As one of literature's most iconic figures, both Shakespeare's plays and poetry provide an interesting glimpse into a variety of essential themes. In this lesson, students will examine how Shakespeare used the sonnet tradition to enhance his stagecraft by performing a scene from his play Romeo and Juliet.
Students explore the motivation behind charactersŐ actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.
Using published writers' texts and students' own writing, this unit explores emotions that are associated with the artful and deliberate use of commas, semicolons, colons, and exclamation points (end-stop marks of punctuation).
This is a project for the play Fences by August Wilson.
The Wind River Reservation contains some of the most unique features in Wyoming. Visitors to the reservation usually tour burial sights of Chief Washakie and Sacagawea. However, the significant contributions of these historical figures are sometimes overlooked.
In the accompanying lessons plans (found in the Support Materials), contributions of Washakie and Sacajawea will be highlighted, and stress the importance of teaching and learning about the unique history, culture, and contemporary contributions of Wyoming’s tribes on the Wind River Reservation in a culturally responsive manner.
Students will identify leadership traits.
Students will obtain an understanding of the purpose behind learning about the Arpahoho and Shoshone people.
Students will analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of governments and to demonstatre civic responsibility.
The attached close reading activities go with the novel The Call of the Wild by Jack London and are aligned to 9-12 CC ELA standards and focus on analyzing word choices, interpreting literary techniques, and determining themes. Full Text: https://www.gutenberg.org/files/215/215-h/215-h.htm Audio Link: https://www.youtube.com/playlist?list=PLVuRdoIItQC9ER0sqT4CTUV1uu7pi1JDK
In this module, students will read, discuss, and analyze contemporary and classic texts, focusing on how complex characters develop through interactions with one another and how authors structure text to accomplish that development. There will be a strong emphasis on reading closely and responding to text dependent questions, annotating text, and developing academic vocabulary in context.
This lesson combines Oedipus the King and Aristotle's Poetics. Students will look at both pieces and write an argumentative essay as their assessment.
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
A free mini-book to prepare students for the SAT exam with lessons and questions in math, reading, and writing.
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
A short quiz on CCSS.ELA-Literacy.9-10.RL.1, featuring Shelley's poem, "Ozymandias". The poem has a Dale-Chall reading difficulty level of 9-10, and a Flesch-Kincaid difficulty of 9.8.
In this lesson students will read and analyze “The Flowers” by Alice Walker. Lesson 2 from the Author’s Craft unit focuses on diction. Students will examine how Walker’s word choice creates tonal shifts in the story that support the theme. The lesson requires student to collect evidence, discuss, and complete a writing assignment in which they continue the story while using diction to maintain the tone. Image source: "Rose" by Kapa65 on Pixabay.com.
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.
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
An introduction to emotional and logical appeals, using To Kill a Mockingbird and the Civil Rights Movement as context.
After reading "The Tempest" or any other play by William Shakespeare, students work in small groups to plan, compose, and perform a choral reading based on a character or theme.
Silent Discussion takes the strengths of a well-managed verbal classroom discussion and moves into a written discussion. Some of the benefits of this move include: all students participate; students practice writing in a low-stakes, social format; and students engage with content skills and knowledge.
In this activity, you and your students will explore Elizabethan stage practices as the rustic yet enthusiastic amateur actors from Shakespeare's A Midsummer Night's Dream. While it's not necessary to teach Shakespeare's biography while studying his plays, sometimes opportunities to explore his world through his own eyes present themselves in his text. Students' new insights into the text will provide them with a deeper appreciation for Shakespeare’s world. This activity will take one or two class periods.
In this resource, students will be asked to use a graphic organizer in order to identify and track the development of theme and character in a literary text. Students will use evidence from the text to construct an evidence based response.
A free mini-book to prepare students for the SAT exam with lessons and questions in math, reading, and writing.
Students will construct a paragraph using an organizational strategy (TIQA-TIQA-C) and apply that strategy as they write about and characterize the protagonist in Richard Connell's "The Most Dangerous Game."
Developed for students in advanced ESL/ELL classes as well as for native English speakers with low reading skills, this group lesson focuses on the formulation of inferences, and the relevant explicit details which support each inference. The initial presentation highlights the skill of making inferences in a real-world context, then transitions to the literary context. Students read selected chapters of The House on Mango Street, by Sandra Cisneros, a core text in many junior high and high school curricula across the United States. The students read out loud. Then, in groups they formulate inferences based on what they have read. Using sentence strips, they summarize the inference as well as cite the textual details which support each inference.
What images symbolize hatred, peace, freedom, or confinement? What feelings do these images evoke in the viewer? What power do images have? These and many other questions provide the framework for students to use technology to explore symbolism in Elie Wiesel's Night. Students begin with a discussion of everyday symbols, such as street signs and hand gestures, to help them come up with their own definition for symbolism. Students then choose and analyze a passage from Night that uses darkness as a symbol, and then brainstorm how they might reinterpret their selected passage as an image. After learning about symbolism and discussing its use in the book, students create visual representations using an interactive tool. Students then express their response to the symbolism in the book by creating a photo montage using images from multiple websites about the Holocaust, text from survivor stories, articles about hate crimes, and Night.
- Material Type:
- Unit of Study
- Florida Center for Research in Science, Technology, Engineering, and Mathematics
- Provider Set:
- iCPALMS: A Standards-based K-12 Resources and Tools Pathway
- Catherine Thomason
- Date Added:
This introduces William Shakespeare's language by providing students with an opportunity to examine phrases and sayings first written in his plays. Students will read an informational text as well as spend time researching various Shakespearean phrases and their presence in his plays to determine his continuing relevance in modern language today. Students will be able to apply Shakespearean phrases to modern situations in order to determine his relevance.
Activity Description: This activity is actually three different discussion-based activities to be used in a station rotation discussion day format. It does require some prework with the double journal note-taking graphic organizer included in the resources. This station rotation discussion format could be used with each chapter, a grouping of chapters, or at the end of the book. If you are encompassing the entire book, this activity will most likely take several days.Time needed for activity: 30-45 (10ish minutes per station)Resources needed for activity: student notes using the double journal note-taking graphic organizer (linked here and as a PDF in the resources) paper for timelines or internet access to https://time.graphics/ or another online timeline maker, internet access to an online discussion tool like https://pinup.com/ or a discussion forum on your LMS.Assessment strategies: See the attached rubrics for possible assessment methods.
Students will read and analyze a short story from the Southern Gothic genre entitled "The Life you Save May be Your Own" by Flannery O'Conner. They will continue to explore the ideas of human compassion and morality by examining the apparent lack of compassion in the characters of Mr. Shiftlet and the old woman, Lucynell Crater. Students will use close reading strategies to identify examples of indirect characterization that contribute to their analysis of these two central characters in the text. Image source: "Mockingbird" by skeeze on Pixabay.com.
In this lesson, students will read and analyze "The Interlopers" by Saki (H. H. Munro). Lesson 1 from the Author's Craft unit focuses primarily on character. Students will examine how the motivations of Georg and Ulrich drive the plot, develop the theme, and enhance the irony. The lesson requires student to collect evidence, discuss, and complete a writing assignment. It also offers additional stories to extend the lesson. Image source: "Forest" by flo222 on Pixabay.com.
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.