This video clip is meant to serve as a writing or discussion prompt during a unit on forces and motion. This can be used at varied grade levels, with the expectation that student responses would be more complex in higher grade levels.

In this lesson, students write an expository paragraph after comparing and contrasting items of texture, taste, odor, and visual appearance.

This lesson introduces an activity to help students analyze some of the lesser characters from The Great Gatsby by F. Scott Fitzgerald. Students search for quotations that characterize three minor characters before using those quotations as the starting point for an analytical essay about the book.

This lesson introduces students to Oscar Wilde's public persona by studying the articles and images used to advertise his American tour in 1882. Students analyze the ways that these texts both promote and discredit Wilde. Students then conduct research followed by the production of a podcast which compares various images of Wilde.

This lesson reviews the basic conventions for using quotations from works of literature or references from a research project, focusing on accurate punctuation and page layout.

Allegories are similar to metaphors: in both the author uses one subject to represent another, seemingly unrelated, subject. However, unlike metaphors, which are generally short and contained within a few lines, an allegory extends its representation over the course of an entire story, novel, or poem. This lesson plan will introduce students to the concept of allegory by using George Orwell’s widely read novella, Animal Farm, which is available on Project Gutenberg.

A teachers guide for Annie John by Jamaica Kincaid, including questions for each chapter to increase understanding, topics for class discussion, and assignment ideas to deepen understanding of themes and context

The Art of Illumination project is a great way for students in grades 5-12 to experience the medieval process of illumination as authentically as possible. After researching the history, people, and art of the Medieval Ages, students will have the opportunity to create an illuminated text of their own.

In this end of unit assessment, students will write a multi-paragraph response to comparing a central idea across two texts from the unit. Students will focus on how that idea is developed by word choice, rhetoric, point of view, or purpose.

In this lesson, students will complete a two part assessment, first writing a response to how Wiesel develops two or more central ideas in his lecture, "Hope, Despair, and Memory," and then writing about how two to three areas of investigation emerged while they read the lecture.

In this lesson, students will respond to a writing prompt that asks them to consider how two different authors use rhetoric to advance their point of view.

On March 1, 1896, a massive Ethiopian army routed Italian forces at the Battle of Adwa. The battle marked the largest military triumph of an African state over a European army in the 19th century and helped Ethiopia retain its independence during Europe's "scramble for Africa." In this lesson students read three different textbook accounts of the battle - two American and one Ethiopian - to investigate the question: How did Ethiopia defeat Italy at the Battle of Adwa?

A teaching resource for actiities, research assignments, writing prompts and cooperative activities for Ben Franklin including Poor Richard's Almanac.

This writing resource guides students through the process of the "Big 6"--Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation.

In this set of lessons, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently, students write one paragraph, choosing to analyze metaphor or simile, tone, or syntax in "The Fight."

Part of NCSSM CORE collection: This is the document for the bromate iodide rate law lab.

Reading Robert Browning's poem "My Last Duchess," students will explore the use of dramatic monologue as a poetic form, where the speaker often reveals far more than intended.

After students examine primary photographs, maps, and other documents that depict Chicago at the turn of the century, they will anticipate Sandburg's description of and attitudes towards the city. After reading a short biography of the poet they will make further predictions about the poem, and identify ways Sandburg uses literary techniques to make vivid the Chicago he knew. The lesson concludes with a piece of writing in which students describe a favorite place.

In this lesson, students will confirm, negate, and build information about the nation’s changing demographic using an organizational chart; write a letter to respond to a viewpoint offered in the central text; and talk about their own multiple identities in relation to those around them.