3.13 mourning and night
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This document provides learning targets, reading instructions, and comprehension questions for a poem called "To An Athlete Dying Young". Students are asked to analyze diction, imagery, tone and theme by marking words related to death, images, and unfamiliar terms. They will then answer questions about which lines from the poem were referenced in another work and most appropriately memorialize the subject's death. Finally, students are to explain why references to the poem and planting a laurel oak tree are suitable tributes.
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- An in-class writing assignment on Essay #2 and a global revision workshop. Students must bring 3 copies of their essay.
- Definitions for key terms like social identity, voyeurism, climax, and essay.
- Instructions for a peer review activity where students will read each other's argumentative essays on passing and provide feedback.
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- Gardner selected 141 poems by 72 male poets from the time of WWI. He arranged the poems thematically according to the chronology of the war to tell the story of soldiers' experiences.
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The document provides guidance on how to identify the purpose, form, and audience of a text. It discusses looking at word-level features like vocabulary, sentence-level features like tense and structure, and text-level features like layout and presentational devices to determine purpose. Form can be identified by text-level features and certain word-level features. Audience is identified through word choice and complexity, sentence structures, and presentational features designed for a particular reader group. The document also discusses how to identify a text's register and the difference between denotation and connotation of words.
I am in charge of celebrations i am a native of north america
This document outlines the learning goals, objectives, and activities for a lesson on determining an author's purpose and perspective in a text. The learning goal is to determine an author's purpose and perspective. The objectives are to analyze an author's purpose and bias, identify the central idea, and recognize how word choice reveals bias. The lesson will include identifying an author's voice, analyzing vocabulary in context, and annotating a text about Byrd Baylor to determine her purpose and perspective toward the desert.
Ewrt 1 c class 9
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Cw odes
The document provides writing prompts asking the reader to imagine their house is on fire and to list what items they would save and where they would go, then discusses odes as poems that praise ordinary subjects through creative language and serious tone, and prompts writing an ode about an everyday object selected at random.
EmilyDickinsonHopeistheThingwithFeathersAnnotatedlesson-1.pptx
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Emily Elizabeth Dickinson was an American poet. Little-known during her life, she has since been regarded as one of the most important figures in American poetry. Dickinson was born in Amherst, Massachusetts, into a prominent family with strong ties to its community.
Exploring perspectives in poetry and songs - Year 7
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Overall Instruction· For any of these topic choices, you must q.docx
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
21st-Century-Literature_Unit-1_Lesson-1_Literary-Reading-Through-a-Biographic...
This document provides a lesson plan on analyzing literary texts through the biographical context of the author. It includes objectives to identify the central theme of a text and analyze it by examining the author's biography. Students will read poems by Paul Laurence Dunbar and Alice Moore Dunbar-Nelson, researching the authors' backgrounds, and answering questions about how the authors' lives influenced their writings. Additionally, students will write their own autobiographical pieces and poems based on a partner's work to understand an author's perspective.
Ewrt 1 c class 3 online
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
Introduction to Literature
This document provides an introduction to literature and strategies for reading, discussing, and writing about literary works. It discusses active reading techniques like making connections, asking questions, and visualizing. It also covers annotating texts, participating in discussions, and writing responses by making connections between works, incorporating textual evidence, and using the literary present tense. The document emphasizes reading holistically, discussing works honestly and thoughtfully, and being creative in essay titles and discussions.
Elements of the oral presentation
This document provides guidance for oral presentations on chapters from a novel in a Chicano literature class. It outlines that each group will have 3 presenters who will discuss: I) a summary of events; II) interpretive aspects like plot, character, theme and point of view; and III) stylistic features used by the author. It provides details on the types of information that should be presented for each chapter's plot points, characters, theme, and other literary devices. The document aims to ensure all students are prepared to participate in discussions on each chapter.
10.you cannot do_this
The poem confronts an unspecified "you" who is "hacking away a horizon" and threatening humanity. It serves as a record of the atrocity rather than art, suggesting widespread impacts from something that relates to aspects of life like horses, rings, and trophies. Through its defiant and confrontational tone set by the lack of capitalization and repetition, the poem refuses to remain silent about the unspecified threat.
10.you cannot do_this
Gwendolyn MacEwen was a Canadian poet known for her experimental style who published numerous poetry collections and other works over her career. She struggled with alcoholism and died prematurely at age 46, though she remained dedicated to her writing throughout difficulties in her personal life. The document provides biographical details about MacEwen's life and career as well as analyzing themes and techniques in her poetry.
Ewrt 1 c class 3 online
This document provides an agenda for an EWRT 1C class on figurative language and a critical analysis of the poem "My Papa's Waltz." It defines common forms of figurative language like metaphor, simile and personification. It instructs students to read the poem and essay, analyzing the use of imagery, symbols and other techniques. Students are then asked to post their own new critical insights on the poem and discuss whether they agree with the analysis in the essay.
Write Like This - Analysis Presentation
This document provides several techniques and examples for moving students from summarizing information to analyzing and interpreting it. It suggests having students interpret nursery rhymes, analyze charts and images, interpret paintings and poems through multiple readings, compare and contrast examples, and write analytical pieces assigning blame or interpreting connections. The goal is to teach students to closely examine topics rather than just restating information at a surface level. Examples include having students interpret the meanings of nursery rhymes and a historical painting, as well as comparing two similar situations handled differently.
21st Century Literature_Unit 1_Lesson 1_Literary Reading Through a Biographic...
This document provides a lesson on analyzing literary texts through understanding the biographical context of the author. It introduces strategies for reading works based on the author's life experiences, beliefs and circumstances. Examples are given of analyzing poems by Paul Laurence Dunbar and Alice Moore Dunbar-Nelson. Students are assigned to read and analyze Edgar Allan Poe's short story "The Tell-Tale Heart", researching his background to understand how it influenced his writing.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
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3.13 mourning and night
- 1. Mourning and Night Activity 3.13
- 2. Learning Targets • Analyze the diction and imagery of a poem to identify tone and theme. • Make connections between the purpose and techniques of different genres.
- 3. Before Reading Work with a partner to review the concepts of connotation and imagery, as well as the definitions of tone and theme. Tone: a writer’s or speaker’s attitude toward a subject Theme: the central idea, message, or purpose of a literary work.
- 4. During Reading As you read the poem on the next page, do the following: • Mark the text by highlighting words that create visual images. • Underline words that relate to death and dying. • Draw a box around unfamiliar words or images.
- 5. After Reading In Tangerine, on “December 1” Mr. Donnelly read some lines from a poem called ‘To an Athlete Dying Young.’ Read the poem again carefully. • What lines do you think Donnelly read? • Which lines would be most appropriate to memorialize Mike’s death?
- 6. Check Your Understanding On “December 1” the memorial for Mike Costello includes an allusion to “To an Athlete Dying Young” and the dedication of a laurel oak tree. Why are both appropriate tributes to Mike?
- 7. To An Athlete Dying Young
- 8. To An Athlete Dying Young
- 9. To An Athlete Dying Young Now, on Skyward, open up the comprehension quiz for the lesson and respond to the four short response questions. If you don’t finish in class, it will be homework for you to complete over the MLK weekend.