# data[].attributes.attachment_link.title
Halloween 2017 Google Doodle: Jinx's Night Out

# data[].attributes.attachment_link.title
How to Effectively Compose an Assertion Paragraph

# data[].attributes.attachment_link.description
How to Effectively Compose a Body Paragraph Hey you guys! I hear Ms. Wald is teaching you about essay structure today, and I LOOOOOVE writing body paragraphs, so I'm here to help! Let's "rock your body" paragraphs! The first sentence of your paragraph is called the ASSERTION.

# data[].attributes.attachment_link.description
Stockholm syndrome (sometimes erroneously referred to as Helsinki syndrome) is a condition that causes hostages to develop a psychological alliance with their captors as a survival strategy during captivity.

# data[].attributes.attachment_link.description
The story and characters you know and love come to spectacular life in the live-action adaptation of Disney's animated classic Beauty and the Beast, a cinematic event celebrating one of the most beloved tales ever told. Experience the fantastic journey of Belle, a bright, beautiful and independent young woman who is taken prisoner by a Beast in his castle.

# data[].attributes.attachment_link.title
MPT: Knowing Poe: Poe the Writer: My Tell-Tale Heart

# data[].attributes.attachment_link.title
Justin Timberlake - Suit & Tie (Official Video) ft. JAY-Z

# data[].attributes.attachment_link.title
discuss how wiesel presents mans inhumanity to man | Night Questions | Q & A

# data[].attributes.attachment_link.description
write your thoughts and the page number of quote to answer the questioin

# data[].attributes.body
characterization, symbolism, and theme

# data[].attributes.attachment_link.readable_text
William Golding's Lord of the Flies, first published in 1954, takes the timeless story of castaways on a deserted island and turns it on its head. In this case, the island is nearly idyllic. The castaways are preadolescent boys from an English preparatory school where some were talented members of the choir. In Golding's scenario, these characters gradually deteriorate to savagery and nearly end in self-destruction.

The novel is so well known that even those who have never delved into the text can usually describe the basic story line. It is eminently teachable and is found in curriculums from grades 6 through 12 due to its clear-cut characters, precise symbols, and gradually evolving themes. The novel has been rendered in a number of movie adaptations, including the black-and-white version from 1963; the color motion picture from 1990; and a 2013 low-budget film created by college students. It has also been made into a stage play.

What led Golding to write this remarkable and long-lasting work? He once explained that, after reading a children's adventure novel entitled The Coral Island to his son, he realized that its optimistic scenario was highly unlikely. In addition, from 1940 until after World War II, he was in the Royal Navy, an experience about which he later said, "Anyone who moved through those years without understanding that man produces evil as a bee produces honey, must have been blind or wrong in the head." Lord of the Flies certainly conveys that view.

In 1983, Golding was awarded the Nobel Prize in Literature for "his novels which, with the perspicacity of realistic narrative art and the diversity and universality of myth, illuminate the human condition in the world of today." At the time, he was near the end of a long career of which the most long-lasting accomplishment was his first published novel, Lord of the Flies. Many critics were highly skeptical and bitterly critical of the Nobel committee's choice, claiming the greater merit of other writers, some of whom actually later received the prize. According to apocryphal legend, one critic went so far as to describe Lord of the Flies disparagingly as a "paint-by-numbers" book, insufficiently complex for Nobel attention.

Nevertheless, what we have in this novel works splendidly in the classroom and can facilitate students' work with close reading and with analysis of characters, symbols, and themes. One initial drawback can be the fact that no female characters are included, but most readers quickly transcend that fact to recognize that the events are not gender-specific and enter into conjecture about ways outcomes might have been different if the castaways had been from a coed or an all-girls school.

This unit refers to one of several published editions of the novel: William Golding, Lord of the Flies (New York: Perigee, 1954).

Detailed information about Golding's life is available through Biography.com.

# data[].attributes.attachment_link.title
William Golding's "Lord of the Flies" | EDSITEment

# data[].attributes.attachment_link.description
William Golding's Lord of the Flies, first published in 1954, takes the timeless story of castaways on a deserted island and turns it on its head. In this case, the island is nearly idyllic. The castaways are preadolescent boys from an English preparatory school where some were talented members of the choir.

# data[].attributes.body
Journal & Essay Ideas + Literature Circles Roles

# data[].attributes.attachment_link.title
Copy of Lord of the Flies-Background and Context

# data[].attributes.attachment_link.description
Background Information: Lord of the Flies by William Golding Published in 1954 What does this quote mean to you? Background and Context Continued: What are the major similarities between the Cold War and WWII? British Society William Golding "It was simply what seemed sensible for me to write after the war when everyone was thanking God they weren't Nazis.

# data[].attributes.attachment_link.title
Student Copy of Holistic APE Paragraph Rubric Sem 1

# data[].attributes.headline
Anticipation Guide and Pre-Reading activity

# data[].attributes.subject
Anticipation Guide and Pre-Reading activity

# data[].attributes.attachment_link.description
This site helps students with reading, writing, and grammar skills

# data[].attributes.attachment_link.readable_text
A thesis statement is the roadmap to what content will be covered within an essay. Usually found in the introductory paragraph, it is a concise statement -- but can sometimes be longer than a single sentence -- that tells the reader what the essay will be about and also how the body of the essay will be organized. The thesis statement is an important component of a strong essay, and there are two main types: the stated thesis statement and the implied thesis statement.

The Location of the Thesis Statement

The beginning of any essay, usually the first paragraph, should be the introduction. The introduction should consist of at least three important components: the hook, the connecting sentences and the thesis statement. The hook draws the reader in and piques his or her interest. The hook is followed by the connecting sentences, which build a bridge between the hook and the thesis statement, explaining the main topic of the essay to the reader. The thesis should provide the reader with a clear idea of the focus and structure of the essay.

The Stated Thesis Statement

The stated thesis statement should include a clear outline of the body of the essay and what content will be covered. This type of explanation is useful when the writer wishes to map out what the reader should expect. An example of a stated thesis statement, according to Keith Folse's book "Great Essays" would be: "The main problems facing South American countries are a lack of job opportunities for citizens, increasing demand for better health care, and limited university programs for poor students."

Through this thesis statement, the reader knows that the essay will consist of three main arguments, which are most likely found in consecutive paragraphs throughout the body of the essay in the order in which they were presented in the thesis statement. The first paragraph, for example, will offer facts supporting the claim that there are limited job opportunities for citizens and the subsequent paragraphs will also offer facts and examples of the lack of both quality health care and quality educational programs for non-wealthy students.

The Implied Thesis Statement

Perhaps a more indirect approach best suits your writing style. In an implied thesis statement, the writer does not convey the organization of the essay, but rather only clearly states the topic. In "Great Essays," Keith Folse provides an example of an indirect thesis statement: "The important problems facing South American countries today require immediate attention."

In this thesis statement, the reader must continue reading to understand more information about the details of the essay, including what problems the writer wants to address and what the writer may suggest as a solution to the main topic.

Writing a Complete Thesis Statement

A strong thesis statement should consist of a complete thought or idea, and not leave the reader wondering what the rest of the essay will be about. An example of an incomplete thesis statement would be: "School uniforms are bad." In this thesis statement, the reader only knows that the topic of the essay is "school uniforms" and that the writer believes them to be bad. This thesis statement is too vague and does not give enough of an idea of a focused topic. Instead, a better thesis statement would be: "School uniforms are a poor choice for students because they deny young people the opportunity for self-expression and they also may be expensive, putting added pressure on low-income families."

References

Great Essays; Keith S. Folse, et al

Great Paragraphs; Keith S. Folse, et al

Cambridge Preparation for the TOEFL Test; Jolene Gear and Robert Gear

About the Author

Megan Ritchie has been a writer for more than 10 years, and has been published in a number of journals and newspapers, including "The Daily Targum" (Rutgers University's daily newspaper) and "The Philadelphia Inquirer." She has a Master's degree in Education from the University of Pennsylvania.

Photo Credits

Jupiterimages/Photos.com/Getty Images

# data[].attributes.attachment_link.title
How the Thesis Statement Should Be Formed in the Essay

# data[].attributes.attachment_link.description
A thesis statement is the roadmap to what content will be covered within an essay. Usually found in the introductory paragraph, it is a concise statement -- but can sometimes be longer than a single sentence -- that tells the reader what the essay will be about and also how the body of the essay will be organized.

# data[].attributes.attachment_link.description
This useful and detailed guide will help you create great thesis statements easily and without any trouble at all! Great tips created by our academic professi...

# data[].attributes.attachment_link.description
A WebQuest to guide students through the steps of their final project for the novel "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie

# data[].attributes.attachment_link.description
In this section, I have created a timeline the covers the significant events of each chapter as Night progressed. The events I note are important to the novel's plot and fall...

# data[].attributes.attachment_link.readable_text
A few years ago, I tried to show a documentary about the Titanic sinking to a classroom full of 7th graders on the last day before a holiday. Big mistake! While the students are fascinated by the Titanic, they found the documentary incredibly boring. My team leader and I ended up having to show them a movie instead. A few days later, we started reading a story about the Titanic and the students loved it. They also told me that they loved the three-hour-long Titanic movie staring Kate Winslet and Leonard DiCaprio. I found the juxtaposition of their responses to the documenary verses the movie fascinating - and telling. so I asked them what the difference was between the two. Why was the documentary so boring, but the movie would hold their interest for three hours.

One student responded with gusto: "Because it's a loooove story!"

What she didn't know is that her response to the story has a basis in science: We are wired to enjoy stories.

Since most people have a built-in. scientifically-proven predilection for stories for dry facts, it's very important that students learn to tell a good yarn. The best way to learn how to tell good stories, much like learning how to ice skate without falling on your backside, is to practice.

So I am sharing below a few writing prompts you can give to your students, so they'll have plenty of opportunity to exercise their writing muscles.

Narrative writing prompts

1. Think about something that happened to you that you'll never forget. Write about what happened, who was involved and where it happened. Make sure you capture what makes that event hard to forget.

2. Think about a memorable event that happened when you were in elementary school. Write a story describing what happened, who was involved, and where it took place. Be sure to capture the importance of the event.

3. You are on your way home when zombies begin to take over your town. You've never believed in zombies, but now you see them with your own eyes. Write a science fiction story telling what the zombies do, what happens to everyone you know, and what you do about it. Make sure you create and describe characters, conflict, and the setting.

4. Pretend that your favorite character has stepped out of the pages of a book, or out of your television, and into real life. Write a story about what happens that day.

5. Weather affects people in different ways around the globe. Think about a time when the weather has had a significant impact on your life. Write a story sharing your experience.

6. Write about a time that you surprised someone. Write a story sharing how you planned the surprise, and what happened, being careful to build suspense so that the reader is surprised, too.

7. Think about a time when you embarked on a journey to reach a personal goal. Tell your story, being sure to include the challenges you faced, what might have prevented you from reaching your goal, and how you were transformed by the journey.

8. Think about a time when you stood up for what you believed in. Be sure to set share with your reader what the situation was like, what happened when you stood your ground, and what happened as a result.

9. Imagine that you wake up tomorrow morning and discover that you've been transported into your favorite novel or movie. Write a story telling what happens during the one day you live with those characters.

10. Imagine that you are the last person left on the earth. There is a knock at the door...

11. Choose a super power and then write a story about how you would change the world.

12. Think about a time when you didn't know what to say - until it was too late. Retell your story the way you wish it had happened.

13. Tell a story about your favorite person. Make sure you describe that person's character traits, and tell a story that illustrates why they are your favorite.

# data[].attributes.attachment_link.title
13 Narrative Writing Prompts For Secondary Students

# data[].attributes.attachment_link.description
A few years ago, I tried to show a documentary about the Titanic sinking to a classroom full of 7th graders on the last day before a holiday. Big mistake! While the students are fascinated by the Titanic, they found the documentary incredibly boring.

# data[].attributes.attachment_link.description
Can you put these events from Night by Elie Wiesel in chronological order? Test your knowledge on this literature quiz to see how you do and compare your score to others. Quiz by cpodolsk

# data[].attributes.body
checklist

# data[].attributes.headline
Great Presentation on Ray Bradbury & The Butterfly Effect

# data[].attributes.subject
Great Presentation on Ray Bradbury & The Butterfly Effect

# data[].attributes.body
2nd Reading/Close Reading

# data[].attributes.attachment_link.title
APE Examples -The Most Dangerous Game.docx

# data[].attributes.attachment_link.title
Jim Fallon: Exploring the mind of a killer

# data[].attributes.attachment_link.description
Psychopathic killers are the basis for some must-watch TV, but what really makes them tick? Neuroscientist Jim Fallon talks about brain scans and genetic analysis that may uncover the rotten wiring in the nature (and nurture) of murderers. In a too-strange-for-fiction twist, he shares a fascinating family history that makes his work chillingly personal.

# data[].attributes.attachment_link.readable_text
What makes people kill?

Every day there are news reports of gruesome murders that cause most of us to cringe. We're fascinated but repulsed. It seems these serial killers share the same fascination without the repulsion. According to today's infographic, they might just be wired that way. An abnormal chromosome is all it takes to distinguish a serial murderer from a regular person. They find a kind of release in killing, instead of remorse.

Sociopaths are particularly interesting killers. They have no regard for others and have no actual feelings of empathy for people, yet they can come across as deceivingly charming, seductive, and charismatic.

And according to today's infographic, many serial killers experience abuse as a child. They also feel that they've "never developed a sense of attachment and belonging to the world," which brings up the subject of nature vs. nurture. These killers may be genetically disposed from birth to eventually become killers, but when coupled with abuse from an early age, the abuse could have been the tipping point that made them kill. If they hadn't been abused, could this abnormal chromosome and it's associated characteristics manifested itself in a different way?

Check out today's infographic for a look inside the mind of a serial murderer. [ Via]

91.4k

# data[].attributes.attachment_link.title
The Brain of a Serial Killer [Infographic] | Daily Infographic

# data[].attributes.attachment_link.description
What makes people kill? Every day there are news reports of gruesome murders that cause most of us to cringe. We're fascinated but repulsed. It seems these serial killers share the same fascination without the repulsion. According to today's infographic, they might just be wired that way.

# data[].attributes.body
Unreliable Narrator - Good APE

# data[].attributes.attachment_link.title
The Tell-Tale Heart Narrator Point of View

# data[].attributes.attachment_link.description
Everything you need to know about the narrator of Edgar Allan Poe's The Tell-Tale Heart, written by experts with you in mind.

# data[].attributes.attachment_link.readable_text
The narrator of "Tell-Tale Heart" defends his sanity - he says he is nervous, but that he can not be called mad. His senses are in fact quickened, and he is more alert and has heard things from both heaven and hell. He admits that his motives for the act to follow are curious, that there was no passion that provoked it. Instead, it was a strange feature of the old man he lives with, that one of his eyes was different from the other and had an evil, vulture-like appearance, which convinced him to kill the old man so that he wouldn't have to look at it anymore.

# data[].attributes.attachment_link.description
Need help with The Tell-Tale Heart in Edgar Allan Poe's Poe's Stories? Check out our revolutionary side-by-side summary and analysis.

# data[].attributes.attachment_link.readable_text
The most notable thing about this poster is that it encourages people to smoke cigarettes, but isn't promoting a particular brand.

This is because all of the factories were being controlled by the Communist Party, so it didn't matter where people were buying their goods, they just needed to buy more of them.

This anti-smoking poster claimed that it only takes four cigarettes to kill a rabbit and 100 to kill a horse.

Even in the 1950s, the campaign took on a meme-ish quality. People all over the country made spoofs of the ad with slogans like "a drop of nicotine blows a hamster up to infinity."

While the U.S. looks cloudy and bleak, the sun is shining in the USSR.

The black thermometer is labeled "American Industry Rate," which is apparently struggling compared to the Soviet's. The box at the bottom describes the purported economic crisis in America.

This poster presents a view of the differences between education in the USSR and education (or lack thereof) in America.

This poster quotes a 1918 poem "The Twelve" about the October Revolution:

"Keep in revolutionary step!

The restless enemy in on alert!

Comrade, hold the rifle tight, don't fear!

Let's send a bullet in the Saint Russia!

Moth-eaten, backward, fatassed!"

Against a backdrop of the Vietnam War and tensions with America, the Soviet Union was keen to promote a positive image of itself throughout the early 1970s. This poster is aimed toward foreigners with hopes of highlighting Lenin's ideological superiority.

Like this gallery?
Share it:

25 Soviet Propaganda Posters From The Height Of The Cold War

# data[].attributes.attachment_link.title
25 Soviet Propaganda Posters From The Height Of The Cold War

# data[].attributes.attachment_link.description
These vintage Soviet propaganda posters represent the peak of Cold War iconography and state-sponsored manipulation.

# data[].attributes.attachment_link.title
BBC - Higher Bitesize English - Theme : Revision

# data[].attributes.attachment_link.description
A BBC Bitesize secondary school revision resource for Higher English on Lord of the Flies: themes, savage nature of man, character, incident.

# data[].attributes.attachment_link.readable_text
The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like cry; and this cry was echoed by another.

"Hi!" it said. "Wait a minute!" The undergrowth at the side of the scar was shaken and a multitude of raindrops fell pattering.

"Wait a minute," the voice said. "I got caught up."

The fair boy stopped and jerked his stockings with an automatic gesture that made the jungle seem for a moment like the Home Counties.

# data[].attributes.attachment_link.title
BBC Bitesize - GCSE English Language - Sample exam question and answer - Eduqas - Revision 1

# data[].attributes.attachment_link.description
Learn how to answer a GCSE English Language (Eduqas) exam question with BBC Bitesize.

# data[].attributes.attachment_link.title
Viewpoint Pilot: Point of View Review Game

# data[].attributes.attachment_link.description
Students blast their way across the Universe while answering HUNDREDS of questions about point of view. Collect cool power-ups, master narrative perspective, and save the world. Play free now on any device!

# data[].attributes.body
questions and vocabulary

# data[].attributes.attachment_link.description
Finally, Elie Wiesel and the rest of the other people were liberated from the concentration camps. Three weeks after they were liberated Elie became really sick from poisoning. When he healed, he looked at himself in the mirror and saw a corpse, he never forgot what he saw.

# data[].attributes.attachment_link.description
In this section, I have created a timeline the covers the significant events of each chapter as Night progressed. The events I note are important to the novel's plot and fall...

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Night study guide contains a biography of Elie Wiesel, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

# data[].attributes.attachment_link.description
Figurative Language and Poetic Devices Jeopardy Template

# data[].attributes.attachment_link.description
Students practice identifying similes, metaphors, hyperboles, personification, and onomatopoeia in text.

# data[].attributes.attachment_link.description
Take the Quiz: Literary Techniques. Many authors wont simply come out and say exactly what they mean in their works they use a variety of techniques and devices to enrich their work and make it more interesting. See if you can identify some of the more common techniques.

# data[].attributes.body
Context

# data[].attributes.attachment_link.description
An introduction to William Golding's novel 'Lord of the Flies'. The video looks at some background info on the author, gives a brief analysis of the island setting and then examines the idea of the novel as an allegory.

# data[].attributes.attachment_link.title
Why Emotions Have a Place in English Class

# data[].attributes.attachment_link.description
Genuine emotional responses to literature—not just academic skills—should be part of the high-school curriculum.

# data[].attributes.body
Reader Response

# data[].attributes.attachment_link.readable_text
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

Teacher Resources by Grade

Your students can save their work with Student Interactives.

More

Home › Classroom Resources › Lesson Plans

Lesson Plan

Grades

9 - 12

Lesson Plan Type

Standard Lesson

Estimated Time

Six 50-minute sessions

Lesson Author

Publisher

Materials and Technology Student Interactives Preparation
MATERIALS AND TECHNOLOGY

Texts with a Sense of Place booklist
back to top
STUDENT INTERACTIVES

Persuasion Map
Grades 3 - 12 | Student Interactive | Organizing & Summarizing

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Venn Diagram
Grades K - 12 | Student Interactive | Organizing & Summarizing
back to top back to top
This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.
back to top
PRINTOUTS

PREPARATION

Familiarize yourself with the Web editing software available for students to use to publish their final drafts.

Decide how you will structure the lesson. The instructional plan included here asks students to read the book and gather quotations using Quotation Journal Recording Sheet before they begin the project. If you'd prefer to have students work on the project while they are reading, you might use the Daily Response Journal instructions rather than the recording sheet.

If desired, make copies of handouts for project and writing assignments or arrange for overhead. Most of the assignments can also be given verbally.

Choose a poem to use as a model for the extended metaphor poem. Possible titles include Emily Dickinson's "There is No Frigate like a Book," Jane Yolen's "Fat Is Not a Fairy Tale," or Eve Merriam's "Willow and Ginkgo."

Test the Persuasion Map on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

# data[].attributes.attachment_link.title
Reader Response in Hypertext: Making Personal Connections to Literature - ReadWriteThink

# data[].attributes.attachment_link.description
ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

# data[].attributes.body
Video

# data[].attributes.attachment_link.readable_text
CHOOSE TWO: TYPE YOUR QUESTIONS!

Chapter 5: "Beast from Water"

1. What change has come over Ralph as a result of the signal fire incident? How have his values changed?

2. What points does Ralph make at the meeting? What general point does he make that he wants people to discuss? Why are these points so significant?

3. What does Jack say in response to Ralph‟s comments? Why do you think Ralph is shocked?

4. What does Piggy mean by his claim that "life is scientific"? What does he mean when he suggests

that "there isn‟t no fear, either[...]unless we get frightened of people"?

5. What does Percival say when Jack asks him where the beast lives? Why do you think he says this?

6. What does Simon say about the beast, and what do you think he means? How does everyone else react to what he says?

7. Why are the rules so important to Ralph? What are the consequences of breaking them?

8. Why does Piggy say that Ralph should blow the conch to call everyone back, and why does Ralph decide not to?

Lord of the Flies Study Questions Page 2 © 2001 and 2008 C. Brantley Collins, Jr.

Chapter 6: "Beast from Air"

1. What is the "beast from air"? How is it appropriate that the boys mistake it for a beast-what connection does it have with the novel‟s themes, and what does it symbolize?

2. What does Sam and Eric‟s description of the beast tell us about human psychology?

3. How does Ralph overcome Jack‟s challenge during the discussion about what to do about the beast?

4. What significant thoughts does Simon have about the beast while the boys are walking to the "castle"?

5. Why do you think Ralph doesn‟t really expect to encounter the beast?

6. How do most of the boys react to their discovery of the "castle"? What foreshadowing takes place

at the end of the chapter?

# data[].attributes.attachment_link.title
LOTF Post 3: Due June 14TH (Respond June 18th)

# data[].attributes.attachment_link.description
CHOOSE TWO: TYPE YOUR QUESTIONS! Chapter 5: "Beast from Water" 1. What change has come over Ralph as a result of the signal fire incident? How have his values changed? 2. What points does Ralph make at the meeting? What general point does he make that he wants people to discuss?

# data[].attributes.body
"Expert Answers"

# data[].attributes.attachment_link.readable_text
Click to print.

This is a worksheet for student note-taking during partnered classroom discussions. The teacher typically sets forth the questions for discussion. Each student gets a worksheet, and takes notes on his/her answers, as well as his/her partner's answers. The pair of students then decides what will be shared with the rest of the class.

# data[].attributes.attachment_link.title
Think, Pair, Share T-Chart Worksheet | Student Handouts

# data[].attributes.attachment_link.description
Free to print (PDF). This is a worksheet for student note-taking during partnered classroom discussions. The teacher typically sets forth the questions for discussion. Each student gets a worksheet, and takes notes on his/her answers, as well as his/her partner's answers. The pair of students then decides what will be shared with the rest of the class.

# data[].attributes.body
Quizlet

# data[].attributes.attachment_link.readable_text
"Some prominent members of the community came....to ask him what he thought of the situation. My father did not consider it so grim...'The yellow star? Oh well, what of it? You don't die of it....'" (page 9)

# data[].attributes.attachment_link.title
Night By Elie Wiesel True And False/Irony Section

# data[].attributes.attachment_link.description
"Some prominent members of the community came....to ask him what he thought of the situation. My father did not consider it so grim...'The yellow star? Oh well, what of it? You don't die of it....'" (page 9)

# data[].attributes.body
Grade 9

# data[].attributes.attachment_link.description
In this unit, we will be exploring what the function of poetry is in our lives, and look at some popular themes in poetry such as:

# data[].attributes.attachment_link.readable_text
Explicating a poem means to explain, interpret or analyze a poem. It discusses the form, type of rhyme scheme (abab, abbacc) and what theme/tone (serious, humorous, meaning) is used. The explication also analyzes important techniques used (alliteration, metaphor, simile) which contribute to the overall poem.

An explication is not a statement of how the poem makes you feel, unless it is supported with analysis of specific lines and is not a personal reaction based on your background or mood.

Explications of poems are sometimes longer than the actual poem. When discussing sonnets or similar length poems, one page is usually enough. However with long, narrative poems, they are naturally longer and the sdetails used are more selective.

Poetry can be a tiresome set of words when analyzing. The elements of analyzing poetry listed below will help you identify the meaning through its parts and give a sense of interpreting a poem. Since each poem is unique, there is no one way of going about this. Nonetheless, the general advice goes like this:

Interpreting poetry tips

1. Read the title

2. Read the poem. Look for the setting, topic and voice.

3. Divide the poem into parts: intro, rising action, climax, declining action, conclusion.

4. What tone does the poem have? Pay close attention to intonation, nuance and words used.

Now that the general structure and relationship of the poem is revealed, it's time to look at the elements of analysis: genre, voice, thesis, structure, setting, imagery, key statements, sound, language use, allusion, qualities that evoke the reader, historical/cultural, ideology.

Genre

What type of poem is it? Is it a cinquain, haiku, lyric, narrative, elegy, sonnet, epic, epistle? Different genres have separate attributes, purposes and emphases.

Voice

Who is the speaker? What point of view is the speaker? Is the speaker involved in the action or reflection of the poem? What perspective (social, intellectual, political) does the speaker show? The voice and perspective of the speaker tells of what world the poem is in.

Thesis

What is the poem about? What are the obvious and less obvious conflicts? What are the key statements and relationships of the poem? The thesis gives an indication of what tone the poem is written in: historical, social, emotional.

Structure

What is the poems 'formal structure' (number of meters, stanzas, rhyme scheme)? What is the 'thematic structure' (the plot)? Does it use a meter scheme?

Setting

What type of 'world' is the poem set in? The time, place -- is it concrete, tonal, connotative, symbolic, allegorical?

Imagery

What images does the poem use; the physical setting or metaphors used?

Key statements

What direct or indirect statements are made - repetition, actions, alliteration?

Sound

How does the sound, both rhythm and rhyme (if applicable), contribute to the poem.

Language use

What kind of words are used? Do the words have double meanings? What about connotations, puns or ambiguities?

Allusion

Does the poem have a meaning from another work?

Qualities that evoke the reader

What sort of learning or experience does the poem give its reader?

Ideology

What are the values and basic ideals of the world that are expressed?

Examples of poem analysis
The Segregated I - Analysis of I, Too by Langston Hughes Poem Analysis of Invictus by William Ernest Henley

# data[].attributes.attachment_link.title
How to Explicate a Poem: Analyzing Poetry Tips

# data[].attributes.attachment_link.description
Explicating a poem means to explain, interpret or analyze a poem. It discusses the form, type of rhyme scheme (abab, abbacc) and what theme/tone (serious, humorous, meaning) is used. The explication also analyzes important techniques used (alliteration, metaphor, simile) which contribute to the overall poem.

# data[].attributes.body
Excellent Directions for writing a poetry essay

# data[].attributes.attachment_link.readable_text
BECAUSE LITERARY READING BRINGS WISDOM TO THE INFORMATION AGE
"Travel is fatal to prejudice, bigotry, and narrow-mindedness." - Mark Twain

To honor African American History Month we are proud to provide two recently updated Google Lit Trips designed to increase awareness of the Civil Rights Movement.

Our 35 Most Popular Google Lit Trips have been upgraded to
extensively enhanced new Premier Edition Google Lit Trips

Featuring more extensive multi-media, automatic updates, and ability to view on all platforms
Our most recent additions appear in bold print below

Grades K-5 Titles: A Family Apart, A Small Dog's Big Life, A Walk in London, Abuela, Big Anthony: His Story, Bud, Not Buddy, Lost!, Make Way for Ducklings, The Armadillo from Amarillo,Paddle-to-the-Sea, Riding Freedom, Sam Patch Daredevil Jumper, Seaman: The Dog who Explored with Lewis and Clark, The Lamp the Ice and the Boat Named Fish, Number the Stars, White Jade Tiger

Grades 6-8 Titles: Hana's Suitcase, Marching for Freedom, Walk Two Moons, A Long Walk to Water, Esperanza Rising, Fever 1793, My Brother Sam is Dead,The Slave Dancer, The Watsons go to Birmingham - 1963

Grades 9-12 Titles: Anne Frank: The Diary of a Young Girl, Flesh & Blood So Cheap, Frankenstein, Night, The Aeneid, The Catcher in the Rye,The Grapes of Wrath, The Kite Runner, The Odyssey - A Mediterranean-Wide Interpretation
VIEWING THE NEW GOOGLE LIT TRIP PREMIERE COLLECTION

What is a Google Lit Trip?
Lit Trips are downloadable files that mark the journeys of characters from famous literature on the surface of Google Earth. Along the way, placemarks with pop-up windows contain "just in time" resources including relevant media, thought-provoking discussion starters, and links to supplementary information about "real world" references in that portion of the story. Our focus is on creating engaging and relevant literary experiences for students.
Watch the video on the left for a simulation of the experience.

# data[].attributes.attachment_link.description
BECAUSE LITERARY READING BRINGS WISDOM TO THE INFORMATION AGE "Travel is fatal to prejudice, bigotry, and narrow-mindedness." - Mark Twain To honor African American History Month we are proud to provide two recently updated Google Lit Trips designed to increase awareness of the Civil Rights Movement.

# data[].attributes.attachment_link.description
Download free printable crossword puzzles based on over 50 favorite literature titles at the English Teacher's Free Library!

# data[].attributes.attachment_link.title
Learn Plot Diagram Using Disney and Pixar Movie Clips

# data[].attributes.attachment_link.readable_text
Print this Teacher Guide
Teacher Guide

The Most Dangerous Game by Richard Edward Connell

Comics are a great way to help kinesthetic learners, struggling readers, and all students gain a deeper understanding of text.

Getting Started

Ask students to discuss the title and what it might mean. Ask them to share what they believe to be the most dangerous "game" in the world, and why.

Opening Discussion

As students to make a prediction based on the symbols and themes in The Most Dangerous Game:

The effects of war

Reason versus instinct

The Island

The Jungle

Darkness

Red

Activities:

Teacher Tips

Import an activity into your teacher dashboard simply by clicking Import this Activity.

Edit the activity in any way you see fit, to suit your class.

Assign the activity directly to your students by clicking Save & Assign to Group.

Conflict and Plot

Complete after reading the story.
View Activity

Make a Storyboard or Mind Map

Symbolism

Complete after reading the story.
View Activity

Character Map

Begin at the start of the story, and make additions throughout the story.
View Activity

Graphic Novel (Extension / Modification)

Create a Graphic Novel to summarize the short story.

Poster (Extension / Modification)

Create a wanted Poster for General Zaroff or Ivan. Include specific details about his crime(s) and appearance.

Mind Map (Extension / Modification)

Create a Mind Map to illustrate one or more major themes from the story.

Concluding Discussion

Discuss the following:

How is the island and the entire story an analogy?

What does General Zaroff's obsession with finding the most challenging prey represent?

What do the symbols of the jungle, island, darkness and blood represent?

In what ways are Rainsford and Zaroff similar?

How are Ivan and Whitney relevant and important to the themes of the story?

What do you think Richard Connell's purpose and message were in writing this story?

Has your idea of "human nature" changed after reading this story? Why or why not?

In your opinion, would humans resort to savagery without society's rules and customs? Why or why not? What do you think Connell believes?

# data[].attributes.attachment_link.title
Lesson Plan: The Most Dangerous Game by Richard Edward Connell

# data[].attributes.attachment_link.description
Print this Teacher Guide Comics are a great way to help kinesthetic learners, struggling readers, and all students gain a deeper understanding of text. Getting Started Ask students to discuss the title and what it might mean. Ask them to share what they believe to be the most dangerous "game" in the world, and why.

# data[].attributes.attachment_link.readable_text
Irony is about expectations and opposites. I teach students that there are three types of irony. Verbal irony is when a character or person says one thing but means the complete opposite. This is more commonly known as sarcasm. Dramatic irony is when a character believes something and the opposite is true. The audience knows that the character is working under false beliefs. This can lead to hilarious or tragic situations. Situational irony is when the complete opposite of what is expected occurs. When most people think of irony, they are thinking of situational irony.

Of all the concepts with which my students struggle, irony may be the most challenging. These resources have been useful in my attempts, I hope that you may too find some use for these. As a side note, contrary to many scholars, I do believe that Alanis Morissette much lambasted song "Ironic" does, in fact, reference situations that are ironic. I am also willing to argue about it with you in the comments section at this time, but as with all of my invitations to argue with random people on the Internet, this is for a limited time only.

Irony Worksheet - Read examples of irony and determine which of the three types of irony is used (verbal, situational, or dramatic). Explain your answer. Suggested reading level for this text: Grade 5-9
Irony Worksheet 1 | RTF
Irony Worksheet 1 | PDF
Irony Worksheet 1 | Preview
Irony Worksheet 1 | Answers
Irony Worksheet 1 | Ereading Worksheet

Irony Worksheet 2 - Five more examples of irony. Students read each examples and determine whether they are instances of verbal, situational, or dramatic irony and then explain their answers. Suggested reading level for this text: Grade 4-8
Irony Worksheet 2 | RTF
Irony Worksheet 2 | PDF
Irony Worksheet 2 | Preview
Irony Worksheet 2 | Answers
Irony Worksheet 2 | Ereading Worksheet

Irony Worksheet 3 - Six more practice problems. Students read the passage, determine whether it is using situation, dramatic, or verbal irony. They then explain their answers. Suggested reading level for this text: Grade 6-10
Irony Worksheet 3 | RTF
Irony Worksheet 3 | PDF
Irony Worksheet 3 | Preview
Irony Worksheet 3 | Answers
Irony Worksheet 3 | Ereading Worksheet

Irony Worksheet 4 - Students need lots of practice to accurately identify irony. Give them some more practice with this worksheet. Suggested reading level for this text: Grade 3-7
Irony Worksheet 4 | RTF
Irony Worksheet 4 | PDF
Irony Worksheet 4 | Preview
Irony Worksheet 4 | Answers

Irony Worksheet 5 - Do you need more irony practice? You're in luck! Here's another six problems to keep the irony skills sharp. Suggested reading level for this text: Grade 4-8
Irony Worksheet 5 | RTF
Irony Worksheet 5 | PDF
Irony Worksheet 5 | Preview
Irony Worksheet 5 | Answers

Irony Detectives Activity- Read the crime related ironic passages, based on the clues, determine which type of irony is used (verbal, situational, or dramatic), and then make your case. Suggested reading level for this text: Grade 4-8
Irony Detectives Activity | RTF
Irony Detectives Activity | PDF
Irony Detectives Activity | Preview
Irony Detectives Activity | Answers

Irony Lesson - Slide show lesson about the three types of irony (verbal, situational, and dramatic). Includes definitions and examples.
Irony Lesson PPT

Common Core State Standards Related to Irony

Looking For More Reading Worksheets?
Figurative Language Worksheets
Fact and Opinion Worksheets
All Reading Worksheets

# data[].attributes.attachment_link.description
Irony is about expectations and opposites. I teach students that there are three types of irony. Verbal irony is when a character or person says one thing but means the complete opposite. This is more commonly known as sarcasm. Dramatic irony is when a character believes something and the opposite is true.

# data[].attributes.attachment_link.readable_text
What are sketchnotes?

Sketchnotes are becoming an increasingly popular way for students to take notes for lectures. However, there is much value to be gained from using them along with - or instead of - traditional methods like Cornell notes and annotation. Studies have shown that engaging the visual part of the brain as well as the textual part adds in retention of information. Plus, it's fun.

Here's a personal story about the power of sketchnotes. When I was getting ready to do Sketchnotes with my freshmen, I decided to give it a try myself to serve as a model and discover any problems they might face. I did sketchnotes for the first five chapters of Frankenstein before I asked them to do any on their own. I didn't do any more of the book, But guess what? Those five chapters are the ones I remember the best. Imagine the value of using this tool to really get students to engage with a novel or play.

Here's a short introductory video I show the students to give them the general idea:

[youtube https://www.youtube.com/watch?v=gY9KdRfNN9w&w=560&h=315]

For our second venture with sketchnotes, I had my freshmen in groups of five, each doing an act of Romeo and Juliet while working as a team to make something that looked like it all belonged together. They were not as successful this time, and I learned that I can't just show them a few models of sketchnotes and expect them to be able to get the idea. They need more structure. So I developed the visual above to help them organize their ideas before they start.

Here's the first five things students should do before they put anything down on paper:

Pick a Pattern.

The first thing students need to do is choose an organizational pattern for their sketchnote. If they don't, they'll just draw a bunch of things randomly on their paper. They need to think about the ideas that they are presenting and what pattern best suits that. I always have students justify their organization pattern to me and why it works best for what they want to do.

I'm not a big fan for linear patterns because what students tend to do is create a comic or an illustrated version of the text, which isn't what sketchnotes is all about. I steer students toward either the web or the columns by asking them to sketchnote how a particular main idea or theme is present in the text. Then they might use the web, put the theme in the middle, and show several instances of how that theme was explored around the periphery. Or perhaps they use the columns by placing the theme at the top, choosing two or more characters from the text, and using the columns to fill in how those characters dealt with that theme through conflict. Of course you can use any organization method and do something cool with it, and if they want to do something more sequential I don't mind as long as they aren't just retelling the story.

It also bears mentioning that the visuals provided are just guidelines. You don't need to do a web as a bunch of circles or use rectangles for columns or have a specific number of ideas to work from that you can't exceed. These are not set in stone.

Choose some frames

Next to the pattern of the sketchnote, frames are the most important organizational feature. They keep text organized and are used to create banners for important ideas. Some lend themselves to specific uses - for instance, a speech bubble could be used for important quotes. But, really any of them will do.

Frames - which serve as containers and keep ideas separate while providing structure - keep the sketchnote from being too messy.

You can find several other examples of interesting frames with a quick online search, especially some that might be particularly well-suited for the novel or play you're reading in class. I also encourage students to think of frames that might come naturally from the novel - a handkerchief for Othello, for instance.

Select Connectors and Separators

Connectors guide the viewer through the sketchnote and can indicate relationships, such as cause and effect and the passage of time. Simple arrows will do the trick, and most of the choices will be aesthetic because connectors are functional and aren't responsible for communicating meaning. However, they do provide a place for students to do something fun and artistic.

While connectors link ideas, separators keep everything tidy. They don't need to be fancy to do the trick. All they need to do is keep related ideas separated from other ideas. Generally I find that students will add these last to add clarity.

Pick some bullets

Sketchnotes need text. A sketchnote with only visuals is just a bunch of pictures. The text is where the true meaning is. And bullets organize text.

Paragraphs will overwhelm the pictures. And students need to remember these are notes, not a paper. That's where the bullets come in. Just like in a PowerPoint presentation, bullets effectively present main ideas efficiently.

While it's not that important to linger over which bullets you choose, I like to include this step to emphasize that text is required and paragraphs should be avoided.

Decide on fonts

While fonts are fun, they serve a purpose. Students can choose one font for headings, another font for important information, and another one for quotes. Three seems to be a good number to shoot for - anything else can become difficult for someone looking at it to process.

Fonts are also a good way to introduce hierarchy by making more important words or phrases larger than others. When writing a paper we can underline, italicize, and boldface certain words for emphasis. While you can certainly do those things with handwritten fonts as well, sketchnotes also allows for the opportunity to add emphasis through size.

Not everyone likes sketchnotes. The less artistically inclined would rather take traditional notes (I maintain that the just need more experiences before they are won over.) However, most students found them an effective, absorbing way to process text. Plus, they were great to review for their final paper.

If you'd like the sketchnotes visual featured above as a free download, click here.

# data[].attributes.attachment_link.title
Using Sketchnotes With Novels and Plays - David Rickert

# data[].attributes.attachment_link.description
I know you're the kind of teacher that makes their classroom a fun, engaging learning environment. I have a series of lessons done as comics that address various ELA topics like grammar, poetry, editing, and Shakespeare, all of which will make your students glad they came to class that day.

# data[].attributes.attachment_link.title
Sketcho Frenzy: The Basics of Visual Note-taking

# data[].attributes.attachment_link.readable_text
Even though teaching Shakespeare in a digital learning environment is a difficult task, it can be done! Below are some tip for getting set up to teach any Shakespeare play.

Which Version of Shakespeare Should You Use?

The first thing you have to decide is which version of the play to use. It's likely that your students don't have a copy of their own, so you'll want to find a good online version that provides that with plenty of support. Shakespeare is a struggle for most students, and we can't assume that they'll be up for reading it in the original format on their own. Many online versions don't have explanatory notes, so you'll want to guide them to the resources that provide them with the support they need.

Of course you always direct them to the No Fear version of any play and they can read it side by side with a modern version (or, let's face it, most of them will just read the modern version.) But my favorite Shakespeare website is My Shakespeare. This site really does have it all. There's audio recordings of the play that follow along with the text. The difficult words are explained underneath the text. There are helpful popup windows that explain context and literary devices. And my favorite are the videos on each page where characters from the play are interviewed.

I used this version of Macbeth last year and my class loved it. There is more than enough to support reading the play in this environment. The only drawback to this site is the don't have every Shakespeare play, but the biggies are here.

Shakespeare Activities that work well remotely

Yes, a lot of the fun of teaching Shakespeare in the classroom is gone. You can't read it aloud. You can't act it out. It just won't be as good as it could have been.

But fortunately there are still a lot of activities that work well in a digital learning environment. And there's a lot of good free content out there.

For example, The Folger Shakespeare Library has opened up a bunch of free content during the COVID-19 pandemic. They have audio versions of the play, and they've always been a good source for learning activities.

Here are some examples of other things you can do.

Close Reads

If you're reading Shakespeare, you absolutely want to get them interacting with the text. Close reads are a great way to do this. For one thing it allows you the opportunity to Pick a passage that's especially important or rich. For example, a good passage from Romeo and Juliet is the dialogue between Romeo and Benvolio about why Romeo is sad. There are also good passages from the balcony scene. For Julius Caesar choose an excerpt from the funeral orations. Pick a section of the text that isn't any longer than a page so that students don't have more they can handle. The MIT Shakespeare site has online versions of the text you can use to grab chunks of text.

When you have them annotate the close reading passage, it's always good to give them something to look for. Here's a list of basic questions you can tweak for any passage:

Why are the characters behaving they way they do?

How might the actions in this passage change things later?

What makes this situation difficult for the characters?

What can we learn from this situation?

What is repeated multiple times, either a word or an idea?

Watch stage versions

You won't be able to show the movie versions of any of the plays, but there are plenty of excerpts from stage productions out there on YouTube and other sites. My belief is that staged versions are the best way to experience Shakespeare anyway, so this is a great way to allow students to see and hear Shakespeare as it was meant to be performed. For example, I love this version of the balcony scene from Romeo and Juliet from the Royal Shakespeare Company:

There are lots of things you can do with these clips while student watch them. You can have them find a couple of different versions of the same scene and compare them. Sometimes this work has been done for you. Here's a video that includes five different versions of the three witches:

Another task you can have them complete is to watch a clip with the sound off and observe the body language. Have your students respond to what they see without the distraction of dialogue. What are the actors doing? What emotions are they expressing? How do you know? Because Shakespeare plays don't feature many stage directions, this can be a helpful way for students to think about what actors do when you are delivering lines of dialogue.

Use Sketchnotes

If you've been hanging out on Instragram and following a bunch of teachers, you might have seen them posting pictures of Sketchnotes. Sketchnotes are visual guides to a novel or play. If you're familiar with my work, you'll know this is right up my alley. Not only do Sketchnotes get kids thinking differently about what they are reading, but it can get them away from their devices and doing artistic things on paper.

Lots of teachers are using Sketchnotes these days because they are such a good instructional tool. If you want to know how to use Sketchnotes with your students, check out this blog post on how to get started. There are plenty of resources there to help you.

Do Creative Activities

Shakespeare plays lend themselves to lots of different creative activities. I like those that get them thinking about how the play would be performed. And there's a good chance you have some creative types in your class that will jump at the opportunity to create costumes or analyze set design.
Click here for a list of 9 creative activities that will work with (almost) any play.
Have Students Look at Artwork

Now's a great time to hit the standard where students have to examine a work across different media. For example, I will find a bunch of artistic rendering of various scenes from Othello and ask the students these questions:

What part of the play is this?

How do you know?

If you could use a line of dialogue from the play as a caption, what would it be?

Or I might choose several artistic interpretations of the same scene, such as the death of Desdemona. I'll ask students to comment on the use of color. Or emotion. You can have them look at composition. What's the first thing you notice? What's the next thing you notice? Where does the artist want the focus to be in this particular scene?

For more ideas for using works of art creatively with literature, click here.

Have Some Fun!

During these difficult times, everyone needs to have some fun. I've been dedicated to helping students enjoy their study of Shakespeare in the best way possible- through comics! I have comics and activities for all of the major acts of each play. Each set has a one page comic summary of the act. What makes them fun? Not only are they humorous, but they have hidden Easter eggs for students to find. Not only will they find important images from the play hidden, but they might see important pop culture figures lurking in the background!

You're not around to help them with this. These comics can help students figure this Shakespeare stuff out. If you'd like a FREE intro to Shakespeare comics and activity, click below!

I also have a series of lessons done as comics that address various ELA topics like grammar, poetry, editing, all of which are well suited to a remote learning environment. All the fun is there for you, and your kids will love studying any of these topics because they'll get a new comic every day! Please check out my resources and let the learning begin!

If you'd like more help with Shakespeare check out these blog posts on these plays:

If you need more Remote Learning resources ....

Here are some more blog posts on remote learning:

# data[].attributes.attachment_link.title
Teaching Shakespeare with Digital Learning - David Rickert

# data[].attributes.attachment_link.description
Even though teaching Shakespeare in a digital learning environment is a difficult task, it can be done! Below are some tip for getting set up to teach any Shakespeare play. The first thing you have to decide is which version of the play to use.