What So Proudly We Hail! Lesson Plan
Common Core State Standards Addressed | Literacy in
- RH.9-10.1, RH.9-10.2, RH.9-10.5, RH.9-10.6, RH.11-12.1,
RH.11-12.2, RH.11-12.4, RH.11-12.5, RH.11-12.9
English Language Arts:
- RL.9-10.1, RL.9-10.2, RL.9-10.4, RL.11-12.1, RL.11-12.3,
UP FRONT - CORE IDEAS -
“Core Ideas” addresses these Reading Standards for
1. Cite textual evidence to support analysis of the
2. Determine and analyze the central ideas of a
text; provide an objective summary.
4. Determine the meaning of words and phrases as
they are used in a text.
6. Determine an author’s point of view or purpose in
7. Analyze various accounts of a subject told in different media
Long Night of the Little Boats" by Basil Heatter - Lesson Plan
Address" by Abraham Lincoln - Lesson Plan
Singing of Yourself & Others: Whitman's "Song of Myself" -
English / Language Arts
tone (Literary Terms)
, Walt Whitman, historical background, historical
context, Song of Myself, figures of speech
We understand schools are looking for resources to help teach the
new standards, with that in mind we have built this series of lesson
plans which integrate the visual thinking and learning tools in
Inspiration® and are aligned with the Common Core State Standards.
English Language Arts Lesson Plans
Social Studies Lesson Plans
Science Lesson Plans
Thinking and Planning Lesson Plans
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Reading Closely for Textual Details:
had to learn English” - Lesson Plan Plus Handouts
Reading Closely for Textual Details: “Promised
Land” - Lesson Plan Plus Handouts
Reading Closely for Textual Details
Grades 11-12: “Lay
down all my joys” - Lesson Plan Plus Handouts
Lesson plans that teach and engage, no matter
which story a student reads - Lesson Plans from
Objective: SWBAT read and comprehend a
classic short story.
Making judgments: Who is looking at my social media and what do
Objective: SWBAT make
judgments and form an argument by watching a short film and reading
an article about responsibility on social media.
Elements of Life in Harlem During the 1920's and 1930's:
Analyzing Poems to Discover Harlem Renaissance Poets’ Point of view
describe and determine an author’s point of view or purpose in a
text and analyze a poem by employing a variety of close reading
Objective: SWBAT to draft a brief
letter in response to John Green's "Open Letter to Students
Returning to School" and personalize their writer's notebooks by
following the example of "Wreck This Journal."
Making Inferences about the Character of the
Characters in "The
Objective: SWBAT analyze characters in
"The Scarlet Ibis by making an inference chart. SWBAT build
vocabulary and usage skills by completing a Frayer Model Diagram.
Eating Bugs! Developing Arguments and Finding Supporting
Objective: SWBAT identify and evaluate
arguments and supporting details on a persuasive topic in order to
write a persuasive argument to support a claim.
Just Wanna Be Average": Tracing the Idea of Persistence in a
Objective: SWBAT determine Mike Rose'
point of view and the choices he makes in narrating his experiences
in his essay by citing strong and thorough textual evidence.
Objective: SWBAT analyze and argue
about about a popular song depicting grade 9 by documenting evidence
and explaining it with respect to their views of the song.
Objective: SWBAT cite strong and
thorough evidence of the beliefs and values of a writer by closely
reading a Civil War diary
Objective: SWBAT trace an argument in a
longer text, “The Praise Paradox” by Po Bronson and Ashley and
Merryman by discussing and analyzing it.
Objective: SWBAT determine an author's
purpose or point of view in a text and apply the language of
rhetoric to describe how that purpose is achieved by analyzing
rhetorical techniques in television commercials.
Objective: SWBAT show their ability to
analyze multiple kinds of texts for rhetorical situation and
strategy by analyzing print advertisements from magazines.
Objective: SWBAT analyze the impact of
word choice on meaning and tone by drawing connections between
Franklin's aphorisms and their own life.
Objective: SWBAT infer what the text is
saying, both implicitly and explicitly, and support their inferences
with text support.
Word Choice and Zora Neal Hurston's Feelings About Herself in
How it Feels to be Colored Me
Objective: SWBAT study the word choice,
and interpret the author Zora Neal Hurston’s feelings behind the
ideas she expresses in How it Feels to be Colored Me by answering
integrated text dependent questions.
Objective: SWBAT cite specific evidence
from Chapter 1 in Black Boy and demonstrate understanding by writing
evidence based answers.
Across Time and Space
"This unit shows instructional approaches that are likely to help
ELLs meet new standards in English Language Arts. The lessons
address potent literacy goals and build on students’ background
knowledge and linguistic resources. Built around a set of famous
persuasive speeches, the unit supports students in reading a range
of complex texts. It invites them to write and speak in a variety of
ways and for different audiences and purposes."
Unit (235 Pages)
Copyright Infringement or Not?
The Debate over Downloading Music
Preview Checklist with Informational Text
Identify information from text using titles, subtitles, diagrams,
charts, graphs, maps, photographs, illustrations, and captions by
using a preview checklist.
Before-Rdg Organizer with Informational Text
Before reading, create a graphic organizer that uses the titles
and subtitles of an informational text
Allusions, Slang, and Literary Analogies
In this lesson, students analyze the allusions, slang, and
literary analogies used in "Raymond's Run" by Toni Cade Bambara. To
extend understanding, they will then write their own allusions and
Argument of Policy
Students will discover a policy within their school or district
that is important to them and that they'd like to change. They will
conduct an investigation of the policy in question and write a
letter with their claim, results, and recommendation to the
Reading and Writing Arguments
In this lesson, students read informational pieces about whether
or not schools should teach cursive writing. They will evaluate the
arguments presented and then choose a side of the issue. Finally,
they will write their own arguments expressing their points of view.
Using Protocols to Enhance
Students use a Tuning Protocol to give and receive peer-to-peer
feedback on student writing in a structured, safe environment.
Written Conversation / Silent Discussion
Silent Discussion takes the strengths of a well-managed verbal
classroom discussion and moves into a written discussion. Some of
the benefits of this move include:
- all students participate
- students practice writing in a low-stakes, social format
- students engage with content skills and knowledge
Common Core Passages With Answer Key
Abraham Lincoln Biography
Anne of Avonlea
Attack of Pearl Harbor
Evaluating Text - My Life
Fredrick Douglas - Narrative
How Do I Love
Tell Tale Heart
Anthony from Julius Caesar
Character - Red Badge of Courage
Churchill - We Shall Fight
Surrenders to Grant
Poe - Pit
Slavery in the Constitution
Visit From St. Nicholas
Dickens - A Christmas Carol
Short MAIN IDEA Passages with Answer Keys
These passages could be used as warm-ups or as exit slips...
20,000 Leagues Under the Sea
Major Art Periods
Call of the Wild
Romeo and Juliet
SlumDog - Millionaire
Inference - Interactive
in a City, 1948 by James Berry - Interactive PowerPoint
Vendetta by Guy de Maupassant -
in the Flood' by Taufiq Raffat - PowerPoint
Bride - Poem
This lesson revolves
around Sherman Alexie’s poignant yet humorous and accessible
essay, “I Hated Tonto (Still Do).” It explores the negative impact
that stereotypes can have on individuals. The reading is supported
by a short video montage of clips from Western films. The clips
offer students the opportunity
to evaluate primary sources for bias and bigotry, as well as
providing context for the protagonists’ experiences in the essay.
Aligned to CCSS: SL.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.7
I Hated Tonto
stereotyped the Native Americans - You Tube Video
Students will examine how the author tries to capture the reader's
imagination immediately, through imagery--and hold on to it.
Aligned to Common Core State Standards: RI.9-10.4, RI.9-10.5
this lesson, students will be able to: define and provide examples
of dehumanization; explain how labor camps in China deny human
rights; become a defender of human rights by helping Harry Wu and
his fight against forced labor camps in China. This lesson plan
was produced by New York State United Teachers
in partnership with the Robert F. Kennedy Center for Justice and
Human Rights. Aligned to CCSS: RH.9-10.1, RH.9-10.2, RH.9-10.7,
More Resources - Includes Video
this lesson, students will be able to describe why children are
targeted for combat; assess the effects of child soldiers;
identify effective measures for defending the rights of children
using the story of Abubacar Sultan; and become a defender of
children’s rights by participating in a social
justice advocacy project. This lesson plan was produced by New
York State United Teachers in partnership with the Robert F.
Kennedy Center for Justice and Human Rights. Aligned to CCSS:
RH.9-10.1, RH.9-10.2, RH.9-10.7, RH.9-10.9
Photo of Slave Children Found - Article
13 Reasons Why
- Lesson Plan
Suicide and bullying, unfortunately, touch the
lives of teens all around the country.
Asher’s book provides teachers and community
leaders with an authentic way to
engage teens in these important topics.
Ally Condle - Lesson Plan
a gripping story that draws the reader into a unique world
with disturbingly close echoes of our own and
one that asks penetrating questions about how we live together in a
challenges readers to consider the following:
• What must we give up, for example, in order to
live in peace?
• How much should the individual lose of himself
or herself for the collective good?
• Can we ignore and minimize pain in our
lives—both physical and emotional—to live happier existences?
• Are we destined to love one person or can our
choices influence how and who we love?
The Most Dangerous Game By: Richard Connell
of Activities - This is a HUGE File (25 MB), so give it some time to
RESEARCH UNIT By: Odell Education
Activities - This is also a HUGE File (3.4 MB), it will take a
little time to load
Reading Closely Unit By Odell Education
Activities - Another great teaching unit from Odell Education.
Making Evidence-Based Claims Unit
Activities using Apology by Plato
Objects - 6 Billion Possibilities
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