In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

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

In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

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

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 module uses literature and informational text such as My Librarian Is a Camel to introduce students to the power of literacy and how people around the world access books. This module is intentionally designed to encourage students to embrace a love of literacy and reading.

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

In this eight-week module, students will learn about poetry and poets through close reading and writing to learn. Throughout the module, they will determine the characteristics of poetry and consider what inspires writers and poets. Students begin in Unit 1 by reading the first half of the novel Love That Dog by Sharon Creech. Students follow the main character, Jack, as he learns about poetry and begins to write his own. Students closely read and analyze poems Jack reads, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowing Evening” by Robert Frost. Throughout this unit, students track what Jack is learning about poetry alongside their own learning though these close readings. They also experiment with writing their own poetry inspired by their reading. Students practice summarizing the events in the novel and discuss how the main character’s attitude toward poetry begins to change in this half of the novel. In Unit 2, students engage in deeper analysis of Jack’s character and his inspiration through extended discussion prompts. They also learn to write informational paragraphs in order to summarize larger portions of the text. For the mid-unit 2 assessment, they write a summary of the entire novel.

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

In this second module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in this module, students will focus primarily on the theme of control. Characters in this play are controlled by emotions, other characters, and even magic. They often attempt to manipulate others in a variety of ways. Students will examine why the characters seek control, how they try to control others, and the results of attempting to control others. In Unit 1, students will build background knowledge as they explore the appeal and authorship of Shakespeare. Students will read much of the play aloud in a Drama Circle, and will frequently reread key passages to deepen their understanding. Students will analyze differences between a film version of the play and Shakespeare’s original script.

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

In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.

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

This book has been developed by Erik Wilbur at Mohave Community College to support Introduction to Literature courses at rural Arizona community colleges. A PDF version and a Microsoft Doc. version of the book are available for download.

Short Description:
Heart of Darkness (1899) is a novella by Polish-English novelist Joseph Conrad about a narrated voyage up the Congo River into the Congo Free State in the heart of Africa. Heart of Darkness tells the story of Charles Marlow, a sailor who takes on an assignment from a Belgian trading company as a ferry-boat captain to lead an expedition into Africa. The novel is widely regarded as a critique of European colonial rule in Africa, whilst also examining the themes of power dynamics and morality.

Long Description:
Heart of Darkness (1899) is a novella by Polish-English novelist Joseph Conrad about a narrated voyage up the Congo River into the Congo Free State in the heart of Africa. Heart of Darkness tells the story of Charles Marlow, a sailor who takes on an assignment from a Belgian trading company as a ferry-boat captain to lead an expedition into Africa. The novel is widely regarded as a critique of European colonial rule in Africa, whilst also examining the themes of power dynamics and morality.

Word Count: 38767

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Know thyself. These two, small words hold tremendous power. The path to understanding who we are and how we relate to others is long and ever changing. This unit has been designed for high school special education students enrolled in English I. The novel Flight by Sherman Alexie and other supplemental readings will be used to explore the development of self-identity and the importance of empathy. Through classroom support in the general education classroom and specialized instruction in the resource room, students will engage in learning experiences that explore how we as individuals define ourselves and relate to others who come from different backgrounds; it is through our differences that we can find common connections.

Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

A Patrick and Alison Light Mystery

Short Description:
Settling into the routines and demands of adult life following graduation, two cousins living in downtown Ottawa have their easy and conventional lives shaken by anti-communist hysteria and the launch of Sputnik. Will ties of family and friendship survive heightened RCMP scrutiny and surveillance? Are friends what they seem? Is jazz or rock 'n' roll the coolest?

Word Count: 38241

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Reflections on the Pandemic Year

Word Count: 4743

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

History and Cultural Memory in Neo-Victorian Fiction combines innovative literary and historiographical analysis to investigate the way neo-Victorian novels conceptualise our relationship to the Victorian past, and to analyse their role in the production and communication of historical knowledge. Positioning neo-Victorian novels as dynamic participants in the contemporary historical imaginary, it explores their use of the Victorians' own vocabularies of history, memory and loss to re-member the nineteenth century today. While her focus is neo-Victorian fiction, Mitchell positions these novels in relation to debates about historical fiction's contribution to historical knowledge since the eighteenth century. Her use of memory discourse as a framework for understanding the ways in which they do lay claim to historical recollection, one which opens up a range of questions beyond historical fidelity on the one hand, and the problematics of representation on the other, suggests new ways of thinking about contemporary historical fiction and its prevalence, popular appeal, and nmnenonic function today.

This lesson focuses on the twelve-year period from 1933-1945 in which Jews faced restrictions, were imprisoned, worked as slaves, and were starved, tortured, and murdered.  Six million Jews died during the Holocaust.  They will also read the play The Diary of Anne Frank which protrays a thirteen year old gilr's view of her daily life when she and her family went into hiding before being deported to a Nazi concentration camp.  Anne Frank was born to a Jewish family in Frankfurt, Germany, in 1929.  Her family immigrated to Amsterdam, the Netherlands, when she was four.  Anne had a happy childhood until 1940 when German forces invaded and occupied the Netherlands.  Anne and her family went into hiding in the attic above her father's business, where they lived for two years.  Students will review the elements of drama incuding dramatic structure such as characters, conflict, climax, and resoultion. They will also learn about dialogue and stage directions.  

Reflections from MSU Humanities Student Scholars

Short Description:
“Hookup” culture remains a common practice on college campuses yet remains a taboo topic for many to understand and/or discuss. This text is a collection of students’ reflections that bring “hookup” culture into the mainstream narrative and provides real-life experiences that inform, educate, and challenge the reader.

Long Description:
A reframing of past course offerings led to this student-led “Hookup” Culture course at Michigan State University in spring 2020 and provided students with content decision-making opportunities and a more profound voice as to their learning goals and outcomes. Dr. Denise M. Acevedo, Assistant Professor in the Department of Writing, Rhetoric, and American Cultures and shared educator in the Center for Integrative Studies in the Arts and Humanities (CISAH) facilitated student-led research, discussions, and subsequent publication of a text formed from students’ actual “hookup” experiences. Students defined “hookup” culture, read and chose two-course texts, and subsequently categorized areas in which they were interested in conducting additional research, discovery, and discussion. Students’ collaborative research and conversations, and individually written reflections, although well-rounded, invite additional questions into “hookup” culture. Why are many left out of the research, conversations, and publications of data, such as those in the LGBTQ, African-American, Asian, and Native American communities? How might higher education humanities programs facilitate and support research into “hookup” practices also within these communities to ensure equality in scholarly practices? Why is “hookup” culture still a taboo topic for many and how might additional student-led research and scholarly publications change the narrative?

Word Count: 137056

ISBN: 978-1-62610-113-5

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A Casebook and Critical Essays

Short Description:
Paul Tyndall, English instructor at KPU, introduces the critical commentary surrounding Marilynne Robinson's award winning novel Housekeeping, considered one of the most brilliant debut novel's in contemporary fiction.

Word Count: 8907

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

An introduction to the literary form of comics - as a comic! Introducing and defining key concepts in comic studies, as well as debunking common myths about comics, this booklet is an introduction to the discipline. Covers topics such as comic terminology, grammar, layout, styles, transitions, and closure, with a self-quiz to take at the end.

This lesson is meant for teachers to use during a professional learning session around the science of reading.  Teachers will read an article and reflect on it using the "I Used to Think...Now I Know" routine from Making Thinking Visible.