Brighten your third grade classroom with this series of colorful Common Core displays. Including all of the English Language Arts standards and substandards, each with supporting illustrations and examples, this resource provides clear...

Here's an exercise designed for the Common Core Literacy Standard L.11-12.6 that asks learners to demonstrate their ability to put together all they have learned about language. The first activity is based on a passage from Rosencrantz...

Here's a resource that deserves a place in your curriculum library, whether or not your school has adopted the Common Core. Designed for middle and high school language arts classes, the packet is packed with teaching tips, materials,...

Considering a research paper for freshman and sophomores? Here's a template designed to meet the W.9-10.7 and 8 Common Core writing standards. Writers outline their research question, claims, counterarguments, support, commentary, and...

After discussing the narrative structure, intended audience, and purpose of Chapter 1 of The Autobiography of Malcolm X, class members draft their statement of purpose for a Common College Application prompt that distinguishes them from...

Explore the works of Dr. Seuss, such as Horton Hears a Who, Horton Hatches and Egg, The Sneetches and Other Stories, The Lorax, The Butter Battle Book, and Yertle the Turtle and Other Stories. Each story lesson includes reading...

To prepare for drafting their Common Application narrative, class members return to the opening pages of The Autobiography of Malcolm X and examine how Haley engages and orients readers, establishes his narrator and point of view, and...

As an end-of-unit assessment, class members complete the final drafts of their Common Application narrative essay and then meet in pairs to discuss the independent reading selection.

What is the distinction between rights and equality? Scholars continue their analysis of "An Address by Elizabeth Cady Stanton" using the third instructional activity from the 14-part Grade 11 ELA Module 2: Unit 2 series. Pupils complete...

As the first in a two-part, end-of-unit assessment that encourages readers to synthesize the unit's main ideas, class members review their notes for each of the three texts they read and develop three open-ended discussion questions...

There's a fine line between madness and genius. Using the resource, scholars complete a mid-unit assessment based on their study of Virginia Woolf's A Room of One's Own. They write a multi-paragraph response, analyzing how two central...

How does the theme of gender inequality develop in Virginia Woolf's A Room of One's Own and Shakespeare's Hamlet? Pupils craft a multi-paragraph response to analyze the relationship between the texts. They use evidence from both works to...

What does your class know about logical fallacies? They can find out quite a bit and practice identifying logical fallacies if you follow the steps and use the resources provided here! After reviewing ethos, pathos, and logos, ask small...

The March on Washington takes center stage in the discussion of chapter 15 of The Autobiography of Malcolm X; however, class members are presented with an entirely different view of the march from the ones they have previously studied....

Wouldn't it be great to live an a community without pain, without danger? Such a society is the goal of the community in The Giver. Using Lois Lowry's dystopian novel as the core text, class members read primary source materials...

Marc Chagall's painting Romeo and Juliet and Baz Lurhmann's film of the same scene in Romeo + Juliet allow class members to analyze how artists consider the same subject in different media.

After rereading the full text of Walter Mosley's essay "True Crime," groups complete an evidence collection tool worksheet, and then class members independently draft a multi-paragraph, evidence-based response that identifies how Mosley...

If you’re going to get a tattoo, make sure your artist writes it right because it’s hard to correct their inkings. That’s the big idea in this short lesson on commonly misspelled words like their/there/they’re and it’s/its.  Images...

Readers use their annotations and questions about chapter 19 of The Autobiography of Malcolm X to guide their discussion of the final chapter of the text.

After discussing Haley's techniques in his conclusion of The Autobiography of Malcolm X, class time is devoted to drafting, sharing, and getting feedback on writers' college essays.

Chapter 3 of The Autobiography of Malcolm X discusses how central ideas are developed in a narrative. Readers use the provided annotated bookmark to record evidence of ideas such as racial identity, integration/separation, and systemic...

Readers of The Autobiography of Malcolm X examine how Haley's word choice and point of view in chapter 5 reveal Malcolm X's attitude toward his behavior as he travels from Lansing to Harlem.

Readers use the provided worksheet to analyze the narrative techniques Haley uses in chapter 6 of The Autobiography of Malcolm X to continue the development of the central ideas of racial identity and systemic oppression.

Readers examine the rhetorical devices Haley uses in chapter 8 of The Autobiography of Malcolm X, paying particular attention to the diction and syntax and how these choices reveal changes in Malcolm X's point of view.