
8
English/Language Arts Resource Document- Quarter 3
o
o
http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (SL.2.1)
Also, see pages 122,238,466,696,962,1378 in Prentice Hall textbook for Speaking and Listening Resources
Media Literacy
o http://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf (11-12.ML.2.1)
o http://www.readwritethink.org/classroom-resources/lesson-plans/propaganda-techniques-literature-online-405.html?tab=1#tabs (11-12.ML.2.1 and ML.2.2)
o http://action4mediaeducation.org/article-rj001.html (11-12.ML.2.1 and ML.2
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
www.betterlesson.com (must register)
www.sharemylesson.com
http://www.redshift.com/~bonajo/vocabularyresources (all RV standards)
www.chompchomp.com (all W6 standards)
www.quia.com/cb/547647.html
www.quiz.com (all W6 standards)
www.quizlet.com (all RV standards)
www.nbclearn.com (all standards)
www.shoomp.com
http://www.citationmachine.com
DOE Resources
Indianapolis Public Schools
Curriculum and Instruction
9
English/Language Arts Resource Document- Quarter 3
http://www.doe.in.gov/standards/englishlanguage-arts
Indianapolis Public Schools
Curriculum and Instruction
10