ELA.9.R.2.2

In this lesson, students will analyze excerpts from W.E.B. DuBois' 1903 essay “The Talented Tenth", which advocated for the advancement of African American people through increased access to higher education beyond vocational training. Their study of the text will focus on identifying and evaluating the support of the central ideas of the text. In groups, students will read the excerpts and examine the textual support for each central idea presented in the text. 

Type: Lesson Plan

In this lesson plan designed for the debate classroom, students will read and critically analyze various American foundational texts, identify a common theme, and create a thesis statement that encompasses the identified theme. Students will work individually and collaboratively to find commonalities among the various pieces of literature.

Type: Lesson Plan

In this lesson, students will analyze examples of ethical appeals, pathetic appeals and logical appeals using an excerpt from Martin Luther King Jr.'s "Letter from a Birmingham Jail". Students will analyze the author/writer's purpose in these works, how they use rhetoric to develop their purpose, how the author/speaker's claims are developed in specific sentences, paragraphs, and larger portions, while citing textual evidence.

Type: Lesson Plan

This is part one in a three part series that covers Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier. In this lesson, students will review chapters 1-7 of by discussing notable quotes, analyzing the development of the central idea, and determining the argument Beah introduces and supports through the telling of his memoir.

Type: Lesson Plan

Learn to distinguish between questions that can be answered by science and questions that science cannot answer. This interactive tutorial will help you distinguish between science and other ways of knowing, including art, religion, and philosophy.

Type: Original Student Tutorial

This resource provides teachers with the tools to help students analyze the speech delivered by President Ronald Reagan following the Challenger Space Shuttle disaster. Students will focus on how President Reagan conveys and supports his central idea through the use of two specific rhetorical devices. Students will evaluate how effectively the president applies the use of allusions and anaphora to support his central idea.

Type: Teaching Idea