Rest in peace, Ophelia! Scholars read about Ophelia's burial in Act 5.1 of Shakespeare's Hamlet. They complete a Quick Write to analyze the characters' reactions to Ophelia's death.

Why is Hamlet so upset with Gertrude? Using the resource, scholars read Act 3.4 of Hamlet, analyzing how Shakespeare develops Gertrude's character in the scene. Next, pupils participate in a jigsaw activity to discuss Hamlet's monologues.

Scholars continue reading Act 3.1 from Shakespeare's Hamlet, discovering Ophelia's monologue about Hamlet. They complete a Quick Write to analyze Ophelia's perspective of Hamlet and participate in an optional jigsaw activity to explore...

Following a ghost's advice may not be in anyone's best interest, but that doesn't stop Hamlet! Using an exciting resource, pupils continue reading Act 1 of Shakespeare's Hamlet, in which the ghost tries to convince Hamlet to seek revenge...

How does Shakespeare develop the main ideas in Hamlet? Using the resource, scholars continue analyzing the famous monologue from the play. They identify a central idea from the passage and write to explain how it relates to other central...

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 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...

In Audre Lorde's poem "From the House of Yemanjá," the speaker describes her mother's two faces, adding a whole new meaning to the phrase "two-faced." Pupils first read the final stanza of the contemporary poem. With a Quick Write, they...

Refugee & Immigrant Transitions is an organization that helps newcomers adjust to life in the United States through education and community leadership opportunities. As part of a mid-unit assessment, pupils independently read a...

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.

Readers of The Autobiography of Malcolm X continue their analysis of the methods Haley uses to show how Malcolm X is changing due to his exposure to the teachings of Elijah Muhammad.

Chapter 12 of The Autobiography of Malcolm X discusses Haley's narrative techniques, mainly how he uses point of view and foreshadowing to build interest and suspense. Class members read and annotate chapter 13 of the text as homework...

As a mid-unit assessment, individuals craft an in-class, formal essay response to a prompt that asks them to use textual evidence to identify Haley's purpose, as well as analyze how the structure, style, and content contribute to the...

Class members discuss Chapter 13 of The Autobiography of Malcolm X and use evidence from their character development worksheet to support an analysis of how Malcolm X and attitudes toward him and his teachings are changing.

Integration versus separation. Readers of chapter 14 of The Autobiography of Malcolm X examine Malcolm X's views on other Civil Rights leaders and their integration ideas. Class members also return to the narrative essay strand of the...

Class members take a break from discussing The Autobiography of Malcolm X to focus on their personal narrative essays. Before working on their drafts, they review what they have learned from their study of Haley's narrative about...

Class members return to a discussion of The Autobiography of Malcolm X, discussing how Haley foreshadows the growing distrust and downturns in the influence of the Nation of Islam.

". . .the chickens have come home to roost." Chapter 16 of The Autobiography of Malcolm X is the focus of this lesson plan. Readers use their worksheets to record evidence of character development and Haley's stylistic choices that...