The attached Remote Learning Plan is designed for Grade 7 English Language Arts students. Students will learn the different literary terms found in literature and poetry. They will have opportunity to practice their understanding of these terms by playing a number of online games. Students will then determine which literary device is being used in lines of literature and poetry through the practice at the end of lesson. This Remote Learning Plan addresses the following NDE Standard: NE LA 7.1.6.cIt is expected that this Remote Learning Plan will take students 90 minutes to complete.

This lesson was designed for English 9 students as an introduction to literary devices at the beginning of a short stories unit. The ultimate goal will be that students can analyze a story, explaining how an author uses these devices to create literature, but this lesson specifically focuses on domain-specific vocabulary.

 The attached Lesson Plan is designed for Grade 7 English Language Arts students. Students will be reminded of the different literary devices by listening and watching a video that has a catchy beat. Students will then show what they know with 10 lines of poem which includes literary devices. If they are still uncertain of all the devices, another video is available to them to watch. The last section gives them the opportunity to look for literary devices being used by the author in Freak the Mighty. When students become aware of these devices, they will write them down, label them, and then explain how the device made the reading better. This Lesson Plan addresses the following NDE Standard: NE LA 7.1.6.cIt is expected that this Remote Learning Plan will take students 90 minutes to complete.

In the 2021-2022 school year, I decided to try a new approach to my Book Talk Project by hosting a Literary Food Truck Festival with my students. For specifics on this school year's project, explore the attached lesson.

Women Writers in Dialogue with Tradition of Their Own

Short Description:
The textbook introduces works by Sappho, Christine de Pizan, Aphra Behn, Maria Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laura Marholm, Amalie Skram, Virginia Woolf and Amy Lowell. Some of these authors are presented as the role-models, the others as writers looking for their own female tradition and finding it in the writings of their literary foremothers. These responses - in form of poems, extracts from essays and novels - are included in the textbook and enriched with comments, interpretations and tasks for students. In the introduction, the question of female literary tradition is discussed by presenting various theoretical answers from distinguished feminist scholars.

Word Count: 37498

(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.)

Women Writers in Dialogue with Tradition of Their Own

Short Description:
The textbook introduces works by Sappho, Christine de Pizan, Aphra Behn, Maria Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laura Marholm, Amalie Skram, Virginia Woolf and Amy Lowell. Some of these authors are presented as the role-models, the others as writers looking for their own female tradition and finding it in the writings of their literary foremothers. These responses - in form of poems, extracts from essays and novels - are included in the textbook and enriched with comments, interpretations and tasks for students. In the introduction, the question of female literary tradition is discussed by presenting various theoretical answers from distinguished feminist scholars.

Word Count: 37498

(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 seminar offers a course of readings in lyric poetry. It aims to enhance the student’s capacity to understand the nature of poetic language and the enjoyment of poetic texts by treating poems as messages to be deciphered.
The seminar will briefly touch upon the history of theories of figurative language since Aristotle and it will attend to the development of those theories during the last thirty years, noting the manner in which they tended to consider figures of speech distinct from normative or literal expression, and it will devote particular attention to the rise of theories that quarrel with this distinction.
The seminar also aims to communicate a rough sense of the history of English-speaking poetry since the early modern period. Some attention will be paid as well to the use of metaphor in science.

This project relates to Ecology Standards and Literacy Goals. I have combined several different levels of this project so that the activity can be adapted for different levels. I have used the activity primarily with High School students and introductory-level biology with college/university students. The content could also be adapted for middle and elementary students. I would choose a book for the students on these lower levels but that is also an option at the higher levels as well.

This guide compiles starting points for OER and freely available resources for Literature courses and topics. This OER subject guide was created for TCC faculty and staff and reflects TCC credit, continuing education, and corrections course offerings. The purpose of this guide is to help faculty and staff more easily find and review OER in their areas so that they can make decisions about quality, accuracy, relevancy, and potential use.

Word Count: 17113

(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.)

Literature in the Humanities is an introduction to the study of the characteristics, conventions, and socio-historical contexts of the major literary forms, including the analysis and interpretation of literary elements and devices, and the application of literary theory and criticism. This course is designed to encourage a deep appreciation of literature, hone critical thinking skills, and to illustrate the importance of literature as an expression of the human cultural experience.

LIT2000, as well as all Humanities General Education courses, approaches the concept of culture as a system of meanings allowing groups and individuals to give significance to the world and mediate their relationships with each other and their known universe. Humanities courses are distinguished from traditional Liberal Arts disciplines through an emphasis on interdisciplinarity and comparative cultural contexts. Through these approaches to cultural texts and artifacts, the humanities attempt to investigate, contest, analyze, and synthesize the phenomena of human agency and subjectivity both within and between cultures. By pursuing these forms of inquiry we may better understand our world and our places within it. 1

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaLiterature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Long Description:
Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.

Word Count: 88076

ISBN: 978-1-942341-03-1

(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 general MLA Style Guide, ninth edition.

Most of the MLA material is brief and concise for a quick reference.

For more detailed information, please visit QV Library’s website at https://guides.qvcc.edu/MLAstyle

Description:Transform your students into anthropologists as a gateway to Macbeth.Students answer prediction questions using evidence from the artifacts. (Artifacts include images, letters from the text, and character maps.)Students can complete this activity alone or in breakout groups.  

The attached lesson plan is designed for kindergarten and first-grade students. Students will make a connection with the character in the book. This lesson plan addresses the following NDE Standard: LA 0.1.6 h, LA 0.3.2.a, LA 1.1.6.h, LA 1.3.2.a.

This is the first ever full book on the subject of male witches addressing incidents of witch-hunting in both Britain and Europe. Uses feminist categories of gender analysis to critique the feminist agenda that mars many studies. Advances a more bal. Critiques historians’ assumptions about witch-hunting, challenging the marginalisation of male witches by feminist and other historians. Shows that large numbers of men were accused of witchcraft in their own right, in some regions, more men were accused than women. It uses feminist categories of gender analysis to challenge recent arguments and current orthodoxies providing a more balanced and complex view of witch-hunting and ideas about witches in their gendered forms than has hitherto been available.

A Casebook and Critical Essays

Long Description:
Paul Tyndall teaches courses in literature and film in the Department of English at Kwantlen Polytechnic University in Surrey, B.C. He also serves on the advisory board for Mise-en-Scene: The Journal of Film and Visual Narration. Paul introduces the critical commentary surrounding Marilynne Robinson’s award winning novel Housekeeping, considered one of the most brilliant debut novels in contemporary fiction.

Word Count: 8959

(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.)

A team of teachers at Centennial Elementary School in Olympia, WA, developed book boxes to share across the school each month centered on identifying feelings and developing empathy for others. Each month one or two picture book titles are paired with a Word of the Month. The media literacy teacher team developed materials, including a presentation slideshow, a video read-aloud, and discussion questions. The principal and teachers share the books with students, facilitating discussions for students to identify their own feelings and develop a toolbox for regulating emotions. Students use a Likert scale, developed by Jennifer LaGarde and Darren Hudgins, to identify emotional responses and develop vocabulary to describe and deal with their feelings. Titles and SEL connections are shared with families through the school newsletter.Centennial Media Literacy Teacher Team:Heather Slater, teacher-librarianJennifer KnightLuci StaffordAdam PearceShannon Ritter, principal

Schuylkill County Librarian resources is a collaboration space for librarians to share their favorite resources such as curriculum tools, websites, and interactive activities.