Title: Literary Elements in Literature
This lesson is applicable to any story or novel in literature. The students will be introduced to twelve literary elements through a podcast. They will then be divided into small groups to complete activities involving story and literary elements.
Standard(s): [ELA2015] (10) 15: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]
Title: Varying Views of America
Students work together to analyze three poems about America with varying points of view.
Standard(s): [ELA2015] (11) 31: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. [SL.11-12.3]
Title: Edgar Allen Poe, Ambrose Bierce, and the Unreliable Biographers
In this EDSITEment lesson, students become literary sleuths, attempting to separate biographical reality from myth. They also become careful critics, taking a stand on whether extra-literary materials such as biographies and letters should influence the way readers understand a writer's texts.
Standard(s): [ELA2015] (10) 31: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
Title: Pioneer Values in Willa Cather's ''My Antonia''
In this lesson, from EDSITEment, students learn about the social and historical context of Willa Cather's My Antonia. They work in groups to explore Cather's commentary on fortitude, hard work, faithfulness, and other values that we associate with pioneer life.
Standard(s): [ELA2015] (10) 35: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]
Title: Perspectives on the Slave Narrative
This lesson, from EDSITEment, introduces students to one of the most widely-read genres of 19th-century American literature and an important influence within the African American literary tradition even today. The lesson focuses on the Narrative of William W. Brown, An American Slave(1847), which, along with the Narrative of the Life of Frederick Douglass(1845), set the pattern for this genre and its combination of varied literary traditions and devices. Students learn about the slave narrative and its importance in the abolitionist movement, gain experience in working with the slave narrative as a resource for historical study, evaluate the slave narrative as a work of literature, examine the slave narrative in the context of political controversy as an argument for abolition, and explore themes of self-actualization and spiritual freedom within the slave narrative.
Standard(s): [SS2010] US10 (10) 12: Describe the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglass, Sojourner Truth, Angelina and Sarah Grimké, Henry David Thoreau, and Charles Sumner. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]
Title: This Will Go Down on Your Permanent Record
Listen to this interveiw of Susannah Felts, authors of This Will Go Down on Your Permanent Record conducted at the 2009 Alabama Book Festival by students of Brewbaker Technology Magnet High School. Standard(s):
[ELA2015] (11) 15: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6]
Title: In 1929, Martin Luther King, Jr. was born on this day.
Students study Martin Luther King Jr.'s '' I Have a Dream'' speech and work in groups to create a mural that depicts Dr. King's vision of peace.
Standard(s): [ELA2015] (12) 26: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]
Title: Author Eve Bunting was born in Ireland in 1928.
Students listen to a news article about the LA race riots and then read '' Smoky Night'' to discuss how a younger observer might be affected by these events and their perceptions.
Standard(s): [ELA2015] (12) 18: By the end of Grade 12, read and comprehend literary nonfiction at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RI.11-12.10]
Title: Jackie Robinson was born on this day in 1919.
Students read messages sent to the White House from Jackie Robinson and discuss his role as an athlete and a civil rights activist, as well as the role of athletes in society.
Standard(s): [ELA2015] (12) 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]
Title: The New York Times used the slogan '' All the News That's Fit to Print.''
After discussing newspapers and their different points of view, students choose a current event, read editorials on the event, and share them with the class to identify the editor's point of view.
Standard(s): [ELA2015] (12) 19: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]
Title: Diarist Samuel Pepys was born.
Students write diary entries and revisit the entries as if it were a hundred years from now. Students then brainstorm and write paragraphs about life in the 21st century.
Standard(s): [ELA2015] (12) 21: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]
Title: The Lewis and Clark Expedition reached the Pacific Ocean in 1805.
Students look at Kenneth Holder's paintings of the Lewis and Clark trail and transform their notes into a descriptive paragraph as if they were a member of the expedition.
Standard(s): [ELA2015] (10) 23: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]