For the summative assessment, students will write an essay comparing and contrasting Edgar Allan Poe's use of suspense with Jackson's, making a claim as to which author more successfully creates a suspenseful mood.
Using Robert Frost's "The Road not Taken" and Shakespeare's "The Seven Ages of Man," students will read, code text, decode difficult vocabulary, and engage in deep academic discussion regarding both authors' views on fate. At the end of the lesson, students will complete an extended writing assignment using the knowledge built from the previous 3 days. They will generate research and investigate primary and secondary documents on movements that influenced Dickinson. Through this research they will create a reference kit - a collection of materials that are representative of the period.
They will then analyze similar poetry from other like-minded writers before moving on to Emily Dickinson, using the movements they researched as "lenses" through which to view the poems. The culminating activity includes a thorough analysis of Dickinson's poem "I Dwell in Possibility" and a resulting essay.
Lesson One has students receive instruction and practice with writing theme statements and including primary support details. Students will use a series of three texts from Aesop's Fables. Lesson two presents students with a longer and more challenging children's story titled One.
Students will draft their own theme statements and support and analyze the text using a literary analysis paragraph structure titled TIQA. Through collaborative discussions and repeated reading, responding, writing and analyzing, students will learn to consistently craft correct theme statements and support them with relevant textual details and analysis. For the summative assessment, students will write an essay analyzing characterization and theme in the text and drawing conclusions, supported by textual evidence, about the nature of heroes.
Student handouts for all activities are provided. A Recurring Theme in Greek Mythology: The poetry analysis of "Dulce Et Decorum Est" can be used for pre-AP preparation or to introduce AP Literature students to literary analysis at the beginning of the year before they attempt more complex poems.
However, other suggested titles are provided and would suffice for this lesson. Specifically, students will be required to identify what the main character thinks, says, and does in order to support a multi-paragraph character analysis that incorporates textual evidence.
Students then work in small groups to interpret the meanings of these devices within the context of the story. Finally, students will individually write an essay analyzing the effect that these devices have on the story as a whole.
The "scavenger hunt" handout and answer key, two PowerPoints, and the directions for the essay with a planning sheet and rubric are included. Throughout the course of the lesson students will determine a central idea for each section and examine King's ideas and claims and how they are developed and supported. At the end of the lesson, students will determine an overarching central idea of the speech and write an extended paragraph to explain the central idea and how it is developed and supported with specific evidence throughout the text.
Text-dependent questions, graphic organizers, selected answer keys, and a writing rubric have been included with the lesson. Figures of Speech and Rhetorical Devices: Martin Luther King Jr. King in his speech. The speech has been divided into eight sections. As students read through each section they will analyze some of the figures of speech and rhetorical devices King used, record their answers on a graphic organizer, and analyze how use of the figure of speech or rhetorical device impacted the meaning of that section of the speech.
Students will write an extended paragraph using the quotation sandwich method as the summative assessment for the lesson. Martin Luther King, Jr. In this lesson, students will analyze King's speech, which has been broken up into eight sections, for his perspective and tone.
At the end of the lesson, students will respond to a prompt and write an essay based on what they have analyzed throughout the lesson. A graphic organizer, suggested answer key, and writing rubric have been provided. Through the selection of appropriate and fully developed facts and applicable multimedia images, they will synthesize and organize their information into a Padlet "Web Wall" that will showcase their research in digital form. The lesson will wrap up with students previewing the work of their peers, and will culminate in a Socratic Seminar discussion on genocide.
This lesson can be used as a follow up to the completion of students reading Night by Elie Wiesel. Exploring a Fictional Technology: Students first complete a survey to establish their beliefs about technology before using a literary elements map to explore the role of a fictional technology in a novel such as , Brave New World, Fahrenheit , REM World, or Feed.
Next, students discuss and debate what they believe the story's author is saying about technology. By exploring the fictional technology, students are urged to think more deeply about their own beliefs and to pay attention to the ways that technology is described and used.
This lesson plan can also be completed with short stories, video games, films, and other fictional resources that examine issues related to science and technology and their possible effects on society. It examines the daily life of a slave in North Carolina and includes other informational texts about slavery and the slave trade, as well as a PowerPoint presentation, and links to two short videos. The summative assessment requires students to write an explanatory essay showcasing what they have learned and using evidence from the print texts and videos for support.
Shakespeare versus Jay Z: A vocabulary graphic organizer, answer key, text-dependent questions handout and answer key, a learning scale, and a writing rubric have been included with the lesson. After viewing a PowerPoint presentation on plot structure, students will read and analyze the plots of three different short stories as a class, in small groups, and individually. Then, they will use an online interactive plot structure tool to diagram the plot lines.
This lesson also includes a writing assessment with rubric. Students are exposed to examples of irony from other works of literature to assist them with this particular form of figurative language. The summative assessment entails a written analysis of how the author incorporates instances of irony to further develop the plot.
Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Through this multimedia study, students will evaluate the characteristics of an epic hero through a webquest, film, and final paper.
In the end, students will be prepared to apply this knowledge to Homer's epic poem. Students will then read the short story, work to determine the meaning of selected vocabulary words from the text, and answer guided reading questions.
In the summative assessment, students will become newspaper reporters and write an article to describe the events of the lottery, as if they were present on the day the lottery took place. This lesson will take students to a different time period - when winning the lottery felt more like losing! Included with the lesson are guiding questions and an answer key, as well as a writing checklist and rubric.
In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate in teams to design and perform a panel presentation in which they role-play as their authors. After reviewing paintings from the Romantic Period and using William Wordsworth's poetry, students write an essay showing their understanding of Romanticism.
The essay follows a preset rubric. Students first engage in a free-write activity. They then do research and creative thinking to design a poster and plan a presentation representing a psychological profile for a selected character, while determining what specific factors such as family, career, environment, and so forth have the greatest influence on the characters' decision making throughout the novel. The groups present their findings to the class by assuming the persona of their character and explaining the psychological factors influencing their behavior in the novel.
She learns to look beyond the disability and discover the real person inside as she becomes friends with Rosa, who has cerebral palsy. Students collaborate in small groups to create a Discussion Web that addresses the question, "Are people equal?
Web-based graphic organizers, assessments, and extension activities are included. Using Logical, Audience-Specific Arguments: In this mini-lesson, students respond to a hypothetical situation by writing about their position on the subject. After sharing their thoughts with the class, students consider the opposite point of view and write about arguments for that position.
They then compare their position with that of their potential audience, looking for areas of overlap. They then revise their arguments, with the audience's point of view and areas of commonality in mind. Examining the opposing view allows students to better decide how to counter their opponent logically, perhaps finding common ground from which their arguments might grow.
Thus, the activity becomes a lesson not only in choosing arguments but also in anticipating audience reaction and adapting to it. Is where a writer comes from relevant to reading their work? In this lesson, students consider the power of place in their own lives, research the life of a writer, and develop travel brochures and annotated maps representing the significance of geography in a writer's life.
It describes the remains of a Salvadoran village preserved in volcanic ash, much like Europe's Pompeii. The unearthed village reveals artifacts that illustrate the daily lives of this ancient people. The authors use artifacts to infer religious, cultural and economic aspects of the Ceren village.
The text focuses on cellular waste and describes different ways a cell gets rid of waste. The text also briefly addresses how further study of the ways cells dispose of waste could lead to new approaches for preventing or treating disease.
Eyes in the Sky Part 3 of 4: This tutorial is the third part of a four-part series. In previous tutorials in this series, students analyzed an informational text and video about scientists using drones to explore glaciers in Peru. Students also determined the central idea and key details of the text and wrote an effective summary. In part three, you'll learn how to write an introduction for an expository essay about the scientists' research.
This tutorial is part 1 of a four-part series. Click below to open the other tutorials in this series. Eyes in the Sky Part 1 Drones and Glaciers: Eyes in the Sky Part 2 Expository Writing: Eyes in the Sky Part 3 Expository Writing: Eyes in the Sky Part 4 of 4: This interactive tutorial is part four of a four-part series.
In this final tutorial, you will learn about the elements of a body paragraph. You will also create a body paragraph with supporting evidence. Finally, you will learn about the elements of a conclusion and practice creating a gift. This task requires students to write a RAFT.
Looking at Harper Lee's To Kill a Mockingbird and Charles Dickens' Great Expectations, you will identify the fundamentals of writing a great introduction by examining these masterpieces. Resource supports reading in content area: Instructional Component Type s: Please login at the top of this page to access this resource.
This resource requires special permission and only certain users have access to it at this time. General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Students will be able to identify and write using in-paragraph transitions. Students will be able to recognize flow and choppiness without transitions. What prior knowledge should students have for this lesson? What are the guiding questions for this lesson? How can we improve the flow of writing with transitions?
How can we use transitions aside from at the beginning of paragraphs? How will the teacher present the concept or skill to students? To introduce the lesson, students will brainstorm a list of transitions and will discuss how and why transitions are used. The teacher may do this on a poster so students can reference it throughout the lesson. Then, the teacher will give each student a handout that has a well-developed paragraph typed out for them.
Teachers should select their own well-developed paragraph to use with students. Without giving any hint as to what the lesson will be, the teacher tells the students to read through the paragraph and underline as many transitions as they find. After, have the students total the number up and write it on their paper. After giving students about five minutes to complete this, have students share transitions they underlined.
Using a document camera if available , underline the transitions on a blank handout as the student shares them, and tell students to underline ones they originally missed. After students have shared all possible transitions, start a discussion with students about what they noticed with the transitions.
How did these transitions improve the paragraph? When and why did the writer use each transition? During this phase, the teacher should explain exactly what in-paragraph transitions are and give students a list of transitions that are great for using within paragraphs.
Do not make your speech be left without attention! Introductory words help make the text related, understandable to the reader. These are auxiliary means to connect separate sentences into a single semantic whole. They are needed to write essays, letters, articles and various art texts.
Transition words and phrases help convey the sequence of events, express their relationship on any occasion, etc. Find more information further. Different types of these elements exist. Each of them is used within specific cases performing specific functions.
The main categories of transitional expressions are addictive transitions, adversative elements, casual, and sequential words. Detailed discussion of each category of a list is presented below. Read to learn more what part can you use and where. These words are used to express addition, reference, and similarity. They are applied to introduce a statement, clarify the point at the beginning of your writing. They link a statement with an idea that goes next smoothly. Use additive elements to avoid a reader jumping from one thought to another; they line up all parts of your composition.
Add each argument and fact smoothly. I love to read research papers. Moreover, I really enjoy receiving large amounts of homework from my instructors. To conflict some statements or make emphasis, you should use adversative words. They are generally applied for concession, dismissal, and replacement. Whether the theme of your writing is, adversative words will make it more unified and emotional. They place emphasis on the necessary argument.
This kind of elements is relevant for cause and effect essays. They allow smooth moving of arguments. The main function of causal expression is to show a consequence or make a contrary - in such a way, you are to prove a purpose in a more effective way. Romeo told Juliet that her spaghetti sauce was terrible; as a result, Romeo now cooks for himself. These are used to show continuation, to sum up your writing, and to make resumption.
Using sequential words is the best way to summarize your writing; they will make your essay sound complete and persuasive. Sequential elements are commonly used to conclude a paper. The data show, drivers are more likely to cause accidents when they are talking on their cell phones.
Therefore, Minnesota should enact a law banning drivers from using cell phones. Transitional words lead the reader into the idea of the writing. They denote a logical connection between the original thought and the final one, thereby contributing into the text smoothness and integrity.
As road signs, transitions help the reader to easily navigate the text.
Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present to them.
Transition words and phrases are vital devices for essays, papers or other literary compositions. They improve the connections and transitions between sentences and paragraphs. They improve the connections and transitions between sentences and .
"Transition words and introductory phrases exist in any language. Such elements help effectively start your long essay, smoothly link parts of . Transitions are words that help make. Essay Meets Plot: JFK and the Boundaries of Narrative. The thesis works. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Time Transitions: First. They show how far the essay's argument has progressed vis-ˆ-vis the claims of.
There are various transition words to start an essay, but what are transition words which can be used at the time of conclusion. The conclusion of an essay is nothing but a brief summary of all the content which you have made in the body of your essay. Transitions help the paper to flow naturally, and help the reader make sense of the material. There is no single correct order in which to write an essay. When you are writing an essay or paper, your paragraphs do not function in a vacuum, and because of this, making paragraph transitions is essential for.