English Language Arts

We help teachers, coaches, and administrators define and work towards a common vision of what it means to know, learn, and teach English language arts (ELA).

We know the power of engaging as learners. We engage educators in the kinds of text-based tasks that improve students' reading, writing, and reasoning in ELA. This allows educators to reflect on current practices, learn new ways of working, and determine quality instruction in ELA.

We understand the power of shared experiences. We ask participants to implement common tasks, lessons, or units with their students and bring back artifacts of practice for discussion, reflection, and further planning.

PROFESSIONAL DEVELOPMENT

Our professional development courses range from short, targeted workshops to courses that are embedded in multi-year and multi-discipline school, district, or state partnerships. Our courses are most effective when teachers work side-by-side with professionals who support classroom instruction, such as coaches, administrators, and central office educators. Additional courses are available for leaders to support ELA teaching and learning.

Our professional development courses help ELA educators

  • Design and enact instruction that invites effort and supports students in reaching 21stcentury standards
  • Select complex texts and develop text-based reading, writing, and speaking tasks that build students' content knowledge and are consistent with 21st century standards
  • Facilitate Accountable Talk® discussions to support students' comprehension of texts
  • Use formative assessment and effective feedback to advance student learning
  • Develop routines that enable students to engage with challenging texts, tasks, and writing assignments
  • Support all students in developing a rich vocabulary
  • Incorporate best practices in writing instruction into daily practice
  • Study student work to identify what students know and determine instructional next steps
  • Implement and learn from IFL's educative instructional materials

INSTRUCTIONAL MATERIALS

Our professional development courses range from short, targeted workshops to courses that are embedded in multi-year and multi-discipline school, district, or state partnerships. Our courses are most effective when teachers work side-by-side with professionals who support classroom instruction, such as coaches, administrators, and central office educators. Additional courses are available for leaders to support ELA teaching and learning.

Designed to be educative for teachers, our ELA units include

  • rationales for tasks;
  • guidance on how to differentiate tasks for the variety of learners in today’s classrooms;
  • assistance on how to help students engage in the intellectual struggle of learning;
  • questions and tasks that help teachers assess and advance students’ learning; and routines for generating and sustaining academically productive talk and collaboration.

The IFL's ELA units can be used as

  • high quality, cognitively demanding units to advance student learning and fill in gaps in existing curricula; 
  • models of coherent and challenging units to advance educator learning; and 
  • templates to guide the development and revision of curriculum at the school, district, or state level.

 

UNIT PLACEMENTS

We know that there isn’t a “one size fits all” approach to education; therefore, we’ve aligned our units in two ways. First, we provide a suggested grade band. These grade bands are indicators of where we’ve seen students be successful in comprehending the unit texts and engaging in the tasks. Second, we provide a focus grade. This is the specific grade that the unit is aligned to using the CCSS. Please consider your professional judgment, experience, and knowledge of your students when deciding which unit is best suited for use in your classroom.

 Elementary Units

WORKING WITH INFORMATIONAL TEXTS
Grade, Focus & Title Description
Discovering Scientists
Grades 1-2
Focus Grade 1PURCHASE MANUAL 
In this unit, students read, discuss, and write about two informational texts about two fascinating and pioneering scientists, Jane Goodall and Wilson Bentley. Students begin the unit by learning about Goodall and her findings about chimpanzees before turning their attention to Bentley and his discoveries about snow. Then students explore the traits the two scientists share, especially as they relate to the work of scientists. Additionally, students have the opportunity to analyze the texts’ structures, comparing how they are similar and different as well as how they compare to other texts they’ve read.

Approximately 8–10 days of instruction.

Animal Intelligence
Grades 2-3
Focus Grade: 2PURCHASE MANUAL 
In this unit, students read, discuss, and write about two informational texts that examine the fascinating concept of animal intelligence. The students begin the unit by learning about ravens, considered to be the smartest of all birds. Then, they turn their attention to one of the most intelligent animals of the aquatic world, the octopus. Students examine the actions of both animals and determine which ones scientists consider as evidence of intelligence. Then, students examine how these actions can be grouped into larger categories of intelligence. The final task of the unit asks students to read about another animal and write a paragraph in which they explain how that animal’s actions reflect one of the categories of intelligence.

Approximately 8-10 days of instruction.

Mysteries of the Deep
Grades 3-4
Focus Grade 3PURCHASE MANUAL 
In this unit, students read, discuss, and write about two informational texts, each about a different mysterious sea creature. This first text students read is about the Loch Ness Monster, and the second text is about the giant squid. Students are supported to examine the evidence presented for each creature’s existence in order to draw conclusions about the type of evidence that proves a creature exists. Students also study how the author of both texts uses language to influence her audience’s attitude toward these creatures. The final unit task asks students to compose an explanation that draws evidence across the two texts.

Approximately 10-13 days of instruction

When Disaster Strikes!
Grades 3-5
Focus Grade 4PURCHASE MANUAL 
In this unit, students read two texts by the same author, each about a different manmade disaster. This first text is about the Boston Molasses Flood of 1919, and the second text is about the Peshtigo Fire of 1871. Students are supported to compare and contrast the causes and effects of these disasters, and to make generalizations about the author’s writing style based on these two texts. Through the study of these two texts, students are apprenticed to essential ways of reading, writing, and talking about informational text. The final task of the unit asks students to compose an explanation that draws evidence across the two texts.

Approximately 10-13 days of instruction

The Oklahoma Land Rush
Grades 5-6
Focus Grade 5PURCHASE MANUAL 
In this unit, students read two texts that explore the Oklahoma Land Rush of 1889, an important event in American history. The first text, a secondary source, was published in 2001. The second text, a primary source, was published in Harper's Weekly less than a month after the event. Through the study of these two texts, students build their knowledge of the Homestead Act, the Oklahoma Land Rush of 1889, primary and secondary source documents, and essential ways of reading, writing, and talking about informational text. The final task of the unit asks students to compose an explanation that draws evidence across the two texts.

Approximately 10-13 days of instruction

My Amazing Body
Grades 1
Focus Grade 1PURCHASE MANUAL 
In this unit, students explore the topic of the amazing human body through reading and discussing the three texts: Me and My Amazing Body by Joan Sweeney, The Skeleton Inside You by Phillip Balestrino, and The Busy Body Book by Lizzy Rockwell. Students engage in text-discussions to develop their comprehension of the texts and to consider features that support comprehension. Through multiple discussions of the unit texts, students learn and are supported to use vocabulary to discuss important body parts and their functions and to explore what to do to grow up strong and healthy.

Approximately 15 days of instruction

An Investigation into Ocean Animal Life
Grades 3-4
Focus Grade 3PURCHASE MANUAL 
In this unit, students study oceans and ocean animal life by reading and discussing a range of texts including books, an encyclopedia entry, and an article from National Geographic. Students study categories of living things, learn about the purpose and structure of informational texts, and conduct research to write a criteria-meeting informational piece about an ocean animal of their choice.

Approximately 35 days of instruction

The Issue of Child Labor
Grades 4-5
Focus Grade 4PURCHASE MANUAL 
This unit is designed for students to consider the implications of child labor in our world today and to learn about the features of informational and argumentative texts. Students build content knowledge about the issue of child labor through reading, viewing, writing about, and discussing an array of texts including student magazines, blogs, websites, and a video clip from ABC News. Throughout the unit, students are supported to compose short opinion pieces in response to the texts. The unit culminates in a task that asks students to develop a criteria-meeting opinion piece.

Approximately 30-35 days of instruction

Opinions on Space Exploration
Grades 5-6
Focus Grade 5PURCHASE MANUAL 
In this unit, students consider the costs and benefits of current and past space exploration. Students are supported to read, view, write about, and discuss texts from a variety of sources including The New York Times, The Aerospace Corporation, and PBS NewsHour. Throughout the unit, students build content knowledge about space exploration and expand their understanding of the methods authors use to build and support their opinions. The culminating task asks students to compose a criteria-meeting opinion piece.

Approximately 25-30 days of instruction

WORKING WITH LITERARY TEXTS
Grade, Focus & Title Description
Exploring Characters
Kindergarten-1
Focus Grade KPURCHASE MANUAL 
In this unit, students explore the topic of the amazing human body through reading and discussing the three texts: Me and My Amazing Body by Joan Sweeney, The Skeleton Inside You by Phillip Balestrino, and The Busy Body Book by Lizzy Rockwell. Students engage in text-discussions to develop their comprehension of the texts and to consider features that support comprehension. Through multiple discussions of the unit texts, students learn and are supported to use vocabulary to discuss important body parts and their functions and to explore what to do to grow up strong and healthy.

Approximately 15 days of instruction

Funny Fears
Grades 2-3
Focus Grade: 2PURCHASE MANUAL 
In this unit, students will read two texts: “Monster on My Roof” by Erick Demarest and “Goldilocks Goes to Camp” by Sara Matson. Both texts deal with the concept of fear in a humorous manner. The first text, “Monster on My Roof,” is about a little boy who fears a monster as much as the monster fears him. The second text, “Goldilocks Goes to Camp” revisits old fairy tales, including “Goldilocks and the Three Bears” and is about fairy tale characters overcoming their fears of each other. Through the study of these two literary texts, students build their knowledge about point of view, central message, and the methods these authors use to help readers understand the characters and the events in the stories. Additionally, students are supported to draw evidence from these texts to construct written and oral analyses and interpretations.

Approximately 10-14 days of instruction

Imagine That!
Grades 2-3
Focus Grade 3PURCHASE MANUAL 
In this unit, students will read two texts: “Odd, Weird, & Little” by Patrick Jennings and “Cloud Fishing” by Zach Falcon. Both texts ask the reader to imagine the unique characters, settings, and actions that the authors create with their words. Through the study of these two literary texts, students build their knowledge about the lessons characters in these stories learn and the methods these authors use to engage readers’ imaginations. Additionally, students are supported to draw evidence from these texts to construct written and oral analyses and interpretations.

Approximately 10-14 days of instruction.

Exploring Who We Are
Kindergarten-1
Focus Grade KPURCHASE MANUAL 
In this unit, students explore the idea of growing up through by reading and discussing the three texts: Geraldine’s Blanket by Holly Keller, Owen by Kevin Henkes, and Peter’s Chair by Ezra Jack Keats. Students are supported to engage in text discussions to develop their comprehension of the texts and the topic of growing. Through multiple discussions of the unit texts, students learn and are supported to use vocabulary to describe the strong feelings that can accompany growing up.

Approximately 15 days of instruction.

The Oklahoma Land Rush
Grades 5-6
Focus Grade 5PURCHASE MANUAL 
In this unit, students read two texts that explore the Oklahoma Land Rush of 1889, an important event in American history. The first text, a secondary source, was published in 2001. The second text, a primary source, was published in Harper's Weekly less than a month after the event. Through the study of these two texts, students build their knowledge of the Homestead Act, the Oklahoma Land Rush of 1889, primary and secondary source documents, and essential ways of reading, writing, and talking about informational text. The final task of the unit asks students to compose an explanation that draws evidence across the two texts.

Approximately 10-13 days of instruction

Introduction to Personal Narrative
Grades 2
Focus Grade 2PURCHASE MANUAL 
n this unit, students read, discuss, write about, and write like three narratives: Fireflies! by Julie Brinckloe, Chicken Sunday by Patricia Polacco, and Owl Moon by Jane Yolen. Students study the characteristics of the narratives and learn about concepts such as voice, descriptive language, clarity, and organization. Students are supported to use the texts as models for producing their own criteria-meeting personal narratives. Throughout their work in this unit, students are introduced to fundamental ways of working with texts that they can use with texts that they read and write in the future.

Approximately 30 days of instruction.

An Investigation into Ocean Animal Life
Grades 3-4
Focus Grade 3PURCHASE MANUAL 
In this unit, students study oceans and ocean animal life by reading and discussing a range of texts including books, an encyclopedia entry, and an article from National Geographic. Students study categories of living things, learn about the purpose and structure of informational texts, and conduct research to write a criteria-meeting informational piece about an ocean animal of their choice.

Approximately 35 days of instruction

Author Study: Pam Muñoz Ryan
Grades 5-6
Focus Grade 5PURCHASE MANUAL 
This unit features an author study of best-selling children’s author, Pam Muñoz Ryan. Students read five selections by Muñoz Ryan, studying each text’s narrator, events, characters, and themes. Students then work across the texts to make comparisons and draw conclusions about the content and style of Muñoz Ryan’s writing. Students also engage in online research to study how Muñoz Ryan’s writing is informed by her life. The culminating task asks students to read an additional text by Muñoz Ryan and write an essay that explains how that text is representative of Muñoz Ryan’s writing.

Approximately 15-20 days of instruction

WORKING ACROSS LITERARY AND INFORMATIONAL TEXTS
Grade, Focus & Title Description
Analysis of Historical Fiction: Paper Son
Grades 4-5
Focus Grade 4

PURCHASE MANUAL 

In this unit, students read several texts about the Chinese-American immigration experience at Angel Island to explore how historical fiction is informed by primary and secondary sources. Students read two pieces of historical fiction (Paper Son by Helen Foster James and Virginia Shin-Mui Loh and a chapter from The Dragon’s Child by Laurence Yep and Kathleen Yep), two primary sources, and one secondary source. Through the work with these five texts, students learn about the historical fiction genre and begin to understand how authors conduct and incorporate research to write their stories. This unit features a significant amount of reading, explanatory and opinion writing, and text-based discussion.

Approximately 20-25 days of instruction.

 Secondary Units

WORKING WITH INFORMATIONAL TEXTS
Grade, Focus & Title Description
How the Brain Remembers
Grades 6-8
Focus Grade 6PURCHASE MANUAL 
This two-text unit explores how humans form memories. The first text, an article from TIME magazine, explains the methods actors use to remember their lines. The second article explores how the brain builds short-term and long-term memories. Through reading, writing, and talking about these articles, students learn to use multiple methods for making sense of difficult texts including annotating ideas, using authors’ syntactic cues to determine and track ideas, and writing to unpack and explain the texts' ideas.

Approximately 15-17 days of instruction.

The Creative Brain
Grades 7-9
Focus Grade: 7PURCHASE MANUAL 
In this unit, students read two articles that explore the nature and importance of creativity. The authors of both articles communicate their findings to broad audiences by drawing on research and interviews with experts in the fields of psychology, neuroscience, and psychiatry. Through the study of these two articles, students build their knowledge about creativity and examine the ways that writers incorporate the voices and ideas of others into their own writing.

Approximately 10-13 days of instruction.

The Art of Failure
Grades 8-9
Focus Grade 8PURCHASE MANUAL 
In this unit, students read two texts that explore why experts and novices fail. Writer Sean Gregory uses the specific case of Olympian Lolo Jones and her failure to place during the 2008 summer Olympics to explore the concept of choking. Malcolm Gladwell uses cases from various fields to discuss the differences between choking and panicking. Both authors draw on narratives and research findings to ground their discussions. Through their work with the two texts, students explore the use of narratives and research to develop an understanding of methods authors use to convey complex information to lay audiences. Additionally, they work on building stamina and using methods that proficient readers use when working to understand long, complex texts. Approximately 15-17 days of instruction.
The Pursuit of (Un)Happiness
Grades 9-11
Focus Grade 9PURCHASE MANUAL 
In this unit, students explore the concept of happiness and the role of the pursuit in finding, or thwarting, our own happiness. The first text, an article by Adam Grant from Psychology Today, uses a narrative case to illustrate four common mistakes in the quest for happiness. The second text, by psychologist Andrew Guest, incorporates personal and professional experience along with research in the field to explore the relationships among happiness, meaningfulness, pleasure, and quality of life. Students study these texts for what they reveal about happiness and its pursuit. They also study them for the ways the writers work with and incorporate evidence and explanation into their texts. The unit concludes with a task that asks students to write an essay in which they imagine how Grant and Guest would respond to a quotation about happiness by Viktor Frankl.

Approximately 15-17 days of instruction.

Developing and Maintaining Expertise
Grades 9-11
Focus Grade 10PURCHASE MANUAL 
In this unit, students study oceans and ocean animal life by reading and discussing a range of texts including books, an encyclopedia entry, and an article from National Geographic. Students study categories of living things, learn about the purpose and structure of informational texts, and conduct research to write a criteria-meeting informational piece about an ocean animal of their choice.

Approximately 35 days of instruction

Are We Fooling Ourselves?
Grades 11-12
Focus Grade 11PURCHASE MANUAL 
In this unit, students explore the concept of rationality and the ways in which our cognitive functioning can impair our ability to reason. The first text, an excerpt from Nobel Prize winner Daniel Kahneman's book Thinking, Fast and Slow, explores the two thinking systems used by our brains and delves into one cognitive fallacy: the illusion of validity. The second text, a blog post by David McRaney, examines one kind of cognitive bias: the backfire effect. Students study these texts for what they reveal about human's capacity to be rational beings, and for the ways these writers work with language and structure to create their texts for their audiences. Students also explore additional biases and fallacies through independent research. The concluding unit task asks students to conduct their own "sidewalk neuroscience" to collect observations about their own or other’s reasoning to confirm, challenge, or extend what Kahneman and McRaney offer about rationality.

Approximately 12-15 days of instruction.

Points of View on Sleep
Grades 6-7
Focus Grade 6PURCHASE MANUAL 
The work in this unit asks students to study four informational texts to comprehend and analyze points of view and arguments about sleep. The unit texts present varying points of view about sleep and the amount of sleep a teenager should get. Students learn how to analyze professional writers' arguments, including how to determine what makes an argument effective. Students use that knowledge to write their own argument about which unit text they think presents the most clear, coherent, and supported argument. This unit uses texts from NewsweekThe New York TimesSacramento Bee, and PBS Frontline.

Approximately 20-30 days of instruction.

Modern Issues About Food
Grades 7-8
Focus Grade 7PURCHASE MANUAL 
In this unit, students explore contemporary issues regarding the food industry and what we should eat. Students read and study texts by Michael Pollan, Bryan Walsh, and John Cloud. Through their work with these texts, students extend their understanding of how to comprehend and analyze arguments, specifically focusing on how writers make claims and support those claims with relevant, credible, and sufficient evidence. Students study what makes the arguments compelling. Additionally, students consider how each author would respond to the other authors’ claims. The unit culminates in a task in which students explain the significant ideas these authors contribute to the debate about what we should eat.

Approximately 20-30 days of instruction.

Forensic Anthropology and the Science of Solving Crimes
Grades 7-8
Focus Grade 8PURCHASE MANUAL 
In this unit, students learn about the field of forensic anthropology and develop their understanding of methods for reading complex informational texts. Through their readings, writings, and discussions of the four units texts, students learn to discern central ideas from supporting ones. They also learn how to analyze the methods writers use to teach readers about unfamiliar topics and domains. This unit has several embedded assessments that ask students to use evidence from the unit texts to explain ideas related to the science of solving crimes.

Approximately 20-25 days of instruction.

Learning to Play
Grades 8-9
Focus Grade 8PURCHASE MANUAL 
This unit is designed for students to explore the relationship between video games and learning, as well as to extend their understanding of methods for comprehending, interpreting, analyzing, and synthesizing the ideas from complex texts. Students read several texts by gaming experts, including an excerpt from a research article by leading researchers in the field. Students work with each text and across texts to explore what and how people learn from playing video games. The unit’s culminating task asks students to write an essay that explains the relationship between games and learning by synthesizing the information and evidence from the unit texts.

Approximately 20-30 days of instruction.

Speeches for Racial Equality
Grades 9-10
Focus Grade 9FREE DOWNLOAD 
Seminal U.S. speeches about racial equality across time are the foundation of this unit. Students read speeches by Sojourner Truth, Martin Luther King, Jr., William Clinton, George W. Bush, and Barack Obama. Students study the authors’ arguments and the methods the authors use to build and support their arguments. The unit’s culminating tasks asks students to write an argument to support their claim about which speaker makes the strongest and most compelling argument to promote racial equality.

Approximately 20-30 days of instruction.

The Abolition of Slavery
Grades 11-12
Focus Grade 11-12PURCHASE MANUAL 
In this unit, students study texts by Abraham Lincoln, John C. Calhoun, and Frederick Douglass, which offer three different perspectives about the abolition of slavery in the United States. Through reading, writing about, and discussing the unit texts, students extend their understanding of the issues surrounding the abolition of slavery and study how an author’s methods and use of rhetoric contribute to revealing his purpose. Students engage in a significant amount of informal and formal writing to share and present their analyses of the texts.

Approximately 20-25 days of instruction.

WORKING WITH LITERARY TEXTS
Grade, Focus & Title Description
Creepy Tales
Grades 6-7
Focus Grade 6PURCHASE MANUAL 
In this unit, students are introduced to the genre of creepy tales. Students read and study two creepy tales before being asked to compose their own creepy tale. The first text is by well-known young adult author Richard Peck and centers on a mysterious babysitter, a teenage girl and her brothers, and the events of their one evening together. The second text by Neal Shusterman tells a tale about a young girl who may or may not be the cause of her twin siblings' disappearance into another world. Through the study of these two texts, students build their knowledge about the elements these authors include to make their stories creepy before being supported to use their understanding of these elements to craft their own creepy tales.

Approximately 10-14 days of instruction.

Exploring Relationships
Grades 7-9
Focus Grade: 7PURCHASE MANUAL 
In this unit, students read two texts that deal with themes about relationships, gender roles, and family. The first text, an excerpt from bell hooks's memoir, Bone Black, centers on a sister and her relationship with her brother. The second text by bestselling young adult author Cassandra Clare introduces readers to steampunk, a sub-genre of science fiction, and centers on a teenage girl, her robot companions, and a soldier she finds in the rosebushes. Students analyze how the two authors write about relationships, and they learn to develop literary interpretations to texts.

Approximately 10-14 days of instruction.

Seeing and Being Seen
Grades 2-3
Focus Grade 3PURCHASE MANUAL 
In this unit, students read two texts that deal with themes about identity and fitting in, following narrators who are trying to come to terms with who they are and how they are seen by their peers and the adults around them. Young adult author John Green introduces readers to Lauren, a high school junior who, along with her best friend Kayley, has been selected THE geek of the school. Tomás Rivera details the experiences of the child of migrant workers as he deals with assumptions made about him and the uncertainty of whether or not he's been expelled from school. Through their work with the two texts, students explore the use of point of view and the elements of both Green's and Rivera's style to analyze both texts and develop literary interpretations.

Approximately 10-14 days of instruction.

Analysis of Theme: Identity
Grades 6-7
Focus Grade 6PURCHASE MANUAL 
In this unit, students develop their understanding about identity and theme by reading, writing about, and discussing several short stories and poems by well known authors including Sandra Cisneros, e. e. cummings, and Langston Hughes. Through their study, students learn to determine themes, analyze how they are developed over the course of a text, and compare and contrast texts in terms of their approaches to similar themes. Approximately 25-30 days of instruction.
Analysis of Theme: Degrees of Happiness
Grades 7-8
Focus Grade 7PURCHASE MANUAL 
This unit supports students to extend their understanding of theme by focusing on how plot, character, and structure work together to develop themes. A key part of work for students includes studying the methods authors use to develop characters’ perspectives about the complexities of happiness. Students read, write about, and discuss short stories and poems by Gary Soto, Annie Dillard, Yusef Komunyakaa, and Amy Tan. The unit culminates in a performance task in which student write across texts by Julia Alvarez and Maurice Kilwein Guevara.

Approximately 25-30 days of instruction.

Analysis of Theme
Grades 9-10
Focus Grade 9PURCHASE MANUAL 
This unit asks students to work with character and theme in deeper and more nuanced ways than they have done in middle school. Students read and analyze texts by Alice Walker, Tim O’Brien, and Gabriel García Márquez. Students’ work focuses on analyzing how the characters develop, interact with other characters, and advance the texts’ themes. This unit culminates in an independent performance task in which students analyze the development of a theme in a short story by Kate Chopin that they read independently.

Approximately 15-20 days of instruction.

Character, Theme, and Structure in To Kill a Mockingbird
Grades 9-10
Focus Grade 9-10FREE DOWNLOAD 
Harper Lee's novel To Kill a Mockingbird is the text for study in this unit. Through their work with this novel, students explore the relationships between character and theme. Students study how characters' words and actions contribute to the development of the novel’s themes, and they also consider what the structure of the novel reveals about Lee’s purposes for writing. Students are supported to read the novel independently before beginning the work of the unit.

Approximately 10 (novel is read independently prior to start of unit) days of instruction.

You've Got to Be Kidding: Understanding Satire
Grades 10-11
Focus Grade 10PURCHASE MANUAL 
In this unit, students expand their understanding of satire as a source of humor and social criticism. Students read multiple examples of satire to study and analyze the characteristics and varieties of satire as well as the intended and unintended effects of satire. Three satires are read closely as part of the unit’s classwork. Students engage in “field work” to collect additional examples for independent study in small fieldwork teams. The unit’s culminating task has two parts: in part one, students work with their teams to present the results of their field work; in part two, students work individually to compose an essay in which they analyze a new piece of satire for its effectiveness.

Approximately 10-15 days of instruction.

WORKING ACROSS LITERARY AND INFORMATIONAL TEXTS
Grade, Focus & Title Description
Narrating Women's Lives
Grades 11-12
Focus Grade 11-12
PURCHASE MANUAL 
In this unit, students read narrative texts by Charlotte Perkins Gilman, Natasha Trethewey, Margaret Fuller, and Alice Walker. Students analyze these texts for the ideas they reveal about women's lives and to extend their understanding of the characteristics, affordances, and limitations of the different genres of short fiction, poetry, and essay. This unit culminates in a performance task in which students are asked to imagine three of the authors reading each other’s texts and to write an analysis of how those writers would respond to one another with regard to the ideas, meaning, diction, structure, and figurative language.

Approximately 25-30 days of instruction.