In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.
The Sue Jorgensen Library Foundation was created in 1996 to benefit libraries and advance the cause of childhood literacy in Wyoming. The program has grown to include celebrations in all of Wyoming’s 23 counties, distributing a book to every first grader in Wyoming. Each year since 2006, the Governor has issued a proclamation declaring Wyoming Literacy Day to fall in conjunction with this valuable statewide celebration. The student choice boards will connect students to each book selected for Wyoming Reads 2021 and provide activities to go along with the theme of each book. Make a Copy 2021 Student Choice Boards
Most of the learners here in our area don't have much access to the internet because there is no signal reception. They can sometimes access but only for those who can afford. So, teachers preferred modular learning. 21st Century Literature from the Philippines and the World is a senior high school subject which aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World, encompassing their various dimensions, genres, elements, structure, contexts, and traditions. In order to attain this, different activities are implemented. Other activities also have the need to apply multimedia and ICT skills. This resource is a way in applying multimedia and ICT skills of the students in spite of the fact that not all of them have the accessibility on the internet. This is just a step to mold students' skill in using multimedia.
In fifth grade unit 5, Reading Historical Fiction Book Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read historical fiction text set made up of related historical fiction, informational text and primary sources (photographs, letters, posters etc.) How do readers read, analyze and interpret historical fiction text? to understand their historical fiction and the time period connected to the text.
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
This lesson uses tall tale read alouds to reinforce the common elements, or text structure, of tall tales. As the text is read aloud, students examine the elements of the book that are characteristic of tall tales. Then using what they've learned, they write and perform tall tales of their own.
Students will be able to ask and answer questions about key details in a text. Students will be able to compare and contrast the adventures and experiences of characters in stories.
AAS 267, African American Literature, is a survey course that will take us from the early days of enslavement to the present. We will read, analyze, and discuss literary texts written by African Americans, paying particular attention to the political, historical and social context that informs these texts.
Given the secondary position of persons of African descent throughout their history in America, it could reasonably be argued that all efforts of creative writers from that group are forms of protest. However, for purposes of this discussion, Defining African American protest poetrysome parameters might be drawn. First—a definition. Protest, as used herein, refers to the practice within African American literature of bringing redress to the secondary status of black people, of attempting to achieve the acceptance of black people into the larger American body politic, of encouraging practitioners of democracy truly to live up to what democratic ideals on American soil mean. Protest literature consists of a variety of approaches, from the earliest literary efforts to contemporary times. These include articulating the plight of enslaved persons, challenging the larger white community to change its attitude toward those persons, and providing specific reference points for the nature of the complaints presented. In other words, the intention of protest literature was—and remains—to show inequalities among races and socio-economic groups in America and to encourage a transformation in the society that engenders such inequalities. For African Americans, Some of the questions motivating African American protest poetrythat inequality began with slavery. How, in a country that professed belief in an ideal democracy, could one group of persons enslave another? What forms of moral persuasion could be used to get them to see the error of their ways? In addition, how, in a country that professed belief in Christianity, could one group enslave persons whom Christian doctrine taught were their brothers and sisters? And the list of “hows” goes on. How could white Americans justify Jim Crow? Inequalities in education, housing, jobs, accommodation, transportation, and a host of other things? In response to these “hows,” another “how” emerged. How could writers use their imaginations and pens to bring about change in the society? Protest literature, therefore, focused on such issues and worked to rectify them. Poetry is but one of the media through which writers address such issues, as there are forms of protest fiction, drama, essays, and anything else that African Americans wrote—and write.
American Literature I (1650–1860) examines significant literary works of early American and Puritan literature, the Enlightenment, American Romanticism, and pre-Civil War era. The course includes primary texts (many accompanied by video/audio options), historical background, literary criticism and interpretation, and instruction on writing about literature.
This course was developed by Anne Eidenmuller from Columbia Basin College with contributing work from Lumen Learning.
This is a resource designed to accompany a course on American Literature II. It has been found to be appropriate for California Community College courses with the following C-ID: ENGL 135
This remote hyperdoc activity was created by Katlyn Powers on July 24, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze and evaluate the elements of a sonnet, build background knowledge to clarify and deepen understanding of poetry, and use relevant evidence from a variety of sources to assist in analysis and reflection of Hayes' poem. This plan addresses the following NDE standards: NE.LA 10.1.5.C, NE.LA 10.1.5.D, NE.LA 10.1.6.F, NE.LA 10.1.6.I, NE.LA 10.1.6.L, NE.LA 10.1.6.M, NE.LA 10.2.2.BThis hyperdoc will take students approximately 90 minutes to complete.
Can a person be both admirable and flawed at the same time? In this lesson, students will look more closely at the character of Okonkwo. Students will figure out what his most admirable qualities are, as well as some of his flaws. They will also decide whether Okonkwo has the potential to be a tragic hero.
By engaging with this resource which presents texts by diverse world writers from 1650 to the present, learners will: (1) engage with diverse world writers in translation, including canonical and less canonical texts, and (2) identify literary conventions and trends across genres. The texts are in chronological order, but can be adapted by the faculty in whatever way they see fit. Each text is introduced with a brief discussion of author, original language and time period, and the literary conventions the students can expect to see in the text.
Students use a source text from IEW's Ancient History-Based Writing Lessons to write a two-paragraph essay about Ashurbanipal's Library from a keyword outline. There is also a linked art history video from OER Commons entitled "Palace Decoration of Ashurbanipal" to give more interesting background on King Ashurbanipal.
Watch this video to learn more about APA heading!Visit LAPU's Writing Resource Hub to learn about APA writing!https://sites.google.com/lapu.edu/lapu-writing-...