Lesson Plan
EngageNY

Grade 10 ELA Module 1: Unit 2, Lesson 1

For Teachers 10th Standards
The complex relationship between a teacher and his student takes center stage in an instructional activity that asks readers to pay close attention to how author Ethan Canin introduces his characters and how he develops the character of...
Lesson Plan
EngageNY

Grade 10 ELA Module 1: Unit 2, Lesson 9

For Teachers 10th Standards
Do our childhood circumstances significantly shape us? As the close reading of “The Palace Thief” continues, groups examine how the results of the first "Mr. Julius Caesar" competition influenced the development of the characters in...
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 4

For Teachers 9th Standards
Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 2

For Teachers 9th Standards
After viewing a clip from Baz Luhrmann’s Romeo + Juliet in which major characters are introduced, and the violence between the Montagues and the Capulets is depicted, the class reads Act 1, Scene 1, lines 158-202. Groups then analyze the...
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 3

For Teachers 9th Standards
Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 8

For Teachers 9th Standards
As a mid-unit assessment, class members craft an in-class essay response to the prompt: "How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?"
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 13

For Teachers 9th Standards
Readers examine the conversation between Friar Laurence and Romeo in Act 3, scene 3 of Romeo and Juliet and consider how Shakespeare's word choices impact the development of Romeo's character.
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 18

For Teachers 9th Standards
Why is Romeo and Juliet considered a tragedy? Class members conclude their reading of the play, focusing on the final lines of Act 5, scene 3. They also consider how Shakespeare structures the text, orders events, and manipulates time to...
Lesson Plan
EngageNY

Grade 9 ELA Module 1: Unit 3, Lesson 19

For Teachers 9th Standards
To prepare for the unit's final assessment essay, class members collaborate to find evidence that reveals Romeo and Juliet as tragic heroes.
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 2, Lesson 2

For Teachers 9th Standards
Continue a thoughtful analysis of Sophocles' Oedipus the King by discussing the importance of dialogue within the play's structure. Ninth graders examine how Oedipus speaks about himself to his subjects and Creon before recording their...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 2, Lesson 6

For Teachers 9th Standards
The battle of wits and wisdom rages in Sophocles' Oedipus the King, particularly in Oedipus' discussion with Teiresias about the Sphinx's riddle. Ninth graders focus on this crucial conversation with a literary analysis instructional...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 2, Lesson 16

For Teachers 9th Standards
Was Oedipus' destiny determined by fate or by his actions? Using details from the text, ninth graders delve into a critical thinking exercise based on Sophocles' Oedipus the King. Now that Oedipus has learned his true identity, readers...
Lesson Plan
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EngageNY

Grade 9 ELA Module 3, Unit 1, Lesson 1

For Teachers 9th Standards
Clear up the misconceptions about autism and individuals on the autism spectrum with an inquiry-based instructional activity. As ninth graders read the first four pages of Temple Grandin's Animals in Translation: Using the Mysteries of...
Lesson Plan
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EngageNY

Grade 9 ELA Module 3, Unit 1, Lesson 2

For Teachers 9th Standards
Autism isn't an illness or a disability. In the first chapter of Animals in Translation, we learn about Temple Grandin's unique ability to understand animals through her experience with autism. Having read pages four through eight for...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 8

For Teachers 9th Standards
Class members continue reading "How Bernard Madoff Did It" and annotate how the author refines his idea that the Madoff scandal grabbed the attention of a public fascinated with crime stories.
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 9

For Teachers 9th Standards
Are we interested in crime stories because we either identify with the victims or enjoy watching the rich suffer? Do we feel guilty and want someone to take our blame and let us feel innocent? Groups investigate how the author of "How...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 10

For Teachers 9th Standards
Did Bernie Madoff fit the profile of a Ponzi schemer because, as Diana Henrique contends in an excerpt from her The Wizard of Lies: Bernie Madoff and the Death, he “did not fit the profile of a Ponzi schemer”? Huh? Groups begin their...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 11

For Teachers 9th Standards
Who is to blame for Bernie Madoff's crime? Class members look for evidence Diana B. Henriques uses in The Wizard of Lies: Bernie Madoff and the Death of Trust to support her claims that we share the responsibility with Madoff.
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 1

For Teachers 9th Standards
"True-crime stories, murder mysteries, up-to-the-minute online news reports, and (as always) rumor and innuendo grab our attention faster than any call for justice, human rights, or ceasefires." Or so says Walter Mosley in his Newsweek...
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 2

For Teachers 9th Standards
"Everybody is guilty of something." As class members continue their close reading of Walter Mosley's essay, they examine how Mosley develops and supports his central ideas about Western civilization's relationship to guilt.
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 4

For Teachers 9th Standards
What are the qualities of a strong written response to a prompt? Class members use the provided text analysis rubric to self-assess their responses to their homework assignments to prepare for the mid-unit assessment.
Lesson Plan
EngageNY

Grade 9 ELA Module 2, Unit 3, Lesson 6

For Teachers 9th Standards
As part of a mid-unit assessment, class members exchange their draft of a multi-paragraph essay with a classmate, review their partner's writing using the provided text analysis rubric, and evaluate the strength of evidence, the...
Lesson Plan
EngageNY

Grade 9 ELA Module 3, Unit 2, Lesson 7

For Teachers 9th Standards
Now that learners have honed their inquiry-based projects down to their strongest few questions, they can conduct independent research. High schoolers pursue answers to their inquiries while assessing sources, establishing a research...
Lesson Plan
EngageNY

Grade 9 ELA Module 3, Unit 2, Lesson 6

For Teachers 9th Standards
Having formulated a list of inquiry questions based on a reading of Temple Grandin's Animals in Translation, high schoolers complete a frame tool for their research. They categorize their questions based on preliminary research and trace...

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