Resource Collection

ShyLee Schwartz

EDU 415

Dr. Michal Wargo

Geneva College

October 13, 2023

Standard CC.1.2.9-10.D: Determine an author’s particular point of view and analyze how
rhetoric advances the point of view.
Trade books
Daywalt, D. (2013). The Day the Crayons Quit.
The Day the Crayons Quit is a childrens fictional story that shows each crayons point of
view and reasoning for quitting. While it is a childrens book, sometimes it is good to
revert back to childhood with high school students instead of hammering them with
difficult texts all the time. This fictional story would be a good introductory story for this
standard. It would spark conversation about how point of view can be different, and how
it can be percieved. It would also teach the students how the point of view in a writing
does not always have to be that of the author, and how the rhetoric can still propel the
story when from character perspectives.
Sandburg, C. (1918). “Grass”
“Grass” is a poem written by Carl Sandburg that is narrated by nature. Early into the
poem, it is revelaed that the speaker is the grass. It is a poem about the horrors of war,
and how humans should not allow themselves to forget about the wars and the people
involved in them. The grass is asking that it is allowed to bury the bodies and battlefields
throughout this poem. It is written in the first person point of view, but in a different way
than most. Since the speaker is nature, the grass, instead of the author or another
character, it teaches students the conventions of being able to write in a way that
personifies and showcases more than just human enities. It teaches that the authors point
of view does not have to be that specifically of the author, but of who the work is based
around.
Orwell, G. (1949). Nineteen Eighty- Four.
Nineteen Eighty- Four is a dystopian novel that follows the character Winston as he
rebels against the Party (the government of the story) and Big Brother (the widespread
figure of enforcement). Winston works for the Ministry of Truth and is employed to
rewrite the history of Oceania, where he lives, to fit the story of the Party. It is a story of
mass surivial, excessive regimintation of the people, and the consequences of
tolatarianism. This novel is written in the third person limited point of view. This trade
book would expose students to this writing style, help them understand it and be able to
use it themselves. The way Orwell wrote this story makes it a prime candidate for
teaching point of view and rhetoric.
Walls, J. (2005). The Glass Castle.
The Glass Castle is a memoir that covers the topics of resilience and redemption. It
teaches the importance of education, as Walls’ father teaches his children of geology,
physics, and how to embrace life when it is everything short of good. It follows Walls
and her siblings through life, and depicts how they took poverty and a rough childhood
 and turned it into thriving lives as adults. The Glass Castle teaches students that your past
does not define you and that you can become who/ what you wish to be. Walls narrates
this novel in the first person point of view. Since it is a memoir, it would teach students
how to understand this point of view and how to write in it. The rhetoric of following
Walls and her family through life propels the story in a way that most do not. For this
reason it is a great novel to expose students to in order to familiarize them with point of
view, how it works, and how it affects the story.
Teacher Website
CommonLit.
https://www.commonlit.org/en/library?grades=10&initiatedFrom=library&standards=252
CommonLit is an educators resource to texts and lessons. By inputting the grade level
and standard, a library of textual resources are provided that regard the filters selected.
For this standard, regarding author point of view, it will provide short texts for the
students to analyze and obtain a grasp on what point of view is and how it truly works in
texts for their grade level. It is also good to be aware of because you can choose texts
pertaining to your different students and their reading level to allow them to access the
curriculum and be engaged in their learning.
Student Website
Google Jamboard
https://jamboard.google.com/?pli=1
Google Jamboard is an interactive white board. With a google account (which most
schools use and provide their students with), the students can be added to a jamboard.
With this particular standard, the students can individually, but collectively, make notes
while learning regarding the authors point of view and rhetoric on the board. It would
open discussion regarding points of confusion and elements the students find important.
Jamboard allows the students to work together but seperately to create a study guide of
sorts. This is useful for students because each student picks up on different things, so
giving them an opportunity to work together with their separate ideas can provide a larger
amount of information, when the students are taught civically how to use it.
Other Media Sources
PBSMedia: Authors Purpose and Viewpoint Interactive Lesson
https://lsintspl3.wgbh.org/en-us/lesson/purpose-skills/1
PBS Media provides teachers with resources that pertain to the common core standards.
Within this interactive lesson, there are short readings on authors purpose, authors view
point, how to read and understand them both, along with how what the author writes
propels the story. The students go on and read through the readings and answer questions
afterward. While this should not be used to fully teach students, it is a good resource for
 introduction, clarifying knowledge, assessing, or even emergency substitute teacher
plans.
PBS Learning Media: Should Some Sports Franchises Change Their Names (PBS NewsHour)
https://wqed.pbslearningmedia.org/resource/should-some-sports-franchises-change-
name-video/pbs-newshour/
To find this video, and videos similar, I went onto the PBS Learning Media Website,
naviagted to the English Language Arts Section and chose a video that I thought woukd
engage students. This video covers the title question “Should Some Sports Franchises
Change Their Names?” This video would be a good introductory video to this standard.
By playing the video, it engages students in a topic that is more relevent and interesting
to them, while prompting them to think about authors perspective. The teacher can then
ask questions such as what is the point of view of this video, what are they trying to say,
how does their message come across, etc. It opens the conversation about what is going
to be taught without it being a strict lecture sort of lesson opening.
Standard CC.1.2.9-10.G: Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which details are emphasized in
each account.
Tradebooks
Alexie, S. (2007). The Absolutely True Diary of a Part Time Indian.
The Absolutely True Diary of a Part Time Indian follows the author throughout his
experiences as a teenager. It follows him as he moves from his indian reservation into a
predominately white town, how he navigates it, struggles he faces, and shares the reality
of Native American life. This trade book would be assigned with warning. As with many
books, this is a ‘banned book’ meaning in order to teach it permission would have be
granted from the school board and letters would be sent to parents before beginning the
instruction with students. However, it is a story about a real person who faced real
struggles. There is also the option to observe the story through movie. In order to use this
book for this standard, scenes would be taken from the book and from the movie that
correlate and studied together so that students can determine the emphases.

Frank, A. (1947). The Diary of a Young Girl.

The Diary of a Young Girl contains entries from Anne Frank’s diary. It follows her and
her family as they go into hiding during the Holocaust, and what their lives were like
during it. It ends abruptly, when her diary entires ended. It teaches the expereince from a
first hand account that is engaging and thought provoking. This novel is also avaliable as
a movie, so students would be able to observe the pieces of Anne Frank’s life that are
emphasised in her personal account, as well as in the movie version. Beyond that, there
are many informational videos and written works about her and her families lives that
could be compared to this first hand account also.
Hillenbrand, L. (2010). Unbroken: A World War II Story of Survival, Resilience, and
Redemption.
Unbroken: A World War II Story of Survival, Resilience, and Redemption is a true story
of a former olympic runner who survived a plane crash and multiple japanese prisioner
camps. He was taken as a prisioner or war and this story follows how he overcame his
situation and how he survived the unthinkable. This novel has a film adaptation, so that
particular scenes can be placed side by side for students to determine the emphases on the
life of the main character, Louis Zamperini.
Lewis, M. (2006). The Blind Side.
The Blind Side follows the life of Michael Oher, who was raised in inner city Memphis,
and how he turns his life around from his circumstance and becomes a football star. This
novel is engaging for students because it involves a common interest, football. But, it
covers real world problems and effects for students to take into account and learn from.
 With this standard, as with the trade books above, there is a film adaptation so that
comparisons can be made. This trade book is more of a light hearted one, although it is
still heavy.
Teacher Website
SchoolTube
https://www.schooltube.com/search?keyword=Anne+Frank
School Tube is a good resource for teachers when looking for videos to share with classes
regarding specific topics. This is a teacher resource instead of a student resource because
much care has to be taken with choosing videos that are accurate and appropriate. While
it does hold a lot of potential, not everything found on it can be taken for good or correct.
However, when searching for videos to share with students as a way to engage learning
or highten understanding, many good videos can be found to share as long as time is
taken to find them.
Student Website
Google Jamboard
https://jamboard.google.com/?pli=1
Google Jamboard within this standard will allow students to track what they find
emphasis on in the readings as well as in video or movie. Two separate boards can be
created, one for each form of the story. The class can then note and track what they find
to be important or emphasised so that they can later on compare the print with the media
interpretation.
Other Media
PBS Learning Media: The Diary of Anne Frank Videos
https://wqed.pbslearningmedia.org/resource/mast16af-ela-birthday-2/wgbh-masterpiece-
the-diary-of-anne-frank-2-annes-birthday/
To find this source, and others like it, I went to the PBS Media site, searched Anne Frank,
and filtered to videos only. On PBS Learning Media, there are many video adaptations of
Anne Frank’s diary entires. I chose to include this, despite using different PBS Media
sources for other standards, because it will allow the students to watch short videos of
Anne Frank’s diary entries. This will enable them to compare the print to the videos and
determine where the emphases lie in each.
Newspapers.com: Anne Frank
https://www.newspapers.com/article/the-charlotte-observer-review-of-anne-f/47348645/
To find this source, I searched newspaper articles about Anne Frank and navigated until I
found this website. I then scrolled through until I found this specific article. This article
covers the story of Anne Frank from a perspective other than her own. It, in a short way,
explains the story and background to her life. This media option provides students with a
wider look and understanidng of the topic of Anne Frank, which is widely taught in
English classrooms.
Standard 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.
Tradebooks
Chbosky, S. (1999). The Perks of Being a Wallflower.
The Perks of Being a Wallflower follows Charlie through the trials of being a teenager in
a world much like our modern one. Charlie struggles with the pressures of life and
friends, drug exposures, his sexuality, and much more than todays teenagers face. Beyond
this, the novel follows Charlie desire to become a writer, and how he navigates life
changes with his friends leaving for college. Charlie is a very complex character, which
makes this novel an engaging one. Students can relate to it, but can also analyze the
development and interactions of Charlie, other characters, and the story overall.
Golding, W. (1954). Lord of the Flies.
Lord of the Flies follows a group of boys who get stranded on a deserted island. The boys
attempt to govern themselves, causing much tension and resulting in violence. This novel
showcases human instincts on every extreme. From living peacefully, to acting violently
in order to gain control. Within this novel, there are a handful of complex characters.
Each boy goes through a development phase that shapes themself and the story. Students
are able to analyze this story in many different ways, one important one being how each
boy develops differently and propels the story in a different direction.
Holbrook, S. (1996). “Blueprints?”
“Blueprints?” is a characterization poem. The speaker is asking questions about who she
will be, what her character will be like. Students can analyze this poem for its
characterization prior to learning about complex characters. It would teach them how
authors think of characterization and how little details and decisions change the outcome.
It would be a good introductory poem to use for this standard to ease the students into
thinking about characters, their aspects, and their roles within stories.
McManus, K. (2017). One of Us is Lying.
One of Us is Lying is a novel that begins with five students in detention. When one
student unexpectedly passes away, the other four become suspects in his death. It is
unveiled that each suspect has a motive. They each have a secret, and the story develops
as the investigation continues. Each of these suspected characters develops the story in
their own way, and in turn teach teenagers about the danger of social media and gossping
in a relevent and engaging way. With this novel, students are able to analyze the
characters, their actions, how they change and propel the story, and make predictions
about what actually happened to the student who passed away.
Teacher Website
ReadWriteThink
https://www.readwritethink.org/grades/9-10
ReadWriteThink provides educators with strategies, worksheets, professional
development, and more. Teachers are able to find graphic organizers and worksheets for
their students that pertain to what they are doing in class along with their grade level/
ability level. In this case, the resource would be used to find a graphic organizer that
allowed for the students to track character development while they read. This is a great
tool because it helps to teach the students which pieces of a story are most important to
pay close attention to, and how to organize the information they find to be important for
future reference.
Student Website
InkleWriter
https://www.inklestudios.com/inklewriter/
InkleWriter allows teachers to create interactive stories for their students that go along
with what is being studied, or students to create their own interactive stories. For this
standard, students can create their own story with complex characters prior to instruction
as a way to be assessed. Further than this, the students can have a more hands on
expereince with the complex characters they are learning about when given the
opportunity to walk through the story they are learning interactively.
Other Media
Vimeo- Characters Video
https://vimeo.com/150641082
To find this source, I searched for character analysis videos and navigated until I found
this one. It is an introductory video to characters. The creator of this video made the
asepects of characters into a song, which is admitedly catchy. For students, this would be
a great way to inform them of what characters are and how they can affect a story. It
would be good to use this video as a way to introduce the idea of analyzing characters
and starting the conversations about the importance of characters and their actions in a
story.
Khan Academy- Character Actions in Stories
https://www.khanacademy.org/ela/cc-2nd-reading-vocab/xfb4fc0bf01437792:cc-2nd-
fairy-tales-retold/xfb4fc0bf01437792:close-reading-little-red-riding-hood/v/character-
actions-in-stories-reading
To find this source, I searched for character action videos on khan academy. This video
walks through how character actions propel the story along. Watching a video like this
will help the students to understand how to find what they are looking for during
analyzation of the complex characters. It will help them to get a grasp on the importance
of character actions and how they affect the story.
Standard CC.1.3.9-10.G: Analyze the representation of a subject or a key scene in two different
artistic mediums, including what is emphasized or absent in each treatment.
Tradebooks
Beaumont, K. (1957). “In a World of My Own”
“In a World of My Own” is a song written by Kathryn Beaumont and featured in the
Alice in Wonderland Movies. It speaks of many aspects of Alice in Wonderland, such as
cats, rabbits, flowers, powers, and how Alice feels about Wonderland. While it is not a
book, it is something that will familiarize the students with key aspects of the work. It
will enable them to see what is emphasized from differing perspectives about the same
work.
Carroll, L. (1865). Alice’s Adventures in Wonderland.
Alice’s Adventures in Wonderland is the classic story of the girl who falls down the
rabbit hole into a world that seems to almost be hallucionogenic. The moral of the story is
to always embrace being your true self. While following Alice through Wonderland,
students can compare the written text to the media as a way to learn how books can be
trasnformed into movies, and how easily details can be forgotten about.
Fitzgerald, F.S. (1925). The Great Gatsby.
The Great Gatsby follows Jay Gatsby through his pursuit of his life long love, Daisy. Jay
is a self made millionare, and is a great example of how greed can control you if you
allow it to. The story teaches that in life, you must always move forward, and that you
cannot repeat your past. Students can learn this valuable lesson while comparing scenes
from the print to scenes from the movie. By analyzing how F. Scott Fitzgerald uses
characters, style and figurative language, students can find the emphasis placed on the
American Dream and the criticism of life in the 1029’s.
Shakespeare, W. (1597). Romeo and Juliet.
Romeo and Juliet is the timeless story of sworn enemies who fall in love. This classic
follows both Romeo and Juliet through the divide between their families, their forbidden
love, Juliet’s fathers choice in husband for her, and more. Throughout this story students
are able to analyze Shakespeares writing, along with what he wrote to be important. By
comparing the print to the media version of the story students can compare how emphasis
is placed on different scenes and elements in either version, and decide if the media
version portrays the story in the same way that Shakespeare wrote it to be.

Teacher Website
SchoolTube
https://www.schooltube.com/videos/latest?page_id=1
SchoolTube is a great resource for teachers when teaching novels in multiple medias. By
carefully choosing videos, teachers are able to engage their students in the novel at hand
in a deeper way than simply reading. Beyond this, teachers and students can create videos
on SchoolTube. For this standard, the teacher would make a video covering elements to
look for within the novel at hand as an introduction. The video would be made instead of
just simply teaching it in order to include snippets of sneak peeks for the students to get
them engaged. After the unit is complete, and the students have compared the text to the
media, the teacher can instruct the students to create a video covering a specific element
and explain or show how it is similar or different in each version.
Student Website
PBS Learning Media for Students
https://wqed.pbslearningmedia.org/search/?q=romeo%20and
%20juliet&selected_facet=grades:9-12&student=true
PBS Learning Media for Students is a great resource for when students are doing a unit
that requires video footage. There are many videos and lessons on this site pertaining to a
wide variety of topics that the students can use to deepen their understanding. In this
case, students would be instructed to use the site as a way to deepen their understanding
of the story before being exposed to the media version. For example, after reading Romeo
and Juliet students would be prompted to go to this site and watch videos of their choice
that are about Romeo and Juliet. This gives the students a little bit of freedom in what
they are learning since each student will pick different videos. It will also spark
disucssion because each student will have focused on different topics within the work and
came to diffferent conclusions.
Other Media
Poem Hunter- Romeo and Juliet Poem by Cherise Joubert
https://www.poemhunter.com/poem/romeo-and-juliet-13/
This poem by Cherise Joubert encompasses the forbidden love between Romeo and
Juliet. It offers a perspective to the situation outside of that of Shakespeare’s. Students
can take this poem about the love the play revolves around and compare it to that in the
written work and in the media play. Students can analyze how the love is portrayed and
what is emphasized within it when comparing the multiple ways it is displayed.
Course Hero- The Great Gatsby Characters Video
https://www.coursehero.com/lit/The-Great-Gatsby/videos/
 Course Hero is a great resource for teachers when used correctly. This specific video
regarding characters can help the students to get a grasp on the characters before reading
the story. I found this resource by searching for The Great Gatsby Character Videos, this
one on Course Hero is the best that I found to use in a classroom with high schoolers.
Standard CC.1.4.9-10. I: Distinguish the claim(s) from alternate or opposing claims; develop
claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level and concerns.
Tradebooks
Bennett, B. (2020). The Vanishing Half
The Vanishing Half is a historical novel written about identical twin sisters who, despite
always being identical, have to make the decision between staying loyal to their
community and their own personal freedom. The novel shows how the sisters adult lives
are different and how they navigate their situations. Because this novel is about twin
sisters who drastically change their lives from each other, students are able to analyze the
novel as the sisters being the differing perspectives. They make different decisions that
propel their lives in different ways. Students are able to analyze these decisions while
grasping the strengths and weaknesses and how they affect each girls life.
Flynn, G. (2012). Gone Girl
Gone Girl is the story of a woman who goes missing. Her husband is framed for her
murder, and the story follows the investigation. Throughout the story readers learn that
the woman has her own plan. She was not murdered, she is hiding and framing her
husband. This novel is one that parents would be made aware of prior to instruction due
to its heavy topics and elements. Within this standard, this novel works well because it
shifts perspectives. Sometimes readers are with the husband in the present while working
through his thoughts during the investigation. Other times, readers are with the wife in
her diary learning about her perspective on their relationship and their dynamic. Students
are able to take both perspectives, analyze them, and find the strengths and weaknesses in
both from the audiences perspective.This novel allows students to gain exposure to
differing perspectives and claims, without it being a real world example or a political
endeavor.
Thomas, A. (2017). The Hate U Give.
The Hate U Give follows the main character, Starr, through her life living in a poverty
struck neighborhood to her life attending the fancy suburban prep school. It is a deep
story that parents would need to be made aware of. This novel deals with social injustice,
racism, and police brutality. While these are heavy and sensitive topics to involve in a
high school classroom, they are able to teach the students valuable lessons. Beyond the
social lessons, the students would be able to compare the perspectives of life in both areas
of Starr’s expereince. How life and people are different in the poverty struck
neighborhood to those in the prep school. Students can analyze these expereinces as a
 way to compare both sides of the spectrum and create claims about the similarities and
differences found in them.
Salinger, J.D. (1951). The Catcher In The Rye
The Catcher In The Rye follows the main character Holden on his search for truth after
being expelled from prep school. While it only follows Holden’s perspective, it is easy to
see that there are differing perspectives on his life and opinions versus what is
mainstream. It is a critique of society in the way that Holden ends up emotionally
challenged due to the implications society placed on him. This novel works well for this
standard because students can take what society claims Holden should be and do and
compare it to what Holden believes he should be and do. They can view this novel from
the perspective of Holden versus society and analyze the elements of the novel in a way
that shows the claims of each, employing them to create arguments and provide evidence
for their arguments.
Teacher Website
DOGO News
https://www.dogonews.com/
DOGO News is a great resource for teachers when teaching standards like this
one. Teachers are able to go on the website and find articles of current events to
have students analyze and make claims on. By the teacher controlling the articles
chosen, it will be ensured that differing claims and opinions are used in order to
fully teach this standard. DOGO News has many articles that are written for and
appropriate for students that help them to get involved in the world all while
learning the elements from their teachers.
Student Website
NewsELA
https://newsela.com/about/content/browse-content/
NewsELA allows teachers to create classrooms for their students to browse articles
appropriate for their grade and reading level. Within this standard, students would be able
to find articles that interest them to put against each other. By finding two different
articles regarding the same topic, students can analyze the perspectives, create claims
about them, and outline their strengths and weaknesses. It gives students freedom in their
work and prompts engagement by being able to choose their own topic to show what they
are learning.
Other Media
Khan Academy- What is an Argument Video
 https://www.khanacademy.org/ela/cc-5th-reading-vocab/x798e47233e450b09:cc-5th-
inventing-progress/x798e47233e450b09:close-reading-argumentative-text/v/what-is-an-
argument-reading
I found this video by searching for teaching argument videos on Khan Academy. This
video teaches students what an argument in writing is. Students can watch this video to
understand what an argument is so that they can analyze the differing claims and create
their own claims. It teaches them to identify an argument so that they can distinguish
them, along with the strengths and weaknesses of arguments, in different writings.
CNN- Who Will Win This Terrible Conflict News Article
https://www.cnn.com/2023/10/13/opinions/israel-hamas-gaza-iran-ghitis/index.html
I found this article by searching argumentative news articles, navigating to CNN and
choosing an article that displayed a strong opinion. While it is only one article, and would
need another to pair with it in order to the students to distinguish both sides of the topic,
this article speaks on the tragedy in Israel. It is a current world news article, that not only
gives students insight into what is happening in the world, but allows them to use the
tools they learn when navigating argumentative claims and applying them to the life in
the real world. Students can use this article as practice to find the claim of the author, and
point out the strengths and weaknesses in their argument before doing the same to novels
or large works.