Work to done at home by a student.
Submitted by scotese on Tue, 2012-05-29 06:56
When students miss a class discuss in my class, they are required to listen to that lesson - or the equivalent of that lesson from any year. This listening log has a place for the student to record the name of the lesson, the specific audio recording that they listened to, and the notes that they took at they listened (within a set time frame). There is also a place to check off that the students passed a short oral test about the lesson.
Submitted by scotese on Tue, 2013-04-23 15:12
This is an in class assignment on Byron's autobiographical poem. It involves a close reading of the last five stanzas (included) - has students look at the first two stanzas by themselves, then find a partner for the next two - and finally find anothr set of partners (to form a group of four) for the last stanza as well as for an overview.
Submitted by jmartin on Thu, 2013-03-28 14:40
One of my favorite things to do when I teach this novel is to expose students to all of the -isms that John Gardner sprinkles throughout his novel. The students, however, struggle with these philosophical theories, so I find that breaking these theories down using this assignment helps them understand and follow Grendel's philosophical journey as he constantly debates what is "true" in his world.
Submitted by jmartin on Thu, 2013-03-28 14:16
Tone is usually one of the hardest literary elements that my students struggle with. I use this assignment after we read Beowulf to help them 1) be able to identify tone, 2) be able to understand the effects of tone, and 3) be able to create tone in their own writing. I also use this activity to help students with characterization (even though many of the characters within the poem are very one-dimensional). Students are asked to create a conversation between a character from Beowulf and a character from another piece of literature or from history.
Submitted by jmartin on Thu, 2013-03-28 13:49
As so much of the plot of 1984 revolves around the use of propaganda and how it influences the characters within the novel, I like to use this activity to introduce my students to what propaganda is, all the ways it is used, how we are surrounded and manipulated by it (similar to the way it is used in the novel).
Submitted by CSakakibara on Wed, 2013-03-20 16:49
I've found that students benefit from some prior knowledge on Shakespearean tragedy, witchcraft and familiarity with the characters and setting before diving into Macbeth. As an introduction to the study of Macbeth, groups of students will research one of three topics: Witches in Shakespeare's Time, Shakespearean Tragedy and Tragic Heroes, Characters and Settings of Macbeth.
Submitted by hammerschmidtk on Tue, 2013-03-19 07:46
Students are introduced to Hawthorne as a contemporary of Poe, Emerson & Throeau. Using his background and obsession with guilt, he is grouped with Poe in the viewpoint battle.
Students read "Rappaccini's Daughter" independently (I usually give a weekend for this). As they read, they complete plot and analysis questions.
Upon returning to class, we review story, focusing on the poisonous things and behaviors. The class is then split into 7 groups for the carousel.
Submitted by jensmyth on Tue, 2013-01-01 15:58
We do a lot of work with pairings and parallels in Romeo and Juliet - this is especially fun when we get to the end and try to figure out why, exactly, Lady Montague has to die, but we do a lot of other little things before then so students can start noticing parallels. This short assignment is one of them - students look at how Romeo and Juliet are introduced to the audience (first mentioned), notice parallels, and draw conclusions about significance.
Submitted by jensmyth on Tue, 2013-01-01 13:52
This assignment asks students to create a word cloud for several chapters of HOMS and then analyze the word cloud. Depending on time, we've done as many as five chapters or as few as two; I think this version of the assignment requires three. I'd love to have feedback about how to "beef up" the analysis part of the assignment without being too directive.
Submitted by jashley80 on Fri, 2012-11-23 23:14
When teaching Hamlet, I require students to complete a number of mini-projects over the grading period. Some are individual, some pairs, and some small group activities, but there are ten required in all. Occasionally I alter one or two depending upon the class needs, available resources, and time available to dedicate to our studies.
Submitted by jashley80 on Fri, 2012-11-23 22:27
Before teaching a major text, such as Hamlet, I like to create an anticipatory guide which can be used for an initial short writing piece defending, challenging, or qualifying a statement. The statements, which are very one-sided to begin with, have direct tie-ins to the text, creating points for discussion and opportunities for follow-up writing after finishing the text.
Submitted by lambchopmarti on Fri, 2012-11-16 11:33
This lesson is designed to prepare AP Lang students to write the defend, challenge, qualify essay. The assignment demands that they practice close reading and use evidence to support their claims. After they read the reports, I put them in groups require them to develop their arguments together. On day two each group presents an argument and answers questions from the other groups.
Submitted by spixley on Mon, 2012-11-12 17:54
In this lesson students are asked to identify and explain the tangible and intangible items the man and the boy carry with them on their journey. In addition to identifying the items, the students are asked to explain how each item is a benefit and a burden to the duo.
Submitted by AnnieD on Fri, 2012-09-21 21:46
This two-part assignment asks students to track one character through the entire text of The Merchant of Venice. (This makes each student a specialist in one area and opens up opportunities for students to use each other as expert consultants in discussion.) First, as the class reads through the play (or at least selected scenes) aloud, students write journal entries from the perspective of their characters. They must consider their characters' relationships to other characters, opinions of events, and connections to key themes.
Submitted by cchallacombe on Wed, 2012-09-19 18:09
This is a weekly assignment; there are 24 lists of 31 words each week for "Cultural Literacy." These lists are vast in subject area--from mythology to science to the arts to "modern life/" In my class, students come in every Friday with their word which they report to the class; I do change the project to groups sharing words when we get to the arts so that they may present PowerPoints and play YouTube for music.
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