Students will read three short stories about women, written in different historical periods. Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations.
Students compose epitaphs for deceased characters in "Hamlet," paying close attention to how their words appeal to the senses, create imagery, suggest mood, and set tone. Students will design gravestones to display their epitaphs. Students must capture the essence of their character's personality and station in life.
After gaining skill through anazlying a historic and contemporary speech as a class, students will select a famous speech from a list (included) and write an essay that identifies and explains the rhetorical strategies that the author chose while crafting an effective speech. The analysis will consider questions such as: What makes a good argument? How did the author's rhetoric evoke a response from the audience? Why are the words still famous today?
In this lesson, students analyze the ways in which Draper creates the first-person narrator of Melody and the effects these choices have on the story and the reader. Melody has cerebral palsy; instead of asking students to research about the condition before reading, this lesson invites students to learn about it through the narrator herself in the context of her story. Students meet to discuss the narrator at several pre-determined discussion points and eventually write a brief analysis of the narration.
Students will apply analytical skills to an exploration of the early Renaissance painting "Death and the Miser" by Hieronymous Bosch. Students will sketch and label the painting using an interactive tool to explore its elements, apply literary analyses tools to their interpretation, predict the painting's plot, and conclude the unit by creating a project that identifies and explains their interpretation of the painting.
Students will read, analyze, and discuss Medieval English ballads and then list characteristics of the genre. Then they will examine the narrative characteristics of ballads by choosing a balad to act out. Using the Venn diagram tool, students will compare Medieval ballads with modern ones. Finally, students will compose and perform their own ballads.
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.
In this lesson students learn to evaluate political cartoons for their meaning, message, and persuasiveness. Students first develop critical questions about political cartoons. Then they access an online activity to learn about artistic techniques cartoonists frequently use. Finally, students will work in small groups to analyze a political cartoon.
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.
In this lesson, students will modify a written work they have already begun by examining strategies for writing effective conclusion paragraphs. Students will work with peers to choose the best conclusion out of several that they write. They will also reflect on the process of creating their conclusions.
Surveys are an important tool when doing research and learning to evaluate information. In this lesson, students consider the purpose and meaning of surveys, learn what types of questions are asked, evaluate the validity of a specific survey, and write in their journals to reflect what they have learned.
This lesson describes how to use selected fiction and nonfiction literature and careful questioning techniques to help students identify factual information about animals. Children, first, identify possible factual information from works of fiction which are read aloud, then they listen to read-alouds of nonfiction texts to identify and confirm factual information. This information is then recorded on charts and graphic organizers. Finally, students use the Internet to gather additional information about the animal and then share their findings with the class.
In this lesson designed for struggling readers, students are guided through a viewing of David Wiesner’s Tuesday, a wordless picture book. As students view the images, they are asked four different types of questions about the pictures. The questions range in difficulty from those with answers that can be found in the text to those that require inferences. Students learn to categorize questions by the four question types and use pictures to help them better understand a story. Students then apply what they learned to an independent reading of Istvan Banyai's Zoom. Students complete a worksheet with a series of questions about the story and then reflect on the usefulness of the questioning strategy.
Students are prompted to use comparisons to discuss what they see as they picture walk through books about the ocean. They identify what these comparisons have in common to arrive at an informal name and definition of simile. They then create illustrations showing these comparisons. Next, students picture walk through two additional picture books about the ocean and comment about what they see. They are introduced to metaphor by rewording some of their comments into metaphors. They continue to note metaphors as the books are read aloud, and then name and define this new type of comparison. They again draw pictures to illustrate some of these metaphors. Students discuss why writers use these types of comparisons, then work to revise existing writing to incorporate figurative language through guided practice or independent work. Finally, students use templates to create a book on the ocean that features similes and metaphors.
Students will evaulate a nonfiction or realistic text for its cultural relevance to themselves and as a group. Then they analyze the cultural relevance of a selected text using an online tool. After, students search for additional relevant texts; each chooses one and writes a review of the text that they choose.
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 evaluate the changes Disney made to the myth of "Hercules." By creating a plot diagram of the “real” myth, students hone in on critical differences. They then document these changes in a Venn diagram and discuss the role of audience and purpose in Disney’s decisions through the Think-Pair-Share strategy. Finally, students evaluate the changes for themselves in a summary and critique writing activity.