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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Unit Plans (1)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2015] (10) 41 :
41 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. [L.9-10.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.9-10.5b]

[ELA2015] (10) 1 :
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]

[ELA2015] (10) 8 :
8 ) Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9] (Alabama)

[ELA2015] (10) 9 :
9 ) By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 9-10 text complexity band independently and proficiently. [RL.9-10.10]

[ELA2015] (10) 26 :
26 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]

[ELA2015] (10) 29 :
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]

a. Apply Grade 10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare"]. [W.9-10.9a]

b. Apply Grade 10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). [W.9-10.9b]

[ELA2015] (10) 31 :
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

Subject: English Language Arts (10)
Title: Understanding Poetry: Annotating Puritan Poetry
Description: This lesson is part of a larger unit dealing with Early American Literature. In this lesson, students will become familiar with the figurative devices and strategies used by 17th Century Puritan poets when creating closed or fixed form poetry.  This is a College- and Career-Ready Standards showcase lesson plan.


ALEX Unit Plans  
   View Standards     Standard(s): [ELA2015] (10) 26 :
26 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]

[HLS] PCT (9-12) 46 :
46 ) Exhibit a professional image through good personal hygiene, professional dress, behavior, attitude, and language.

[HLS] PCT (9-12) 45 :
45 ) Model workforce readiness skills required for success in the workplace.

Examples: punctuality, time management, organization, integrity, honesty, accountability, dependability, and respect for diversity

[ELA2015] (10) 27 :
27 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]

[HLS] PCT (9-12) 44 :
44 ) Exhibit critical thinking and problem solving skills to locate, analyze, and apply information within an employment situation.

[HLS] PCT (9-12) 49 :
49 ) Communicate professionally and appropriately through listening, speaking, reading, and writing.

[HLS] PCT (9-12) 47 :
47 ) Understand the need for flexibility, accepting additional responsibility, willingness to adapt to change, and being a team player.


Title: HIRE ME-How to be an Excellent Employee
Unit Plan Overview: This unit will prepare students to become quality employees by educating them using various methods of instruction on the essential workplace readiness skills and job-keeping skills. This exploration will begin by having students brainstorm on what makes the perfect employee...are they born that way or are they made...or both.



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