This lesson, designed for use alongside the writing of an analytical paper about literature, encourages students to use haiku poetry to more fully explore theme in their other writing.

In this lesson, collaborative groups will read a variety of American tall tales, then report elements of their story to the whole class. Students add story information to a collaborative, whole-class character study matrix that summarizes all the stories. In a writing activity, students compare two characters of their choice. The lesson process is applicable to any set of related texts.

In this lesson, students recognize the cultural contributions of ancient Greek and Roman mythology and drama. They will read and analyze a myth and then create a puppet skit to demonstrate the myth.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.

In this lesson, students compare and contrast sections of two texts about the poison dart frog.

In this lesson, students will read 'Stand Tall, Molly Lou Melon', 'Odd Velvet', 'Hooray for Wodney Wat', and several other books. The students will study the characters feelings and compare the characters. Students will have activities that involve emotions and feelings.

In this lesson, students compare and contrast two versions of the same fairy tale. Students use a Venn diagram to graphically illustrate the similarities and differences in the two stories.

In this lesson, students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. Students then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool.

Click the images on the form to watch the videos for each book.  Then, complete the form.After reading or watching the books, students will complete this form that focuses on theme, author's purpose and other skills.

Students become familiar with the similarities and differences between electronic and printed text by comparing the textual aids included in a textbook with those of an educational website.

In this lesson, students listen to an excerpt of Poppy by Avi, and describe the characters using details from the text.

In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources. I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information. I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way. I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

Below are two articles that explain why earthquakes occur. The first article explains this occurance from the perspective of the ancient Greeks and the second is a modern day explanation. After reading both articles, discuss the questions at the end of the story. You shoud also complete the Venn DIagram to compare and contrast the information found in both stories.  

Read the explanation the ancient Greeks had for earthquakes.  Then read the explantion we use today.  Then compare the two.  

Read the explanation the ancient Greeks had for earthquakes.  Then read the explantion we use today.  Then compare the two.  

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will reflect on the main characters in the two short stories they have read recently. They will begin a short paper about these stories.

In this lesson, students compare the novel Something Wicked This Way Comes to an episode of the TV show Buffy the Vampire Slayer entitled "Hush." Both texts feature mysterious, silent men who come into a town and create literal and figurative nightmares for its residents. Students complete a chart and take notes from a powerpoint on the similarities and differences between the two.

In this exercise, students will compare two books of the same genre and similar topics using questions that require students to demonstrate understanding of a text by referring explicitly to the text as the basis for answers.