By Common Core
ISBN-10: 1118811305
ISBN-13: 9781118811306
Common Core's English assets empower educators to fulfill the expectancies of the typical middle country criteria (CCSS) for English Language Arts (ELA) and construct crucial content material wisdom for college kids in grades 9-12. each one grade within the Wheatley Portfolio encompasses a accomplished, coherent series of thematic devices that interact scholars in deep learn of worthy texts and topics.Features of this publication include:
- Six thematic devices for every grade, every one headquartered on a curated selection of literary and informational texts
- Focus criteria for every unit that supplement the subject and advertise pupil mastery of crucial literacy skills
- Suggested texts and actions to include technology, paintings, and background into English instruction
This revised moment variation contains a pattern textual content research that courses scholars via a detailed learn of an exemplary textual content, up to date net assets, and refreshed advised works. Educators who create their curriculum in accordance with universal Core's Wheatley Portfolioguarantee that scholars are uncovered to content-rich guideline and feature abundant chance to grasp the studying, writing, conversing, listening, and language abilities articulated within the CCSS for ELA.
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Extra info for Common Core Curriculum: English, Grades 9-12
Example text
Reading Literature, Speaking and Listening Seminar: Is Montresor (from Poe’s “The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument. The seminar question may also be used as an essay topic. Your teacher may give you the opportunity to share your initial thoughts on the classroom blog in order to get feedback from your classmates. 6) 7. Research, Reading Informational Text, Informative Writing Select one of the authors from the short story unit and conduct an author study.
Closure: c. During the class discussion, the students continue to take notes and annotate the story. b. The class discussion that follows closely reflects the students’ annotations. Narrator’s voice ○○ a. Students, individually or in pairs, annotate “The Gift of the Magi” for: 2. ] “Oh, and the next two hours tripped by on rosy wings. Forget the hashed metaphor. ] “Della finished her cry and attended to her cheeks with the powder rag. ] Della did it. Which instigates the moral reflection that life is made up of sobs, sniffles, “There was clearly nothing to do but flop down on the shabby little couch and howl.
Note a shift in the third stanza; what is its nature? Is there a possibility here of inner darkness? How are the “Moon” and “Star” used here? What happens in the fourth stanza? Note the words “But as they learn to see—” at the end of the stanza. How would you characterize the final stanza? Is there a possibility of light? ○○ ○○ ○○ ○○ ○○ ○○ ○○ tive one. How does it affect the reading of the poem? In one to three well-organized paragraphs, discuss Dickinson’s use of nature. She seems to move from a literal nature to a figura- 3.
Common Core Curriculum: English, Grades 9-12 by Common Core
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