pmwiki.php?n=Novels.TheirEyesWereWatchingGod To view the details of an annotation, use the '+' sign to expand an entry. If an entry is in boldface, this indicates it is also a link; clicking on those words will open the associated link for your view. Novelinks Before-Reading Activity Folklore With Hurston Novel of Emphasis: Their Eye Were Watching God by Zora Hurston State Core requirement: Eleventh Grade Objective 3 (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary elements across genres and cultures. d. “Folklore in Zora Neale Hurston's Their Eyes Were Watching God.” “Folklore: Some Useful Terminology.” Before beginning the novel, it is important for students to have a thorough understanding folklore and its relationship to culture. Homework: Review the terms on the handout. Novelinks Before-Reading Activity Hurston in Context: The Harlem Renaissance c. “Party for Zora Neale Hurston, Obscure No More.” a. Novelinks During-Reading Activity Southern Transcription Tedesco, Priscilla. Online Print
Teaching 'The Lord of the Flies' With The New York Times Continental Distributing, via PhotofestJames Aubrey, right, with Hugh Edwards in “Lord of the Flies.” Earlier this year, we asked students and teachers to name the books they love to read and teach. Books like “The Catcher in the Rye” and “To Kill a Mockingbird” were favorites among teachers and students alike. Teachers also weighed in on the books they least enjoyed teaching. And “The Lord of the Flies” made the short list. Yet William Golding’s 1954 novel, which has been published in 26 languages and inspired two films, endures as required reading on high school and college campuses. So, here are some resources to complement your reading of this classic text that we hope will help move it off of your, and your students’, “least favorite” lists. Lesson Plans Student Crossword Puzzles Times Topics New York Times Resources Other Articles: Man as an Island Review of John Carey’s 2010 biography of William Golding.Will This Be on the Test?
Style: Defining and Exploring an Author’s Stylistic Choices ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you. More 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 Overview Featured Resources From Theory to Practice Exploring the use of style in literature helps students understand how language conveys mood, images, and meaning. back to top Checklist: Elements of Literary Style : This page provides a checklist students can use to analyze an author's use of style in literary passages. Every piece of literature is composed of words, phrases, and clauses.
Acting Your Age: Considering the Age of Responsibility Overview | What standard(s) should society use to determine when a person should be treated as an adult? In this lesson, students participate in a fishbowl discussion about various legal situations related to the “age of responsibility” and contribute their ideas and arguments on the matter to a Learning Network Student Opinion blog post. Materials | Computers with Internet access (if available) Warm-up | Students respond to the following prompt in their journals: Think of a time when you were told that you were not old enough to do something. How did you feel? Did you feel you had any power, control or say in that decision? After a few minutes, ask them to share their responses with a partner and/or invite volunteers to share their experiences with the class, and lead a brief discussion. Next, give each student a copy of the handout Acting Your Age (PDF), and direct them to fill out the first blank column to the best of their ability. Here are the answers for the handout: U.S.
Folklore in Zora Neale Hurston's "Their Eyes Were Watching God" In the years since Alice Walker's famous "rediscovery" of Zora Neale Hurston, Hurston's work has received new and richly deserved attention from high school English teachers. Hurston's work is lively, lyrical, funny, and poignant, but this consummate literary craftsperson was also a first-rate ethnographer, conducting fieldwork for Franz Boas, the father of American anthropology, and for the Works Progress Administration. It is not surprising, then, that Hurston's fictional output sings (sometimes literally!) with the sounds, songs, and stories of the Southern black folk tradition. In tribute to Hurston's fusion of social science and the author's art, this lesson plan focuses on the way Hurston incorporates, adapts, transforms, and comments on black folklife in Their Eyes Were Watching God . View EDSITEment Connections
Children's Accountability for Their Crimes Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site. Overview of Lesson Plan: Recent murders committed by children in our country raise the question, How old must a child be to be held accountable for his or her actions in the eyes of the court system? One may also question how old a child must be to discern ‘right’ from ‘wrong.’ In this lesson, students will participate in a round-table discussion about the juvenile justice system and investigate the ‘age of accountability’ debate. Author(s): Alison Zimbalist, The New York Times Learning Network Suggested Time Allowance: 1 hour Objectives:Students will: 1. Resources / Materials:“Young Killers Are Punished” ( one copy per student) “A Chilling Crime and a Question: What’s in a Child’s Mind?” Activities / Procedures:1. 2. 3. 4. Extension Activities:1. 2. 3.
Anticipation Guide: Day Three This is an alternative to the “Four Corners” activity, one where students are asked to move to four corners of the room if they “strongly agree,” “agree,” “disagree,” or “strongly disagree” with belief statements read aloud. Again, students are familiar with the format so, in an attempt to maintain the level of engagement but vary the approach, I turned the assignment into a gender analysis. I began by asking the girls to sit on the right-side, the boys on the left-side. I dim the lights, ask all the students to face the same direction and move to the right-side of the room to address the girls only. With this arrangement, I am asking questions directly to the girls, who are unable to see the boys behind them. For each statement that the girls agree with they must stand. Then, all students turned their chairs to face the wall to the left. While I’m asking the girls questions, the boys are observing the results and can begin thinking about whether or not they would stand.
Lord of the Flies Ad Analysis: Contemporary Ads Paired With Novels I think all teachers cringe when they hear “when I am ever going to use this again.” I like to believe the dumbfounded look combined with annoyance is part of a teacher’s DNA. I can’t help it. It is unnatural for me to respond any other way. Even though I think yesterday’s discussion of using primary source advertisements in the classroom is valid and important, I think a lot of students feel so detached from them because of their publication. Category: Ad Analysis | Tags: A Doll’s House, A Tale of Two Cities, Billy Budd, Brave New World, Count of Monte Cristo, Daisy Miller, Frankenstein, Grapes of Wrath, Hamlet, Heart of Darkness, Kite Runner, Lord of the Flies, Old Man and the Sea, Othello, Picture of Dorian Gray, pride and prejudice, The Adventures of Huckleberry Finn, The Great Gatsby, The Importance of Being Earnest, to kill a mockingbird Argument Analysis: Literature Connections TEXTS WITH MAN v. TEXTS WITH MAN v. Friday Dialogue from
Texting a Response to Lord of the Flies 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. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session One Session Two Session Three Extensions Student Assessment/Reflections Students will: back to top Session One After reading Lord of the Flies, have students look back at Chapter One. Session Two Begin the session by having students briefly share their Graphic Map printouts. Session Three Have students choose two characters in the book.
Mr. Lettiere's English 10 -- Lord of the Flies Quizzes | Study Guides | Novel Guides | Papers | Resources | Online Story | Intertextuality | Humanities | Quizzes Summary Quizzes Quote Quizzes: Crossword Puzzle: Interactive Crossword Puzzle Jeopardy: LOTF PowerPoint Jeopardy Game -- Review Lord of the Flies using Jeopardy Other Quizzes: Below are links to quizzes on the Internet. Top Reading and Study Guides. Visit us at the Duke of Definition Store to view more activities, exams, answer keys, and so forth. Top Novel Guides: Below are links to sites that will help you understand and think about Lord of the Flies. Text Online Novel -- Click here to read the novel, if you don't have your copy of the book. Papers/Projects Projects: Papers: Jack as Animal (chapter 3) T-Analysis Sheet -- Use this to gather examples Anaylsis of Jack as Animal -- Follow these directions to write your paragraph. ResourcesTop Intertextuality The Bacchae | The Coral Island | Bible Euripides's The Bacchae When Agave sees her son in the tree, she says, The Bacchae. I know.