In this activity, students will both listen and read aloud Natasha Trethewey's poem, "Theories of Time and Space." Pre-reading activity involves students bringing in photographs from the past as a warmup for the poem's central ideas. Class discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis.

In this activity, students will explore "This Morning I Pray for My Enemies" by Joy Harjo. A supporting Shibata Zeshin painting accompanies this lesson plan, along with guiding questions. Students will work in groups of four to evaluate both the point of view expressed and how both the artist and the poet use word choice and imagery to convey meaning.

In this activity, students will explore "Unpacking a Globe" by Arthur Sze. A supporting photograph accompanies this lesson plan, along with guiding questions. Students will first free-associate words and images with the photograph, then read and interpret the poem based on word choice, imagery, and structure. Group and whole class discussions will culminate in each student creating a poem.

In this activity, students will both read and view a video of the poet reading "Valentine for Earnest Mann." Student discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis. Additionally, a supporting photograph accompanies the acitivity and provides extension into the images and ideas presented in the poem.

In this activity, students will both read and listen to a recording of the poet reading "When Giving is All We Have." Student discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it with the poet's own voice and emphasis.

In this activity, students will work explore WIlliam Carlos Williams's poem, "Willow Poem." Pre-reading, students will listen to Billie Holliday's rendition of "Willow Weep for Me" as a way of extending the tone and imagery of the poem. Then, students will work in groups to create tableaux reflecting both the song (first) and the poem (second). Students will focus on imagery and the means by which the poet conveys that image.

In this activity, students will explore "Winter is good-His Hoar Delights (1316)" by Emily Dickinson. A supporting photograph accompanies this lesson plan, along with guiding questions. Students will work in small groups to evaluate both the views of nature expressed and how the poet uses structure, word choice, and other devices to convey her message.

In this activity, students will explore "Wonder and Joy" by Robinson Jeffers. A supporting photograph of Orion accompanies this lesson plan, along with guiding questions. Class discussion will focus on evaluating both the views of nature expressed and how the poet uses structure, word choice, and the sonnet form to convey his message.

In this activity, students will both listen and read aloud the Lucille Clifton's poem, "sisters." Student discussion will focus on the poet's use of structure, repetition, and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis.

Through close readings of Zora Neale Hurston'sTheir Eyes Were Watching God, students will analyzehow Hurston creates a unique literary voice by combining folklore, folk language, and traditional literary techniques. Students will examine the role that folk groups play in both their own lives and in the novel.

This resource provides a lesson that should accompany a reading of Einstein's four short works by Albert Einstein. Included is a speech, letter, and an essay. Students will read an analyze. Afterwards, students will be responsible for completing an essay.

In this lesson, students will learn about Renaissance poetry by seveal famous English Renaissance authors using the jigsaw method. Students will become an expert on one of the poets, then share what they learned with a group.

This Random House for High School Teachers reader's guide includes an introduction, discussion questions, and author biography designed to enhance student reading of Karen Russell’s book of short stories, Vampires in the Lemon Grove.

This poetry unit consists of four lessons: Lesson 1: Spoken Word Poetry, Lesson 2: The Written Poem, Lesson 3: Poetry as Social Commentary, and Lesson 4: Voice.

Through the study of American poetry, or particularly early American poetry, students can analyze and appreciate Wheatley’s poem for its meaning, diction and how she balances meaning during a difficult time for African Americans. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this TED Ed lesson focused on the connotations of the word "Kafkaesque," students will explore Franz Kafka himself and the key ideas in his works that have inspired the usage and meaning conveyed by labeling something as "Kafkaesque." Discussion questions and additional resources available in the sidebar.

In the TED Ed lesson focused on poetry, students will identify three recognizable characteristics of poetry: musical language; condensed language, and intense emotions. The video also pulls in song lyrics and how modern poetry is often discovered in rap. Discussion questions and additional resources are available in the sidebar.

In this TED Ed lesson focused on the connotations of the word "Orwellian," students will explore George Orwell himself and the key ideas in his works that have inspired the usage and meaning conveyed by labeling something as "Orwellian." Discussion questions and additional resources available in the sidebar.

Three-minute video with definitions for verbal irony and sacarsm. Contains links for a worksheet and follow-up video exemplars.