Download Common Core Curriculum: English, Grades 9-12 by Common Core PDF

By Common Core

Common Core's English assets empower educators to satisfy the expectancies of the typical center kingdom criteria (CCSS) for English Language Arts (ELA) and construct crucial content material wisdom for college kids in grades 9-12. every one grade within the Wheatley Portfolio encompasses a finished, coherent series of thematic devices that interact scholars in deep research of beneficial texts and topics.Features of this publication include:

  • Six thematic devices for every grade, each one founded on a curated number of literary and informational texts
  • Focus criteria for every unit that supplement the subject and advertise scholar mastery of crucial literacy skills
  • Suggested texts and actions to include technological know-how, paintings, and historical past into English instruction

This revised moment variation contains a pattern textual content examine that publications scholars via an in depth learn of an exemplary textual content, up to date net assets, and refreshed advised works. Educators who create their curriculum in accordance with universal Core's Wheatley Portfolioguarantee that scholars are uncovered to content-rich guide and feature plentiful chance to grasp the interpreting, writing, conversing, listening, and language talents articulated within the CCSS for ELA.

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Additional info for Common Core Curriculum: English, Grades 9-12

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Art, Speaking and Listening Most great poems explore one idea or concept, often distilling it to its essence. , the Mona Lisa, David, the Parthenon). After looking at these works of art, do you believe that the artists who made them did similar things? 2) 4. Art, Reading Poetry, Informative Writing View the image of the terracotta urn from the archaic age of Greece. Write an essay in which you discuss the ways in which reading Keats’s description of the urn is a different experience from viewing it.

Then departs. The word witness suggests that the speaker can see the neighbor depart. It is also worth mentioning that Lines 3 and 4 reveal how the darkness happens. The neighbor seems to walk with the “we” of the poem to a certain spot and one, or perhaps something, puts the light away. ” The passive tense here suggests that some- recorded with a video camera, so he/she can evaluate and improve his/her performance. Select a student volunteer to read the poem at the end of class; give the student an opportunity to practice reading dramatically, inspired Dickinson to write “We Grow Accustomed to the Dark” and perhaps present this information as an online poster.

Note the words “But as they learn to see—” at the end of the stanza. How would you characterize the final stanza? Is there a possibility of light? ○○ ○○ ○○ ○○ ○○ ○○ ○○ tive one. How does it affect the reading of the poem? In one to three well-organized paragraphs, discuss Dickinson’s use of nature. She seems to move from a literal nature to a figura- 3. Closure: What do we hear about the darkness in the first two stanzas? ○○ Discussion. Direct the discussion as the class progresses into an analytical mode: 2.

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