English/Language Arts Resource Document- Quarter 4
Eleventh Grade
Unit 6: A Time to Prosper and Protest
Dates: April 6 – June 9, 2015
Essential Questions (If multiple options, pick the essential questions you wish to use):
How can literature shape one’s perspectives?
Can protests change attitudes?
Standards covered in this quarter:
11-12.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain
11-12.RL.2.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
11-12.RL.2.4: Students are expected to build upon and continue applying concepts learned previously.
 2.RL.2.4: Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.
11-12.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
11-12.RL.4.2: Analyze and evaluate works of literary or cultural significance in history (American, English, or world) and the way in which these works have used
archetypes drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topic
11-12.RN.2.2: Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and refined by
specific details.
11-12.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.
 5.RN.3.1: Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.
11-12.RN.3.2: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes
points clear, convincing, and engaging.
11-12.RN.3.3: Determine an author’s perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences,
anticipates and addresses reader concerns and counterclaims), analyzing how style and content contribute to the power, persuasiveness or beauty of the text
11-12.RN.4.1: Delineate and evaluate the arguments and specific claims in seminal U.S. and world texts, assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious reasoning
11-12.RN.4.2: Synthesize and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or
solve a problem
11-12.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
11-12.RV.2.3: Analyze nuances in the meaning of words with similar denotation
11-12.RV.2.5: Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, part of speech, etymology, or standard usage
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11-12.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
11-12.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate
the cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RV.3.3: Interpret figures of speech (e.g., paradox) in context and analyze their role in the text
11-12.W.4: Apply the writing process to –
 Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific
purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
 Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or
information.
11-12.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.
 Formulate an inquiry question, and refine and narrow the focus as research evolves.
 Gather relevant information from multiple types of authoritative sources, using advanced searches effectively, and annotate sources.
 Assess the strengths and limitations of each source in terms of the task, purpose, and audience.
 Synthesize and integrate information into the text selectively to maintain the flow of ideas.
 Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation.
 Present information, choosing from a variety of formats.
11-12.W.6.1: Demonstrate command of English grammar and usage.
11-12.W.6.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling.
11-12.SL.2.3: Work with peers to promote collegial discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed
11-12.SL.2.4: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspective
11-12.SL.3.1: Integrate multiple sources of information presented in diverse media and formats (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
11-12.SL.4.1: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of
formal and informal tasks.
11-12.SL.4.2: Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to
add interest and enhance understanding of findings, reasoning, and evidence
11-12.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture
Suggested Texts from Prentice Hall for Unit 6
The Life You Save May Be Your Own – page 983
Marigolds – page 1012
Aliceville – page 1030
The Glade/The Light Comes Brighter/Traveling through the Dark – page 1050
from The Names – page 1076
Mint Snowball/Suspended – page 1081
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Everyday Use – page 1090
Onomatopoeia/Coyote v Acme/Loneliness…An American Malady/One Day, Now Broken in Two – page 1146
Mother Tongue – page 1172
from Hiroshima – page 1198
Mirror/In a Classroom/The Explorer/Frederick Douglass – page 1216
Inaugural Address – page 1228
from Letter from Birmingham City Jail – page 1232
The Crucible – page 1257
Supplemental Texts (Links to Articles and other online texts):
For Unit 6:
http://www.gutenberg.org
o For finding public domain texts
http://www.goodreads.com/list/show/2681.Time_Magazine_s_All_Time_100_Novels
http://www.lit2go.com
Options for Novels:
o A Raisin in the Sun
https://docs.google.com/file/d/0BwWOSHJQCIV_RFpiRXFRRmRQMFE/edit
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One Flew Over the Cuckoo’s Nest
http://www.kkoworld.com/kitablar/ken_kizi_ququ_qushu_yuvasinin_uzerinden_u
charken_eng.pdf
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The Bluest Eye
http://memberfiles.freewebs.com/36/26/43092636/documents/Bluest%20Eye,%2
0The%20-%20Toni%20Morrison.pdf
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Death of a Salesman
http://www.pelister.org/literature/ArthurMiller/Miller_Salesman.pdf
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Other Text Options:
o Springboard Textbook Level 6
o The Color Purple
o Five People You Meet in Heaven
http://hrsbstaff.ednet.ns.ca/engramja/ENG_11/Five_people.pdf
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The Joy Luck Club
http://eng.hzu.edu.cn/yg/upload/2009-06/09062517462157.pdf
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Non Fiction Readings Across the Curriculum
Freedom Walkers: The story of the Montgomery Bus Boycott
A Wreath for Emmett Till
The Glass Menagerie
Catcher in the Rye
http://thelitterateurs.files.wordpress.com/2013/04/j-d-salinger-the-catcher-in-therye-full-pdf-version.pdf
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Of Mice and Men
http://www.kgbsd.org/cms/lib3/AK01001769/Centricity/Domain/664/Of_Mice_an
d_Men_-_Full_Text.pdf
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English/Language Arts Resource Document- Quarter 4
Teacher Resources to Support Standards/Themes Taught in this Quarter:
Teaching A Time to Prosper and Protest:
McCarthyism:
McCarthyism
intro.docx
McCarthyism Introduction
"Why I Wrote The Crucible" by Arthur Miller
http://www.english.illinois.edu/maps/mccarthy/navasky.htm
http://www.history.com/topics/cold-war/joseph-mccarthy
http://www.authentichistory.com/1946-1960/4-cwhomefront/1-mccarthyism/
Miller on The
Crucible
The Civil Rights Movement:
Letter from a
Birmingham Jail.pptx
Letter from Birmingham Jail
http://www.history.com/topics/black-history/civil-rights-movement
http://www.scholastic.com/teachers/article/civil-rights-movement-overview
http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx
(New resources for Q4 are listed at the top of each section.)
Reading Literature
o http://www.brighthubeducation.com/high-school-english-lessons/99200-making-predictions-in-reading-mini-lesson/ (11-12.RL.2.4)
o https://www.teachingchannel.org/videos/pre-reading-strategies (11-12.RL.2.4)
o http://www.varsitytutors.com/ssat_upper_level_reading-help/making-predictions-based-on-literary-fiction-passages (11-12.RL.2.4)
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http://imlovinlit.blogspot.com/2013/10/thursday-throw-down-4-citing-text.html (11-12.RL.2.1)
http://community.lessonplanet.com/t/practice-makes-perfect-citing-textual-evidence/1080 (11-12.RL.2.1)
Inferences for Advanced Readers.pdf (11-12.RL.2.1 and RN.2.1)
https://learnzillion.com/lessons/2284-gather-evidence-from-a-text-to-support-an-argument (11-12.RL.2.1 and RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
http://teacherweb.com/nj/riverdale/radomski/setting.pdf (11-12.RL.2.3)
http://www.slideshare.net/es99.trish.turner/the-8-methods-of-characterization-powerpoint (11-12.RL.2.3)
http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Fiction_Plotting_Story.aspx (11-12.RL.2.3)
http://udleditions.cast.org/craft_intro.html (11-12.RL.2.3)
http://www.slideshare.net/smitka/narrative-elements (11-12.RL.2.3)
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http://lmc.gatech.edu/~dpiano/Narrative%20Elements.htm (11-12.RL.2.3)
http://education-portal.com/academy/lesson/what-is-structure-in-writing-and-how-does-it-affect-meaning.html#lesson (11-12.RL.3.1)
http://entertainment.howstuffworks.com/arts/literature/poetry3.htm (11-12.RL.3.1)
https://learnzillion.com/lessons/1113-analyze-the-structure-of-a-poem (11-12.RL.3.1)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-5.html (11-212.RL.3.1)
http://www.learner.org/jnorth/tm/ReadStrat7.html (11-12.RL.3.1)
http://literarydevices.net/archetype/ (11-12.RL.4.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-romanticism-through-poetry-1142.html (11-12.RL.4.2)
http://www.soulcraft.co/essays/the_12_common_archetypes.html (11-12.RL.4.2)
www.lessonpaths.com/learn/mmHosted/330120 (11-12.RL.4.2)
http://www.brighthubeducation.com/special-ed-inclusion-strategies/9822-archetypical-characters-lesson-plan/ (11-12.RL.4.2)
Reading Nonfiction
o http://languagemagazine.com/?page_id=12282 (11-12.RN.3.1)
o http://www.thecurriculumcorner.com/thecurriculumcorner123/2013/02/11/nonfiction-text-features/ (11-12.RN.3.1)
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Nonfiction Text
Structure.ppt
Structures of Nonfiction Texts (11-12.RN.3.2)
(Right click on the icon and select “presentation object.” A small menu will appear that allows you to edit,
open, etc.)
http://www.slj.com/2013/01/standards/common-core/deconstructing-nonfiction-on-common-core/#_ (11-12.RN.3.2)
https://prezi.com/c1m-jqlfifbb/seminal-us-documents/ (11-12.RN.4.1)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-11-12-8.html (11-12.RN.4.1)
http://www.sophia.org/tutorials/synthesizing-multiple-sources (11-12.RN.4.2)
https://www.scribd.com/doc/38175256/Differences-Between-Summarizing-and-Synthesizing-Information (11-12.RN.4.2)
http://library.columbia.edu/locations/undergraduate/evaluating_web.html (11-12.RN.4.2)
http://secondarysolutionsblog.com/attacking-the-common-core-standards-informational-texts-part-three-using-textual-evidence-to-support-inferences-within-anon-fiction-text/ (11-12.RN.2.1)
http://ontheweb.rozlinder.com/teaching-students-to-use-textual-evidence-in-the-common-core-classroom/ (11-12.RN.2.1)
http://teacher.depaul.edu/Documents/NONFictionInterpretationGuidesBasedonPARCCSamples.pdf (11-12.RN.2.2)
http://betterlesson.com/community/document/3016532/determining-central-idea-and-writing-summaries-for-nonfiction-pdf?from=search (11-12.RN.2.2)
http://betterlesson.com/community/lesson/42614/identifying-main-ideas?from=search (11-12.RN.2.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-2.html (11-12.RN.2.2)
http://kateandmaggie.com/2014/02/05/teaching-beyond-the-main-idea-nonfiction-and-point-of-view-part-i/ (11-12.RN.3.3)
Author's Perspective & Rhetorical Strategies (11-12.RN.3.3)
https://owl.english.purdue.edu/owl/owlprint/625/ (11-12.RN.3.3)
https://learnzillion.com/lessons/1903-analyze-rhetoric-to-determine-an-author-s-point-of-view (11-12.RN.3.3)
http://www.ereadingworksheets.com/e-reading-worksheets/reading-unit-and-lesson-plans-aligned-with-common-core-state-standards/#modes-of-writing-andauthors-purpose-lesson-and-unit-plans (11-12.RN.3.3)
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Reading Vocabulary
o http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/
(11-12.RV.2.1)
o http://www.k12reader.com/worksheet/context-clues-reading-for-meaning/
(11-12.RV.2.1)
o http://www.vocabulary.co.il/context-and-definitions/ (11-12.RV.2.1)
o http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html
(11-12.RV.2.1)
o http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html
(11-12.RV.2.1)
o http://literarydevices.net/denotation/ (11-12-.RV.2.3)
o http://dictionary.reference.com/ (11-12.RV.2.5)
o http://www.oxfordlearnersdictionaries.com/us/ (11-12.RV.2.5)
o http://www.etymonline.com/index.php (11-12.RV.2.5)
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Writing
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http://www.pc.maricopa.edu/rdg/tutorials/vocless/vocab1.htm (11-12.RV.2.1)
http://udleditions.cast.org/craft_intro.html (11-12.RV.3.1)
http://www.webenglishteacher.com/figurative-language-lesson-plans.html (11-12.RV.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/11687-a-tone-lesson-plan-when-writing/ (11-12.RV.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/13411-connotation-and-denotation-activities/ (11-12.RV.3.1 and RV.3.2)
http://learning.blogs.nytimes.com/2011/04/14/figuratively-speaking-exploring-how-metaphors-make-meaning/?_php=true&_type=blogs&_r=0
(11-12.RV.3.1
and RV.3.2)
http://grammar.about.com/od/words/a/connotations.htm (11-12.RV.3.1 and RV.3.2)
https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (11-12.RV.2.3 and R.V.3.1)
http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (11-12.RV.2.3 and RV.3.1)
http://www.vocabtest.com (11-12.RV 3.2)
http://www.spellingcity.com/figurative-language.html (11-12.RV.3.3)
http://teachers.net/lessons/posts/2391.html (11-12.RV.3.3)
http://www.englishforeveryone.org/Topics/Analogies.htm (11-12.RV.3.3)
http://learning.blogs.nytimes.com/2013/10/04/skills-practice-understanding-and-making-analogies/?_php=true&_type=blogs&_r=0 (11-12.RV.3.3)
http://www.lessonplanet.com/teachers/videos-cliches-paradoxes (11-12.RV.3.3)
http://www.lessonplanet.com/teachers/lesson-plan-is-perception-reality-writing-paradoxes-in-poetry (11-12.RV.3.3)
https://owl.english.purdue.edu/owl/resource/658/01/ (11-12.W.5)
http://writing.wisc.edu/Handbook/PlanResearchPaper.html (11-12.W.5)
http://www.esc.edu/online-writing-center/resources/research/ (11-12.W.5)
https://owl.english.purdue.edu/owl/resource/589/1/ (11-12.W.5 – plagiarism)
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml (11-12.W.5 – plagiarism)
https://owl.english.purdue.edu/owl/resource/747/02/ (11-12.W.5 – MLA citations)
https://www.library.cornell.edu/research/citation/mla (11-12.W.5 – MLA citations)
http://turnitin.com/en_us/resources/blog/517-turnitin-educator-network/2245-peer-review-strategies-that-work (11-12.W.4)
http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.VGD4e8n1GSo (11-12.W.4)
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http://rubistar.4teachers.org/ (11-12.W.1-all Writing activities)
http://www.daedalus.com/lists10_narrative.asp (11-12.W.4)
http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (11-12.W.4)
http://www.nwp.org/cs/public/print/resource_topic/writing_processes (11-12.W.4)
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (11-12.W.4)
http://www.classzone.com/books/lnetwork_gr11/index.cfm?state=VA (11-12.W.6.1)
http://eolit.hrw.com/hlla/newmainlinks/lang.jsp (11-12.W.6.1)
http://grammar.ccc.commnet.edu/grammar/index2.htm (11-12.W.6.1)
http://www.readwritethink.org/classroom-resources/lesson-plans/avoiding-sexist-language-using-201.html (11-12.W.6.1a)
http://englishlinx.com/pronouns/ (11-12.W.6.1a)
http://www.dailywritingtips.com/english-grammar-101-verb-mood/ (11-12.W.6.1b)
https://learnzillion.com/lessonsets/342-form-and-use-verb-voice-and-mood (11-12.W.6.1b)
http://education-portal.com/academy/lesson/comparison-of-adjectives-adverbs-examples-sentences-exercises.html#lesson (11-12.W.6.1c)
http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/ (11-12.W.6.1.e)
Grammar- Types of Sentences Activities.pdf (11-12.W.6.1e)
http://www.webenglishteacher.com/conventions.html (11-12.W.6.2)
See chapters in Part 2 of Writing and Grammar Book for W.6.1 resources, focusing on grammar and usage
See chapters 17, 18, 20,21,22& 23 for W.6.1 resources
Speaking and Listening
o http://educationalaspirations.com/tag/collaborative-classroom/ (11-12.SL.2.3)
o http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (11-12.SL.2.3)
o http://www.edutopia.org/stw-collaborative-learning-resources (11-12.SL.2.3)
o http://www.readwritethink.org/classroom-resources/lesson-plans/pros-cons-discussion-819.html (11-12.SL.2.3)
o http://www.thirteen.org/edonline/lessons/cheerleading/index.html#close (11-12.SL.2.3)
o http://www.authenticeducation.org/documents/WhatSeminar04.pdf (11-12.SL.2.3)
o https://www.teachingchannel.org/videos/high-school-literature-lesson-plan (11-12.SL.2.4)
o http://www.shmoop.com/common-core-standards/ccss-ela-literacy-sl-11-12-2.html (11-12.SL.3.1)
o http://novella.mhhe.com/sites/0079876543/student_view0/research_center-999/research_papers30/conducting_web-based_research.html (11-12.SL.3.1)
o http://www.mhhe.com/socscience/comm/new-home/tutorial/prepare/prepare.htm (11-12.SL.4.1)
o http://www.aresearchguide.com/3tips.html (11-12.SL.4.1)
o http://www.shmoop.com/common-core-standards/ccss-ela-literacy-sl-11-12-5.html (11-12.SL.4.2)
o http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html (11-12.SL.4.2)
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http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home (11-12.SL.2.4)
Also, see pages 122,238,466,696,962,1378 in Prentice Hall textbook for Speaking and Listening Resources
Media Literacy
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http://mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Hoax.pdf (11-12.ML.1)
http://library.columbia.edu/locations/undergraduate/evaluating_web.html (11-12.ML.1)
http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content (11-12.ML.1)
http://www.library.illinois.edu/ugl/howdoi/medialiteracy.html (111-2.ML.1)
http://www.loc.gov/teachers/usingprimarysources/guides.html (11-12.ML.1)
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
www.betterlesson.com (must register)
www.sharemylesson.com
http://www.redshift.com/~bonajo/vocabularyresources (all RV standards)
www.chompchomp.com (all W6 standards)
www.quia.com/cb/547647.html
www.quiz.com (all W6 standards)
www.quizlet.com (all RV standards)
www.nbclearn.com (all standards)
www.shoomp.com
http://www.citationmachine.com
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
Indianapolis Public Schools
Curriculum and Instruction
8
English/Language Arts Resource Document- Quarter 4
Indianapolis Public Schools
Curriculum and Instruction
9