Students examine great leads in children's literature before writing or revising a lead in their own writing.
A quick and easy handout to give students so they can include variety as they introduce quotes or evidence in their writing.
This story takes place in the 1930s in the Great Plains region of the United States devastated by a great drought. Leah had been given a pony by her father when times were good and crops were growing. Leah sells her pony to Mr. B to help her father. At the end of the story, Mr. B gives the pony back to Leah.
This learning guide offers educators context, vocabulary, discussion questions, learning activities, printable games and templates, and other resources to support conversations about disability, accessibility, social justice, and community building. We Move Together is a bold and colourful exploration of all the ways that people navigate through the spaces around them and a celebration of the relationships we build along the way. We Move Together follows a mixed-ability group of kids as they creatively negotiate everyday barriers and find joy and connection in disability culture and community.
Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1. Employ a variety of approaches to analyze and interpret texts. (PLG 1) (Gen Ed Goal 1 a)2. Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3. Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing. (PLG 3) (Gen Ed Goal 1 c, d) 4. Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument. (PLG 3) (Gen Ed Goal 1c, d)5. Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c) 6. Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7. Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science. (PLG 6) (Gen Ed Goal 4 a, b, c, d)8. Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers. (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9. Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay. (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc. (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts. (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style. (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing. (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose. (Meets student learning objectives 2-7)
This class explores the creation (and creativity) of the modern scientific and cultural world through study of western Europe in the 17th century, the age of Descartes and Newton, Shakespeare, Milton and Ford. It compares period thinking to present-day debates about the scientific method, art, religion, and society. This team-taught, interdisciplinary subject draws on a wide range of literary, dramatic, historical, and scientific texts and images, and involves theatrical experimentation as well as reading, writing, researching and conversing.
The primary theme of the class is to explore how England in the mid-seventeenth century became “a world turned upside down” by the new ideas and upheavals in religion, politics, and philosophy, ideas that would shape our modern world. Paying special attention to the “theatricality” of the new models and perspectives afforded by scientific experimentation, the class will read plays by Shakespeare, Tate, Brecht, Ford, Churchill, and Kushner, as well as primary and secondary texts from a wide range of disciplines. Students will also compose and perform in scenes based on that material.
In this unit, students will learn about the 4Cs (communication, collaboration, creation, and critical thinking) through literature-based engineering challenges. Each lesson focuses on one "C" and one read-aloud. This unit is geared for grades 2-3 but could be adapted to any elementary grade level.
COMMUNICATION - Click Clack Moo
COLLABORATION - Iggy Peck Architect
CRITICAL THINKING - Rosie Revere Engineer
CREATION - Galimoto
In this unit, students will learn about the 4Cs (communication, collaboration, creation, and critical thinking) through literature-based engineering challenges. Each lesson focuses on one "C" and one read-aloud. This unit is geared for grades 2-3 but could be adapted to any elementary grade level.
COMMUNICATION - Click Clack Moo
COLLABORATION - Iggy Peck Architect
CRITICAL THINKING - Rosie Revere Engineer
CREATION - Galimoto
Chaucer describes the virtuous women
Long Description:
Cet essai propose trente-six lectures de paysages contemporains mis en miroir. En contrepoint, ces variations cherchent à dévoiler l’imaginaire de chacun de ces lieux et à éclaircir les possibilités d’avenir qui s’y esquissent. En s’efforçant de lire les lieux que notre société engendre, ce livre interroge son devenir, ses devenirs multiples et contradictoires.
Word Count: 30956
ISBN: 9782870193013
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
This lesson focuses on character analysis throughout William Golding's novel Lord of the Flies. While contemplating both direct and indirect characterization techniques, students will be able to consider how characterization builds relationships among the boys in the novel.
Students learn more about Faulkner's life and the culture of the South while exploring the use of multiple voices in narration.
Published in 1929, "The Sound and the Fury" is often referred to as William Faulkner's first work of genius. Faulkner's style is characterized by frequent time shifts, narrator shifts, unconventional punctuation and sentence structure, as well as a stream-of-consciousness technique that reveals the inner thoughts of characters to the reader. This curriculum unit will examine narrative structure and time, narrative voice/point of view, and symbolism throughout "The Sound and the Fury."
Reading Emily Dickinson's letters alongside her poems helps students to better appreciate a remarkable voice in American literature, grasp how Dickinson perceived herself and her poetry, and perhaps most relevant to their own endeavors consider the ways in which a writer constructs a "supposed person."
Uncover the sources of Twain's comic genius in American traditions of dialect humor and literary satire.
Curriculum unit of three lessons explores Williams's use of expressionism to more fully comprehend the theatrical devices and themes in The Glass Menagerie. In Lesson 1, students identify and explicate Williams' expressionist techniques.
This lesson allow students to explore the forces that prompted the literary modernism movement, specifically focusing on modernist poetry. By allowing students to explore the movement independently, they will also be able to develop research and inquiry skills.
Lesson 2 is a study of symbols in William Golding's novel "Lord of the Flies." After reviewing the general concept of symbolism, students focus on four of the most dominant symbols that permeate the novel: the island itself; the conch; the Lord of the Flies effigy; fire.
In this triumph of magical realism, One Hundred Years of Solitude chronicles a century of the remarkable BuendÃa family's history in the fictional Colombian town of Macondo. The three lessons presented here explore the fantastic elements of this imaginary world, the real history that lies behind them, and GarcÃa Márquez's own philosophical musings on writing about Latin America.
This lesson prompts students to think about a poem's speaker within the larger context of modernist poetry. First, students will review the role of the speaker in two poems of the Romanticism period before focusing on the differences in Wallace Stevens' modernist"Thirteen Ways of Looking at a Blackbird.