Over the course of Module 12.2, students practice and refine their informative writing and speaking and listening skills through formative assessments, and apply these skills in the Mid-Unit and End-of-Unit Assessments as well as the Module 12.2 Performance Assessment. Module 12.2 consists of two units: 12.2.1 and 12.2.2. In 12.2.1, students first read “Ideas Live On,” a speech that Benazir Bhutto delivered in 2007. Next, students analyze the complex ideas and language in Henry David Thoreau’s essay, “Civil Disobedience.”

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This is a unit plan frame for the text I Know Why the Caged Bird Sings, and "Letters from a Birmingham Jail." It is designed to address the Common Core standards grade band 11-12 and inlcudes suggested activities, supplemental texts, and assessment ideas.

In this lesson, students examine the poetry of Amanda Gorman, who was chosen to read her poem “The Hill We Climb” at President-elect Joe Biden’s inauguration on Jan. 20, 2021. Gorman’s poem will complement Biden’s message and themes of “unity.”

This link is a lesson plan centered around the role of women in the early 20th century and the stigma placed on mental illness at the time.

In this resource, students will be asked to use a graphic organizer in order to identify and track the development of theme and character in a literary text. Students will use evidence from the text to construct an evidence based response.

This is a lesson plan which requires students to use part of the DSM-5 (specifically the section on Narcissistic Personality Disorder) to fill out a Psychological Assessment Diagnostic Report on Macbeth as having NPD using textual evidence.

This lesson will introduce students to postcolonial literature--the major players, unifying themes, and major debates surrounding the classification of this genre. It also contains links to readings, discussion questions, and a collaborative project aligned to multiple Common Core standards.

This is my PBL about race in the court system and it's relation to themes in Harper Lee's To Kill a Mockingbird. The PLB includes an outline for a presentation and discussion on cases that were influenced by racial bias throughout history and in present day America.

In this lesson students will learn about Louise Erdrich and then read her poem “Advice to Myself #2: Resistance.” As students read they will analyze how the writer uses words, phrases, and details to communicate a theme. Students will discuss the message of the poem in both small and large groups and discuss how the author’s literary choices help communicate this message. Students will then write about a message in the poem and explain what lines most strongly communicate that message as evidence to support their thinking.

The activities, assignments, and lessons included here are designed to help students read and write like artists who constantly take apart old ideas and texts in order to repackage them for the sake of contemporary humor, wisdom, and relevance. The activities introduce new vocabulary for discussing how texts work and play, as well as synthesis, analysis, and creativity. 

This is a link to the Yale-New Haven Teachers Institute. The link includes mini-lessons, an article written by Gilman, possible essay topics and rubrics, the historical context of the text, and compare/contrast Gothic Horror and Realism.

The site also includes links to other articles on mental illness; class debate topics; and student resources