Title: Extra, Extra!! Mary Rowlandson's Captivity Newscast
This lesson will be an interdisciplinary lesson that involves both English Language Arts and Social Studies (History). The lesson will be primarily technology-based and also project-based that will have the students performing historical research and developing a "photo-story" through a PowerPoint presentation for their own newscast. The lesson will be part of a larger unit that combines literature from the early 1600s through the 1800s, and will primarily focus on the encounters and relationships of European explorers with the Native American life in North America. The lesson, in particular, will look at the Puritan life and beliefs, and how this life style influenced history, literature, and one woman's captivity with the Native American Indian tribe of the Wampanoag. Through research and analysis of the captivity narrative of Mary Rowlandson, the students will compose a newscast that will track the history of the events of King Philip's War and tie those events into a narrow report on Mary Rowlandson's actual captivity through the "removes" that she details in her narrative.
Standard(s): [SS2010] US10 (10) 2:
Title: A Comparison of Puritan Authors and Their Viewpoints on God and the Devil.
Students in teacher-selected groups of two will create a presentation on Puritan authors using Google Docs. Student groups will compare authors Anne Bradstreet and Jonathon Edwards. Students will support their comparisons through examples from each of the author's works. Student groups will then research Puritan writers Cotton Mather and Michael Wigglesworth online. All groups will present to the class as well as posting the presentations online.
Standard(s): [TC2] CA2 (9-12) 13:
Title: Analyzing the Poetry of Emily Dickinson
Students examine ways in which life events of a poet influence the poetry written. After researching Emily Dickinson's biography, students analyze her poetry and present a collage depicting one poem. The lesson can be easily adapted to the study of many other poets.
Standard(s): [TC2] CA2 (9-12) 11:
Title: Identifying Parallel Structure in Sentences
After textbook and online instruction in parallel construction, students examine Lincoln's Gettysburg Address and the Declaration of Independence for parallelism before writing their own paragraphs.
Standard(s): [TC2] CA2 (9-12) 4:
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:
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:
Title: 'The Red Badge of Courage'': A New Kind of Realism
In this lesson, from EDSITEment, students compare specific excerpts from Stephen Crane's The Red Badge of Courage to first-hand accounts of Civil War battles, in text and images. They also list elements of Crane's style that contribute to the novel's realism. To conclude, they create a first-person account that employs the basic stylistic characteristics of The Red Badge of Courage.
Standard(s): [ELA2015] (10) 32:
Title: Critical Ways of Seeing ''The Adventures of Huckleberry Finn'' in Context
This lesson, from EDSITEment, asks students to combine Internet historical research with critical reading. They then produce several writing assignments exploring what readers see in Huckleberry Finn and why they see it that way.
Standard(s): [ELA2015] (10) 31:
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: