Skip to main content
Research on Design (5 of 5)
lesson
104 Downloads
Write a review

Research on Design (5 of 5)

Share

Share On Facebook
Share On Twitter
Share On Pinterest
Share On LinkedIn
Email
Grade Level Grades 9-12
Standards Alignment
Common Core State Standards
License

About This Lesson

Texts to be used with unit and several exemplars of the activities in thius unit.

Aligned with CCSS:
RI.11-12.2, RI.11-12.4, RI.11-12.6, RI.11-12.9, RI.11-12.10
RL.11-12.2, RL.11-12.4, RL.11-12.6, RL.11-12.9, RL.11-12.10
W.11-12.2, W.11-12.4, W.11-12.5, W.11-12.7, W.11-12.8, W.11-12.9

This resource is provided through EngageNY, using the Creative Commons license:
http://creativecommons.org/licenses/by-nc-sa/3.0/us/

Resources

Files

Organizing_EBC_1pt_Design.pdf

February 13, 2020
48.8 KB

Potential_Sources_Design.pdf

February 13, 2020
54.18 KB

Synthesizing_EBC_Design.pdf

February 13, 2020
44.38 KB

Forming_EBC_Design.pdf

February 13, 2020
52.53 KB

G11-12_Topic_Repository_Design.pdf

February 13, 2020
207.24 KB

Research_Frame_Design.pdf

February 13, 2020
40.72 KB

Exploring_a_Topic_Design.pdf

February 13, 2020
73.3 KB

Taking_Notes_Design.pdf

February 13, 2020
44.75 KB
External resources

Standards

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reviews

Write A Review

Be the first to submit a review!

Advertisement