This lesson is designed to - over the couse of 2 work periods or days to get students to understand what a sonnet is - give them practice at reading them and then let them write their own. After that we will take thse skills to read the prologue of Romeo and Juliet
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Stig is a quirky dog in Portland who dreams of writing poetry in Paris. But will his dream ever come true?
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Stig is a quirky dog in Portland who dreams of writing poetry in Paris. But will his dream ever come true?
This short novel for low-intermediate students of English is an extrapolation, exploration, and Portlandification of the original story Max Makes a Million by Maira Kalman, 1990.
Word Count: 6035
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Word Count: 12791
Included H5P activities: 5
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A digital resource for creating short stories, picture books, comics, and poetry. This website also has literature available for students to read. There are included lessons and challenges for students to complete.
These lesson plans and activities were purposed and designed by Paula Turon Loren for Kindergarden English teachers in the United Kingdom. The activity is designed and differentiated for different ability groups, thus teachers can adapt the lesson to their students levels and needs. Moreover, the materials may be used and adapted for any country's specific context.
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This webcourse walks students through the process of conducting literary research while helping to refine their library skills.
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This book, built in PressBooks with financial support from the UCF Digital Learning Course Redesign Initiative, contains 14 chapters, each of which contains two to six pages about the process of literary research. Pages contain learning objectives, infographics, videos, examples, key takeaways, and exercises. The course contains numerous discussion areas and quizzes. It also contains a “foundational materials” assignment that provides a platform for student success with whatever research project their instructor assigns. The book is highly flexible and instructors may use all or any part of the book within their own webcourse.
Word Count: 75027
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This resource includes group discussion prompts relating to The Bell Jar, a YouTube video reviewing Sylvia Plath as a writer, and a poetry activity for students to complete independently.
Students will use different strategies to summarize "The Most Dangerous Game" by Richard Connell.
In this seminar, you will be learning the difference between retelling and summarizing a fictional story. You will be given questions to ask yourself to help you pick out the most important details in a fictional story. It will introduce the Somebody Wanted But So Then strategy to help you summarize stories you have read. You will be applying past knowledge to new situations. Some activities you will be doing include creating a comic strip summary of story, as well as, creating a project of your choosing to summarize a story you have read.StandardsCC.1.3.4.ADetermine a theme of a text from details in the text; summarize the text.
In this lesson, students will take a survey about justice and the law and discuss the results. They will examine any new thinking or questions that have arisen after the survey results are shared.
Abstract: Authoring America: A Survey of American Literature from Its Beginnings to 2020 is a five-volume, completely-open anthology that features full text by over 100 authors. From Native American tales of origins to the latest poem read at a presidential inauguration, the selections represent the diverse voices in American literature. This anthology charts the development of the literary production in the United States, highlighting the writers who influenced and authored American letters.
Volume 1 was developed as an adaptation of the textbook "Becoming America: An Exploration of American Literature from Precolonial to Post-Revolution" by Wendy Kurant, developed at the University of Georgia and the Galileo Open Learning Materials program.
Volumes 2-5 were developed as an adaptation of the textbook Writing the Nation a Concise Introduction… by Amy Berke, Robert Bleil, Jordan Cofer and Doug Davis, developed at the University of Georgia and the Galileo Open Learning Materials program. In volumes 4-5, copyrighted materials are linked to the University of Delaware Library's collections. Others using these volumes should check with their librarians to see if these materials are available and can be linked.
Description: Features: Contextualizing introductions to the major literary periods, over 100 historical images, and In-depth biographies of each author.
This lesson uses images and the "I See...and I Wonder" strategy to get students thinking about the bigger concepts that objects might represent. Students often see symbols as mere objects with only a face value because of the speed with which they encounter them. However, if we can encourage students to take more time to study an object, other concepts or meanings can come to light.This lesson uses images as an entry point to symbolism because they are less threatening than literature. The images provided are a starting place, but feel free to remix and use your own images.
This lesson uses images and the "I See...and I Wonder" strategy to get students thinking about the bigger concepts that objects might represent. Students often see symbols as mere objects with only a only face value because of the speed with which they encounter them. However, if we can encourage students to take more time to study an object, other concepts or meanings can come to light.This lesson uses images as an entry point to symbolism because they are less threatening than literature. The images provided are a starting place, but feel free to remix and use your own images. This journaling activity is about writing (and discussing) to learn. It can be graded or just formative. Either way, items to assess would include:Do students really dig into the details, both large and small?Are they being thorough "readers" of the image in the quality of their "wondering"? There is no length requirement, but the timer recommendations do communicate an expectation that responses to be more than just a sentence or two or a very brief list.For task 2, do students begin to make some interpretive claims? Are those claims valid? Are they grounded in the details?If students are struggling to make interpretive claims that make sense with the image, back up and do another image in small groups that might allow more modeling, deeper thinking prompts, or even questioning the students to better understand their interpretations.If students are successful with the images, transition to a short peice of text like a poem. Students can use the same process of "I See...and I Wonder." The Task 2 questions can be slightly modified to apply to text rather than image.
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Compiled by Jennifer Snoek-Brown, Tacoma Community College Library. This directory of OER subject guides was created for Tacoma Community College faculty and staff, and reflects TCC credit, continuing education, and corrections course offerings. The purpose of these guides 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.
Long Description:
This directory of OER subject guides was created for Tacoma Community College faculty and staff, and reflects TCC credit, continuing education, and corrections course offerings. The purpose of these guides 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: 2923
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This presentation is used to introduce students to how to quote text when completing the text-dependent analysis response on a standardized test.
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YON TEMWAYAJ PE JULES CAMPION SOU SA JEZU AK LAVYEJ MARI REYALIZE NAN LAVI L DEPI LE L TE TIMOUN JISKOUNYE A.
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PAFWA POLITISYEN YO, ATIS YO KON EKRI « MEMWA » YO. MONSEYE LIGONDE TE BAY YON ENTEVIEW NAN RADIO SOLIDARITE NEW YORK POU L PALE SOU « MEMWA » LI KOMANSE EKRI. MWEN TE REGRET ANPIL YON PE KOU WE JEAN-CLAUDE LESPINASSE MOURI SUBITMAN NAN TRANBLEMAN TE 12 JANVYE 2010 SAN LI PA GEN TAN EKRI « MEMWA » L ALOSKE LI TA GEN ANPIL BAGAY POU L PATAJE. MWEN TOUJOU SWETE KE MONSEYE PEYI DAYITI YO EKRI « MEMWA » YO PASKE YO GEN ANPIL EKSPERYANS AK KONESANS AK SOUVNI YO TE KAPAB PATAJE AK PEP BONDYE A.
DEPI PLIZYE ANE GEN ANPIL MOUN KI TE BANM KONSEY POU M EKRI « MEMWA » MWEN TOU POU ESPLIKE TOU SA BONDYE FE POU MWEN. GEN YON CHANTE KI DI « FOM TEMWAYE TOU SA BONDYE FE POU MWEN ». REYELMAN VRE BONDYE FE ANPIL POU MWEN. FO M TEMWAYE POU M DI L MESI. FO M TEMWAYE PASKE TEMWAJAJ MWEN AN KAPAB EDE LAFWA LOT MOUN VINI PI DJANM. SE POUTET SA MWEN PRAN DESIZYON EKRI LIV SA.
MWEN KOMANSE LIV SA AK SOUVNI MWEN SONJE DEPI M TE GEN 5 LANE. MWEN PALE SOU FANMI MWEN, SOU ETID PRIME AK SEGONDE MWEN. MWEN PALE SOU PASAJ MWEN NAN GRAN SEMINE POTOPRENS KOM SEMINARIS EPI PI TA KOM PWOFESE. MWEN PALE SOU ETID MWEN TE FE NAN VIL WOM AK VIL JERUZALEM. MWEN PALE SOU TOUT MISYON MWEN FE ALETRANJE EPI NAN PEYI DAYITI. MWEN RAKONTE EKSPERYANS MWEN FE KOM KIRE PAWAS SAKRE KE TIJO POTOPRENS. MWEN PALE SOU KAY LAPRIYE CBNDF YO NAN POTOPRENS AK SANT BIBLIK FATIMA BWANEF. MWEN PALE SOU KEK EVENMAN MISTERYE, ETRANJ, MIRAKILE KI RIVE MWEN.
MWEN MANDE BONDYE POU L BENI LIV SA. MWEN EKRI L AN KREYOL POU TOUT MOUN KAPAB KONPRAN LI. MWEN METE L SOU ENTENET POU PLIS MOUN NENPOT KI KOTE KAPAB LI EPI PATAJE L. MWEN MANDE BONDYE BENI TRAVAY SA,BENI TOUT MOUN KAP LI LIV SA. MWEN MANDE LAVYEJ MARI TOUCHE KE MOUN KAP LI TEMWAYAJ SA YO.
Word Count: 61470
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This lesson is meant for teachers to use during a professional learning session around the science of reading. Teachers will read an article and reflect on it using the "Sentence - Phrase - Word" routine from Making Thinking Visible.
Whether freshmen or AP seniors, students often forget to back up their statements about texts with evidence for support or to begin with the text when considering answers to literary questions. The more we ask them to provide textual evidence in discussion, analysis activities, essays, and on tests, the more ingrained this important skill will become. This lesson was designed for freshmen at the beginning of the year as they begin analyzing literature. The handout and question refer specifically to the story "Poison" by Roald Dahl, but feel free to remix the lesson to work with another text, older students or nonfiction.
This anthology is a curated collection of openly licensed primary texts, organized thematically, designed to be used as a reader in English composition courses. Includes personal essays, literature, video and audio files, Web writings, and long-form journalism, along with customizable assignments and instructor resources. This anthology was initially curated by Lumen Learning using materials from a variety of open sources.
In this lesson students will learn about Louise Erdrich and then read her poem “Advice to Myself #2: Resistance.” As students read they will analyze how the writer uses words, phrases, and details to communicate a theme. Students will discuss the message of the poem in both small and large groups and discuss how the author’s literary choices help communicate this message. Students will then write about a message in the poem and explain what lines most strongly communicate that message as evidence to support their thinking.