This is a quick resource to introduce students to the concept of figurative language. Students will be introduced to five of the most common examples of figurative language and look at an example of each.
This lesson may be used for language arts and writing. The students will listen to a variety of tall tale stories, learn the characteristics that make up a tall tale, and identify hyperboles in the stories. The teacher will check for understanding by having the students list the hyperboles found.
This is a SoftChalk lesson reviewing the figurative language terms simile, metaphor, personification, imagery, and symbolism.
Learn about flat and round characters.
Students will read the short story version of "Flowers for Algernon," taking notes on the positive and negative aspects Charlie's life before and after the operation to increase his intelligence. Upon completion of the story, and after reviewing their notes, students will write an essay in which they take a stand as to whether Charlie was better off BEFORE the surgery and should not have had it done, or whether he was better AFTER - in other words it was a good idea.
Overview:Are you looking for a fun and engaging way to introduce the use of personification in your classroom? This resource created by Jennifer Bauer can be used as an introduction to the use of personification in reading and writing. The students will identify and analyze the use of personification in example sentences within a PowerPoint. The teacher can also check for students' knowledge of identifying and analyzing personification by having students play a Quizizz game on their devices. Nebraska State Standards Addressed:LA 3.1.6.c Identify and explain why authors use literary devices. LA 4.1.6.c Identify and explain why authors use literary devices (e.g., simile, metaphor, alliteration, onomatopoeia, imagery, rhythm, personification, hyperbole, idioms).
Word Count: 8621
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Word Count: 4767
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.
The Modern Prometheus
Short Description:
Frankenstein; or, The Modern Prometheus (1818) is a novel written by English author Mary Shelley. The novel follows Victor Frankenstein, a young scientist who, using unorthodox scientific experiments, creates a sapient creature. At just 18 years old Shelley began writing the novel which was later published anonymously in London in 1818, when she was 20. Her name first appeared in the second edition, which was published in Paris in 1821.
Long Description:
Frankenstein; or, The Modern Prometheus (1818) is a novel written by English author Mary Shelley. The novel follows Victor Frankenstein, a young scientist who, using unorthodox scientific experiments, creates a sapient creature. At just 18 years old Shelley began writing the novel which was later published anonymously in London in 1818, when she was 20. Her name first appeared in the second edition, which was published in Paris in 1821.
Word Count: 78671
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
1818 Edition
Short Description:
The original and unabridged classic by Mary Wollstonecraft Godwin Shelley (1818 edition).
Long Description:
Mary Wollstonecraft Godwin Shelley’s classic Frankenstein (1818 edition). Original and unabridged.
Word Count: 72501
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Ancient Trinity
Short Description:
In his admirably high hopes he had wished to feel togetherness with those he grew up with. There is it, right here.
Word Count: 18739
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
Frontier Mosaic is Oklahoma State University's premier student-run literary magazine. We are a patchwork of the best undergraduate fiction, nonfiction, poetry, and visual art in Stillwater, Oklahoma. Frontier Mosaic released its inaugural issue spring 2015.
Long Description:
Frontier Mosaic is Oklahoma State University’s premier student-run literary magazine. We are a patchwork of the best undergraduate fiction, nonfiction, poetry, and visual art in Stillwater, Oklahoma. Frontier Mosaic released its inaugural issue spring 2015.
All Oklahoma State University undergraduate student submissions are welcome. Conventional or anarchic, we want your masterpiece. If you’re here to submit, send us your best work; blow our minds, and make the world stop and think. If you’re here to read, strap in, read well, and enjoy. We do rolling submissions for future issues, so send in your work!
Word Count: 17221
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This is a one-day close reading activity that would go well with a unit on The Great Gatsby or the American Dream.
This Lesson Plan was created by Joanna Pruitt as part of the 2020 ESU-NDE Remote Learning Plan Project. This original lesson is for classroom use; however, there is a virtual option as well. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. The attached Lesson Plan is designed for Grades 9-12 English Language Arts students; however, this could also be used as a Social Studies project as well. Students will evaluate credible sources through research on genocides post World War II after completing a novel unit covering the Holocaust. Students will also create scrapbooks using summarizing, citation, informative writing, textual evidence, caption writing, and persuasive writing. Students will also be expected to demonstrate oral communication skills as they have to present their projects to the class. Students will use background knowledge to clarify text and also gain a deeper understanding by using relevant evidence from a variety of sources to assist in analysis and reflection of informative text.
Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom. You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.
Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom. You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.
The Global Digital Library (GDL) has been developed to increase the availability of high-quality reading resources in underserved languages worldwide where there is currently a lack of quality early grade reading resources. The site primarily hosts reading instruction books and storybooks for leisure reading, but the GDL will also link to more interactive resources, such as literacy games.
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .