Sari Knouse

Mrs. Wargo

EDU 415

12 October 2021

Resource Collection

Standard 1: CC.1.4.9–10.L

Demonstrate a grade-appropriate command of the conventions of standard English

grammar, usage, capitalization, punctuation, and spelling.

Topic: Using proper grammar

A. 4 Trade Books:

i. McWhorter, John H. Word on the Street: Debunking the Myth of "Pure" Standard

English. Basic Books, 2007. 

This book looks at how the English language, as well as other languages, have

changed and how it will continue to change due to things like slang and time. The

author expresses the need to embrace different speech patterns and regional accents

because that is what makes the English language so diverse and unique. The book

also includes many chapters on different grammatical conventions with graphs and

images explaining these conventions further

ii. Azar, Betty Schrampfer. Understanding and Using English Grammar. Prentice Hall,

2007. 

This is a text that is good for both intermediate and advanced students of English. It is

a teachable and stimulating text. This edition has more communicative and interactive

language learning activities which makes it great for the classroom. For example, it
 has real communication opportunities and open-ended communicative tasks for both

speaking and writing.

iii. Murphy, Raymond. English Grammar in Use: A Self-Study Reference and Practice

Book for Intermediate Students: With Answers. Cambridge University Press, 1994. 

Intermediate students will find this book very clear and simple while still covering all

the topics in grammar that are deemed difficult. It is very easy to use and was

designed for self-study. There is also an answer key to all exercises and the study

guide. With how simple this text is, it is very accessible to all students needing to

learn proper grammar.

iv. Fogarty, Mignon. Grammar Girl's Quick and Dirty Tips for Better Writing. Holt

Paperbacks, 2008. 

Mignon Fogarty’s book was made to help those who make the most common

grammatical errors when writing. She discusses the grammar rules and word-choice

guidelines that even the best writers get stumped on sometimes. She uses memory

tricks and clear explanations that will help her audience learn those crazy grammar

rules and begin to apply them.

B. 2 Apps/Websites:

i. https://www.quill.org

Quill can be used by students, but it is great for teachers. Teachers can find many

lessons on there that will help their students become better at using proper grammar.

There are a lot of writing exercises that has students practice their grammar skills.

There are also many grammar activities teachers can have their students do.

ii. English Grammar War: Basic (app)

 This app, while somewhat cheesy, can help students with building grammatically

correct sentences. The object of the game is to “kill” the robot by choosing the correct

word to complete the sentences. I could see this app being good for middle level

students rather than high school, but I still like it and hope that I can find a similar

game for high school students someday.

C. 2 Supplemental Materials:

i. Parts of Speech Interactive Notebook for Google Slides

I found this idea through my research and thought it was very cool. You can make

notebook pages on Google Slides that students can interact with which makes

learning grammar super fun. They can sort words to different parts of speech and can

place conjunctions into a series of sentences. I am going to attach the link just so

there are examples of these pages. The ones on this site are definitely for younger

kids, but I do not see why could not make it more difficult for older kids.

https://educationtothecore.com/2021/02/25-digital-resources-for-teaching-grammar/

ii. Another supplemental material that could be used when teaching students grammar is

a popular song or poem but changing it so that it has grammatical errors. It will be the

students’ job to practice their grammar skills and fix it to the best of their ability.

Standard 2: CC.1.3.9–10.B

Cite strong and thorough textual evidence to support analysis of what the text says

explicitly, as well as inferences and conclusions based on an author’s explicit

assumptions and beliefs about a subject.

Topic: To use the text to support and analyze a claim about what the author is trying to

say.
 A. 4 Trade Books:

i. Fitzgerald, F. Scott (Francis Scott), 1896-1940. The Great Gatsby. New York :C.

Scribner's sons, 1925.

This novel takes place during the 1920’s, and it is about love and the search for the

American Dream. It can be used in the classroom to help students make claims about

what the author is trying to say and defend those claims with direct quotes from the

text. Students could answer open-ended questions or an essay about what the author is

trying to say in this novel using quotes and good analytical skills.

ii. Sacks, Ariel. Whole Novels for the Whole Class: A Student-Centered Approach.

Jossey-Bass, a Wiley Brand, 2014. 

While the entirety of this textbook does not focus on this standard, it has a lot of

helpful chapters on how teachers can teach their students to become better readers

and note-takers. If students are able to read, comprehend, and annotate a text, they

will be able to back up their claims they make about that text.

iii. Foster, Thomas C. How to Read Literature like a Professor: A Lively and

Entertaining Guide to Reading between the Lines. Harper Perennial, 2014. 

In this book, Thomas Foster teaches you how to find deeper truths and meanings in

texts through things like themes and symbolism. It is a very practical and amusing

text which makes it an easy read for students. Once a student learns how to find these

things, they will be able to analyze them and make claims about what a text says.

iv. Salinger, J. D. The Catcher in the Rye. Back Bay Books, 2010. 

The Catcher in the Rye is a novel with major themes and ideas about growing up and

maturing. When students analyze this text deeply, they will be able to notice these
 themes and ideas on their own and start making claims about how they function in the

novel. They can use quotes directly from the novel to support their analysis and

claims.

B. 2 Apps/Websites

i. https://itslitteaching.com/cerwriting/

This website has really good information on using the text and analyzing it to support

claims. I think a teacher could review this before talking about this topic, or they

could pull information straight from the website and put it into a PowerPoint to

present to their students.

ii. Popplet (https://www.popplet.com)

Popplet is a visual thinking tool that helps students map out their thoughts. I think

they could use this while reading a novel to take notes on their ideas of the novel,

what quotes support these ideas, and a brief analysis of these quotes

C. 2 Supplemental Materials

i. The poem “I felt a Funeral, in my Brain” by Emily Dickinson

(https://www.poetryfoundation.org/poems/45706/i-felt-a-funeral-in-my-brain-340)

I think this poem would be great to give to students to help them practice using the

text to support their claims. This poem does not come right out and say what it means,

and it can be interpreted in different ways. Students really have to make their own

inferences about it and must use quotes to defend themselves.

ii. https://www.youtube.com/watch?v=EL_RpKGia1U

This video is a quick yet detailed explanation on claim, evidence, and reasoning

which is basically what this standard is expecting students to be able to. She goes
 through each component and gives examples of them. At the end she shows how all

three come together to create one solid, valid idea.

Standard 3: CC.1.3.9–10.C

Analyze how complex characters develop over the course of a text, interact with other

characters, and advance the plot or develop the theme.

Topic: To analyze the development of complex characters and how they function in the

text.

A. 4 Trade Books

i. Huxley, Aldous. Brave New World Revisited. Harper Perennial, 2006. 

This dystopian novel has some of the most complex characters I have ever seen. They

are all so different, and so many of them change drastically throughout the course of

the novel. This would be a great novel to have students read with the purpose of

analyzing characters and how they contribute to the themes and plot of the novel as a

whole.

ii. Schmidt, Victoria. A Writer's Guide to Characterization: Archetypes, Heroic

Journeys, and Other Elements of Dynamic Character Development. Writer's Digest

Books, 2012. 

This book is definitely tailored towards writers, but I can see this as a beneficial text

in both an English class as well as a creative writing class. Victoria Schmidt discusses

different types of characters and what they can do to a work. In a regular English

class, this can help students understand the purpose of different characters in

literature. In a creative writing class, this will help teach them how to develop these

characters and what they will do to their work.

iii. Rosenfeld, Jordan E. Writing the Intimate Character: Create Unique, Compelling

Characters through Mastery of Point of View. Writer's Digest Books, 2016. 

This book takes look at how different characters function in a story. It is also another

book that looks into how to write these characters in a way that the develops the plot

of a story. It specifically looks at the feelings and behaviors of a character. This book

can help students see how characters are created and what to look for so that they can

better understand a character’s function within a text.

iv. Hinton, S. E. The Outsiders. Penguin Books, 2019. 

The Outsiders, a coming-of-age novel, shows the growth of characters over time. The

characters are major assets to the novel and its themes. Students will easily be able to

track character development in this novel and see why they contribute to the novel as

a whole.

B. 2 Apps/Websites

i. https://zeoob.com/generate-instagram-post/

This a fake Instagram post generator. Students can use this resource to create

Instagram posts that a character from a novel would make. This gets them to work on

characterization. If you have them do this the entire time they are reading a novel,

they will probably notice a character developing/growing based on how their

Instagram posts change.

ii. https://www.facinghistory.org/resource-library/teaching-strategies/character-maps

Character maps are really useful when trying to track their progress and contribution

to the novel as a whole. This website explains how to create a character map and is a

great resource for a teacher wishing to explain this method to their students.
 C. 2 Supplemental Materials

i. https://www.youtube.com/watch?v=WYdGO--pAPg

This is a YouTube video on bildungsroman which is a type of moral and

psychological growth within a younger character. I just think this is a great video for

students to watch if they are reading something like The Catcher in the Rye or The

Outsiders. It will help them understand what kind of growth is occurring so that they

can better understand the theme and idea of the novel.

ii. https://www.katherinemansfieldsociety.org/assets/KM-Stories/MISS-BRILL1920.pdf

This is a link to the short story, “Miss Brill.” She is a very complex and interesting

character. Students can spend a lot of time analyzing the short story and

characterizing her. Once they gain a better understanding of her character, they will

begin to understand the purpose and theme of the story.

Standard 4: CC.1.5.9–10.D

Present information, findings, and supporting evidence clearly, concisely, and logically

such that listeners can follow the line of reasoning; ensure that the presentation is

appropriate to purpose, audience, and task.

Topic: Present information, findings, and supporting evidence in a clear and appropriate

way.

A. 4 Trade Books

i. Carnegie, Dale, and J. Berg Esenwein. The Art of Public Speaking. Cosimo, Inc.,

2007. 

This book looks at the more practical skills of public speaking. The author feels that if

students get enough practice, they will be confident whilst giving a speech and have a
 great personality as well. Students should feel prepared for their future after reading

this book and doing the different practice exercises. The book works on building

confidence within students so that they are able to communicate information with

others in an appropriate manner.

ii. Chaucer, Geoffrey. The Canterbury Tales. Penguin Books, 2007. 

Depending on the size of the class, the shorter tales in this novel could be presented

by students. This gives them the opportunity to practice their public speaking skills

while still relaying important and new information to their peers. Each student (or

maybe groups if the class size is bigger) will be in charge of reading a tale and then

presenting the important information from that to the rest of the class.

iii. Hosseini, Khaled. The Kite Runner. Riverhead Books, 2013. 

This novel takes a look at the culture in Afghanistan. I think it would be great to have

students read this book in order to get them thinking about different cultures. An

assignment that could go along with this book and this standard is by having students

research other cultures and then create a presentation for the class. Not only does this

get them exposed to different cultures, but it is a great way to get them to use their

public speaking skills. It should be a more formal presentation in order to see how

appropriate their presentation skills are.

iv. Acker, Mike. Speak with No Fear: Go from a Nervous, Nauseated, and Sweaty

Speaker to an Excited, Energized and Passionate Presenter. Mike Acker, 2019. 

This public speaking textbook is targeted towards high school students who may have

a general fear of public speaking. It goes over seven strategies for students to start

doing now so that they can gain better confidence for when they speak in front of
 others. This would be good to have students read excerpts from when preparing to

give a bigger speech like an informative speech. It will help them relax when giving a

speech so that they can provide information in a clear and concise way.

B. 2 Apps/Websites

i. https://www.pechakucha.com/about

PechaKucha is a cool app that students can use when presenting instead of using the

traditional PowerPoint and Google Slides. This app allows students to create only 20

slides with only 20 seconds per slide. That is a grand total of 7 minutes for a whole

presentation. This will really help them learn how to get their point across quickly

and efficiently.

ii. https://explaineverything.com

This website could be very useful for teachers who are teaching students how to

speak publicly. It allows you to share presentations with audio recordings and videos.

A teacher could create a presentation about public speaking skills and include videos

and/or audio recordings to demonstrate or explain the skills further.

C. 2 Supplemental Materials

i. https://www.youtube.com/watch?v=EGfSrmtGqYQ

This YouTube video helps students replace filler words such as “like,” “so,” and

“um.” Getting rid of these words will make their speeches sound way more

professional and mature, so this is actually a really important video to show a class

when it comes time to do a big presentation.

ii. https://www.marlborough.org/news/~board/health-and-wellness/post/public-

speaking-tips-for-high-school-students
 This is actually a great article for students in high school. It gives a lot of strategies on

how to present information to an audience in the best way possible. It talks about how

important it is for high school students to be able to present appropriately because it

helps them grow and empowers them. This is a good article to read together in class

and start a discussion on public speaking.

Standard 5: CC.1.4.9–10.M

Write narratives to develop real or imagined experiences or events.

Topic: Creative Writing

A. 4 Trade Books

i. Bell, Julia, and Paul Magrs. The Creative Writing Coursebook: Forty Authors Share

Advice and Exercises for Poetry and Prose. Macmillan, 2001. 

This book will really help students who are just getting started with creative writing.

It takes you through all the different steps in writing a narrative (fiction or nonfiction)

and offers tons of practice exercises and activities. Students could either use the entire

text or teachers could just print off different pages that would be necessary for

beginners or even just students who know how to write but want more guidance.

ii. Brinckloe, Julie. Fireflies!: Story and Pictures. Aladdin Books, 1986. 

This novel is a personal narrative about a boy who loves catching fireflies but

struggles to let them go once their light starts dimming even though he knows he has

to. Students could read this to get an idea about personal narratives and how they are

written before heading into a creative writing assignment where they have to write

their own personal narrative.

iii. Burroway, Janet, and Elizabeth Stuckey-French. Writing Fiction: A Guide to

Narrative Craft. Longman, 2007. 

This book is written by novelists and is another guide for writing fiction. They offer

easy, practical writing techniques and many examples. The tone of the text is very

personal and covers many topics making it easy for students to comprehend and learn

from. This text is unique because it also integrates contemporary short stories

knowing that fresh, new material will be more beneficial for students. I really like that

they add in contemporary texts because students will relate to those better. They can

use those texts to get inspired for their own writing.

iv. Creech, Sharon. Absolutely Normal Chaos. Scholastic, 2004. 

This is a great book to have younger students read when introducing them to writing

narratives about real or imagined events. Mary Lou, the main character, has to keep a

journal over the summer. She hates it at first, but she learns to love it and embrace the

benefits of creative writing. This book could be used in a classroom to help inspire

the students while completely a journal assignment similar to the one Mary Lou is

doing. While reading what Mary Lou has to say, they may be able to come up with

some ideas for their own journal.

B. 2 Apps/Websites

i. https://www.plot-generator.org.uk

This app generates different kinds of prompts for students to work on. Teachers could

use this site when they want to assign their students different prompts based on their

likes, dislikes, strengths, and weaknesses. Teachers could also use this to accumulate

a list of prompts for students to choose from for a journaling project.

ii. https://steller.co/explore

Steller is a really cool app students can use in the classroom. It allows them to create

short artful image-based books to share online. It is very similar to a blog. They could

use this blog to write either true, personal narratives, or they could write more

imagined, creative narratives. It is really up to them and what they would like to do. It

is a great way to get them to express themselves, and it gets them practicing their

creative writing skills.

C. 2 Supplemental Texts

i. https://greatergood.berkeley.edu/article/item/how_creative_writing_can_increase_stu

dents_resilience

This article talks about the importance of creative writing and the benefits it has for

students. The article argues that there is strength and community that students can

find through creative writing. It talks about how it allows those who have gone

through some sort of trauma to connect to others around them and create a

community through that. I loved this article and really think students should read it—

it may get them to think about writing in a different light.

ii. https://examples.yourdictionary.com/examples-of-point-of-view.html

I really just liked this article because it goes over all the different points of view in

detail. Point of view can totally change the type of narrative you are writing. Either

students can read this article individually and then discuss the different points of

view, or the teacher can use the information from this article and create a lesson out

of it.