Reading circle
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This document outlines roles for group members to take on when discussing a story. It describes six roles: Discussion Leader, Summarizer, Connector, Word Master, Passage Person, and Culture Collector. Each role has specific tasks like asking questions, finding keywords, sharing passages, or noting cultural similarities and differences. The roles aim to divide discussion tasks and ensure all group members actively participate in analyzing different elements of the story.
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The document provides instructions for analyzing an unseen poem as part of an exam. It will require responding critically and imaginatively to language, structure, and form and how they contribute to the writer's presentation of ideas, themes, and settings. The exam will include an unseen poem written by one of various listed poets. Students should form their own interpretations based on careful reading, identify language and structural features, and comment on word choices and their connotations. They are advised to link their analysis to the broader significance of the poem. Two sample questions are provided analyzing poems by Sophie Hannah and Owen Sheers focusing on presented feelings and creative links between elements.
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The document discusses the aesthetic approach to teaching literature in English. It focuses on analyzing the key literary elements in a text, including the plot, setting, characterization, and use of literary devices. Questions are provided to guide students in examining how each element contributes to the overall meaning and themes of the work. Specifically, students are led to consider how the sequence of events, time and place settings, character traits and relationships, and figurative language all highlight the central issues addressed in the text.
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Teaching Literature Guidebook
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
The Official Tkam Unit Plan Lessons
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This document provides instructions for a General Certificate of Secondary Education English Literature exam. The exam is 1 hour and 15 minutes long and consists of two sections. Section A involves answering one question that compares two poems from the anthology "Moon on the Tides." Section B involves answering one question about an unseen poem provided. Students are advised to spend 45 minutes on Section A and 30 minutes on Section B. The exam covers various poetry topics and requires analyzing poetic techniques, themes, and comparing representation across multiple poems.
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This document outlines a unit plan focusing on adjectives and poetry. The unit goals are for students to identify adjectives in different poetry forms and explain how they contribute to meaning and style. Students will write original poems using descriptive language and present their favorite to the class. Learning objectives include exposing students to poetry styles, recognizing rhyme/meter, descriptive language, and developing creativity. Assessments involve analyzing poems' forms and language choices, presenting their own poems and justifying adjectives. Planned activities have students reading poems aloud and discussing features, and writing poems using only adjectives starting with a chosen letter. The topic was chosen to recognize description's role in meaning and allow creative and sensory writing.
A Different History
Sujata Bhatt is a poet born in India who has lived in several countries and cultures. In her poem "A Different History," she compares Indian and Greek gods and the reverence for books and language in India. The poem shifts to explore how all languages have been tools of oppression but how grandchildren can come to love the languages of colonizers. Bhatt uses metaphors of cropping souls to convey the impacts of colonialism and deftly comments on cultural and linguistic identity.
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For weeks 1-2, the focus is on introducing oneself, talking about friends and family, asking and answering questions, and reading a poem. Grammar covers question words, tenses, pronouns and adjectives.
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This document provides guidance on using various instructional materials and methods for individualized English language instruction, including proverbs, humor, songs, poetry, correspondence, group projects, games, and field trips. It discusses how to present and utilize each material or activity to maximize language learning opportunities and conversation practice for students. Specific recommendations are provided for introducing, explaining, discussing, and following up on each item to fully engage students and improve their English comprehension and communication abilities.
Listening for the Main Point
This document provides tips for identifying the main point when listening to spoken English. It advises listening for word chains that indicate the overall topic and then determining what the speaker is saying about that topic. Additionally, it notes that the main point may be repeated loudly or slowly and to pay attention to introductions, conclusions, and recaps which can highlight the main point. When listening to a conversation between multiple speakers, each speaker may have a different main point even if discussing the same overall topic.
Week of april_12th
This document provides an overview of an English 10 Honors class taught by Mrs. Navejar. It introduces the teacher and her background and family. It outlines the syllabus, class rules, course overview, and reading strategies that will be covered. It also describes group activities where students will summarize and analyze chapters of The Adventures of Huckleberry Finn.
Lesson plan
This lesson plan is for an intermediate to advanced English class lasting 90 minutes. Students will listen to a fairy tale told by the teacher about a princess with a secret who lives alone on a mountain. They will make predictions, take notes, and work in groups to reconstruct the story in writing. Finally, the secret will be revealed by playing a song, and students will discuss how the secret relates to the story and their own experiences. The lesson aims to develop students' listening, writing, speaking, and vocabulary skills through a collaborative storytelling activity.
Amsterdam main confready
This document discusses strategies for motivating high school students to read literature in a foreign language. It outlines that student motivation typically drops when first reading literary texts due to lack of comprehension and interest. The document proposes activities to be done before the initial reading like having students draw descriptions from the text or act out dialogues. This is meant to build familiarity and engagement with the content before reading. It also suggests modifying seating arrangements and using techniques like coloring text or reading in roles to keep lessons interactive. The goal is to develop students' love of literature by helping them make personal connections and approaching readings in non-traditional ways.
Types of reading Методика.pptx
This document outlines a reading lesson plan with activities for pre-reading, while-reading, and post-reading stages. The pre-reading stage activates background knowledge and motivates students using pictures, predictions, discussions and games. The while-reading stage promotes engagement with questions and outlines. The post-reading stage reviews content through discussions, writing assignments, and projects. Specific activities described include predicting questions from an article, creating stories from character descriptions, skimming texts, dictating summaries, drawing pictures to retell parts of a story, and finding/discussing specific sentences.
Prose PPT
This document provides an overview of key elements of prose, including:
1) It defines fiction and nonfiction prose and discusses close reading techniques like SOAPSTone analysis.
2) It outlines various rhetorical devices, elements of diction, syntax, plot structure, characterization, setting, style, theme, and tone used in prose.
3) It provides definitions and examples of different literary devices commonly found in prose like figurative language, imagery, and general devices.
READING AND WRITING LESSON 1.docx
This document provides lessons on various writing patterns including description, definition, classification, exemplification, and comparison/contrast. It discusses how to use descriptive details, sensory language, modifiers, and figurative language when writing descriptions. It explains different types of definitions and methods for writing expanded definitions. Classification involves dividing subjects into groups based on shared characteristics, while exemplification explains ideas through examples. Comparison notes similarities between subjects and contrast notes differences. Transitional expressions are also discussed for connecting ideas between paragraphs.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
Poetry Support Booklet (Power & Conflict)
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's grandiose claims of eternal glory have been reduced to meaningless rubble by the inevitable forces of nature and the passing of time. The poem serves as a commentary on the fleeting nature of power and
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презентация Microsoft power point
Educated, diverse Europeans researched the history of their towns, sharing knowledge while planning success in English. Over one month, students used booklets, videos, photos, presentations, posters and leaflets to motivate learning and teaching in a fun, collaborative community with support and guaranteed results. Researchers provided historic facts, social activists conducted interviews, and humanists and managers contributed to literature and tools to inspire smiles.
Lessons
The document outlines the plan for an English lesson for Class 5A on the topic of "World Around You". The objectives are to develop language skills like speaking, listening, and grammar through activities like group discussions, video watching, exercises, and a writing assignment. The lesson aims to teach students about animals, nature conservation, and being a member of the WWF organization.
Drama
This document discusses using drama and creative activities to develop language learning. It notes that a fun environment allows students to explore English through their imagination, creativity, movement, dance, and role-play. The advantages of using drama in language learning include increased confidence, motivation, trust, participation, accuracy and fluency of expression, and linguistic intelligence.
Learn in action
The document discusses how school should focus more on practical skills like critical thinking, collaboration, communication and problem solving. These skills are needed for success in life and are not always taught effectively in traditional school. It suggests using a project-based learning approach where students work on real-world projects to deepen their knowledge and build skills they will need for the future in the modern world. The 21st century skills listed are collaboration, critical thinking, problem solving, creativity, leadership, communication, technology and career skills.
урок
This document outlines the lesson plan for a 6th form class on the topic of "What a wonderful world." The 3-sentence lesson plan summary is:
The objectives are to systematize the studied material on the topic, develop the ability to use acquired vocabulary and grammar in oral and written speech, and improve reading and listening skills. The lesson will include greeting and introduction, a video and poem, group work on magical spells, listening exercises, discussion of endangered animals, and descriptions of animals as homework. Vocabulary, grammar, and descriptions of animals are practiced throughout the lesson.
леонардо
Leonardo da Vinci was an Italian polymath born in 1452 in Vinci, Italy. He worked across multiple fields including painting, sculpting, science, and engineering. Some of his most famous works include the Mona Lisa, The Last Supper, and Virgin of the Rocks. The Last Supper, located in Milan, Italy, has deteriorated significantly over time due to experimental painting techniques used by da Vinci. Leonardo da Vinci died in 1519 in France and was buried there.
Learn in action
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
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Reading circle
- 2. Reading Writing Speaking Listening
- 4. DISCUSSION LEADER - read the story twice - ask one or two questions - make sure that everyone has a chance to speak and joins in the discussion - call on each member to present their prepared role information - guide the discussion and keep it going
- 5. SUMMARIZER -read the story and make notes about the characters, events and ideas -find the key points that everyone must know to understand and remember the story -retell the story in a short summery in your own words -talk about your summery to the group, using your writing to help you
- 6. CONNECTOR - read the story twice, and look for connections between the story and the world outside - make notes about at least two possible connections to your own experiences, or to the experiences of friends and family, or to real-life events - tell the group about the connections and ask for their comments and questions - ask the group if they can think of any connections themselves
- 7. WORD MASTER - read the story and look for words or short phrases that are new or difficult to understand, or that are important in the story - choose five words that you think are important for this story - explain the meaning of these words in simple English to the group - tell the group why these words are important for understanding this story
- 8. PASSAGE PERSON - read the story and find important, interesting or difficult passages - make notes about at least three passages that are important for the plot, or that explain the characters, or that have very interesting or powerful language - read each passage to the group, or ask another group member to read it - ask the group one or two questions about the passage
- 9. CULTURE COLLECTOR - read the story, and look for both differences and similarities between your own culture and the culture found in the story - make notes about two or three passages that show these cultural points - read each passage to the group, or ask another group member to read it - ask the group some questions about these, and any other cultural points in the story