This lesson can be used by adult learners to gain experience in identifying the strength of themes in writing passages. Upon conclusion of the lesson students will be able to not only identify the theme of an piece of writing but also key details used to support the author’s argument.
The short story "The Cask of Amontillado," by Edgar Allan Poe is an effective venue for teaching English I literary terms. The following lesson plan is designed to engage the reader in a deeper than superficial reading of the text. It is also designed to elicit discussion and written critical-thinking responses. This lesson assumes that the literary terms have already been introduced. However, if they have not, the teacher may use this lesson to introduce these terms in the context of the literature.
- Arts and Humanities
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Crystal Brown
- Guy Hill
- Date Added:
In ths lesson seed, students will compare a poem and a text about Booker T. Washington. Students will identify the central idea and supporting evidence in each text.
In this second module, students will continue to develop their ability to closely read text while studying the theme of taking a stand. During the first half of Unit 1, students will read two speeches reflecting examples of real people taking a stand. By reading these speeches they will build background knowledge about the module’s overarching theme, engage in a study of the speaker’s perspective, and analyze the craft of forming an argument. In the second half of Unit 1, students will read Part 1 ofTo Kill a Mockingbird by Harper Lee and continue to study the theme of taking a stand as it is revealed in the novel. Students will engage in a character study of Atticus by analyzing his actions and words, and what others say about him, to better understand him as a character. This analysis will provide details and evidence for students to use in their end of Unit 2 argument essay. In addition to reading and studying the text, students will view excerpts of the To Kill a Mockingbird film that strongly convey the novel’s themes, and they will analyze how the film remains true to the original text as well as how it veers from the original.
8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.
- Arts and Humanities
- Social Science
- Material Type:
- Data Set
- Lecture Notes
- Lesson Plan
- Primary Source
- Teaching/Learning Strategy
- Shelley Arca, Victoria Birbeck, Navpre
- Navpreet Bedi
- Victoria Birbeck
- Date Added:
Edgar Allan Poe, an American icon, is celebrated for his life and work. This lesson will delve deeper into his early life, his macabre short stories, his poem "The Raven," and his mysterious death in Baltimore in 1849.
As students will have previous exposure to the historical themes and factual information about the attacks on Pearl Harbor, the United States involvement in WWII, and the internment of Japanese in camps throughout the western United States, this lesson exemplar will allow students to participate in critical discussion of two stories that illuminate important, yet divergent, experiences of war and conflict. This lesson exemplar will push students to think critically about the experience of wartime as felt by both soldiers and civilians as they navigated specific trials that were a part of their direct or peripheral involvement in WWII. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.
Students will learn and apply techniques to develop and present a personal narrative/memoir. They will take their writing through all stages of the writing process. Their writing will reflect clear understanding of plot, dialogue, transitions, and descriptive details.
Students form literature circles, read "Esperanza Rising" or "Becoming Naomi Leon" by Pam MuĐoz Ryan, use a Critical Thinking Map to discuss social issues, and use a class wiki.
"The Interlopers" by Saki (H.H. Munroe) is a story that portrays the theme of hatred resulting in tragedy. This story also has several examples of situational irony which is the contrast between what is said or expected and what actually happens. Three examples of irony will be discussed and how they are significant to the theme. The examples are:1. The men die over something unimportant.2. The struggle for land ownership ends in a tragedy when nature takes their lives.3. The long running feud ended, but no one in the village/town could learn of that as both men died.
"Homeless," by Anna Quindlen, allows the student to understand homelessness as it affects many people on a broader scale. She emphasizes the individuality of homelessness, the fact that they not only lack possessions but have no place to keep them."The First" (also titled "Eviction") is a short poem by Lucille Clifton that provides the opportunity to compare and contrast the approach to the same issue through another genre.Final Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? (focus on use of specific language, word choice, mood, tone, etc.)
In this video interview with Francine Christophe, a Holocaust survivor, you will learn about her experience as an eight-year-old Jewish girl at Bergen-Belsen camp. You'll be amazed to learn about her selfless act, and the great reward that she experiences years after being liberated.
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.
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.
A California Guide to Align Civic Education and the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects. This resource guide provides educators with practices to equip all students with reading, writing, listening and speaking skills and the knowledge, skills and dispositions to become responsible engaged citizens of the 21st century in a coherent, integrated manner that will be meaningful and relevant. The practices in the guide provide civic education approaches to meet the Common Core State Standards for English Language Arts. The lesson activities in each of the grade spans follow a natural progression that builds students’ historical knowledge of the foundations of democracy, an understanding of how America’s constitutional principles are reinterpreted over time, and the skills and dispositions needed for effective citizenship. Applied knowledge of history, government and civics is necessary for developing civic competency. Therefore, each series of lessons calls for students to actively participate in activities that strengthen reading, writing, speaking and listening skills in the context of civic dialogue, debate, persuasion and action.
This lesson focuses on a close reading of "The Monkey's Paw" by W.W. Jacobs. Advanced learners (who are skilled with theme) will also be reading "The Veldt" by Ray Bradbury.