In this math lesson, learners listen to a poem about money from Shel Silverstein's "Where the Sidewalk Ends" and examine a quarter. Learners find sets of coins equivalent to a quarter using pennies, nickels and dimes. Learners also estimate and count coin collections and count by fives and tens using actual and online calculators and pose and answer coin puzzles.

This unit introduces students to the three types of irony and then builds on that knowledge over the course of multiple sessions. Students watch YouTube videos to categorize information on a graphic organizer, apply the knowledge from those videos to outside examples of irony, read short stories which employ the three types of irony, and ultimately demonstrate their ability to apply irony to our modern world. Over the course of these five days, through the use of effective formative assessments, students are able to move from identification to manipulation of a skill through the scaffolding provided from the teacher and other resources.

A mini-poetry project allows students to practice public speaking, listening, and critical analysis skills. Students practice formative assessment throughout the unit by participating in peer assessments. Students use accountable talk to provide classmates with constructive feedback based on anecdotal notes taken during the podcast.  Students also participate in self-assessment and think about what skills they need to practice to meet proficiency.

British literature and culture during Queen Victoria's long reign, 1837-1901. Authors studied may include Charles Dickens, the Brontes, Lewis Carroll, George Eliot, Robert Browning, Oscar Wilde, Arthur Conan Doyle, Rudyard Kipling, and Alfred Lord Tennyson. Discussion of many of the era's major developments such as urbanization, steam power, class conflict, Darwin, religious crisis, imperial expansion, information explosion, and bureaucratization. Fiction, nonfiction, and poetry; syllabi vary.

This fable is about a boys search for knowledge. To achieve his goal, the boy barters with characters ranging from a carpet maker to a merchant. At the end of the fable, the Grand Master offers two moral lessons and helps the young man realize that he already has knowledge.

Students analyze how poetry differs from prose in structure, form, purpose, and language. This lesson begins with a quick-write and a general discussion of the essential question What is poetry? Students are then reminded that different texts require different responses from readers, and to illustrate the differences they explore a poem and a prose selection on the same topic. Students discuss the two texts in cooperative groups, using a list of guiding questions. Each group then develops a list of descriptive statements about poetry, and the groups share their statements during a whole-class discussion that reconsiders the original question.

Professor Kate Rushin describes the Harlem Renaissance as a large social and cultural movement fueled by many factors in this video from A Walk Through Harlem.

"This semester, we will read writing about travel and place from Columbus's Diario through the present. Travel writing has some special features that will shape both the content and the work for this subject: reflecting the point of view, narrative choices, and style of individuals, it also responds to the pressures of a real world only marginally under their control. Whether the traveler is a curious tourist, the leader of a national expedition, or a starving, half-naked survivor, the encounter with place shapes what travel writing can be. Accordingly, we will pay attention not only to narrative texts but to maps, objects, archives, and facts of various kinds. Our materials are organized around three regions: North America, Africa and the Atlantic world, the Arctic and Antarctic. The historical scope of these readings will allow us to know something not only about the experiences and writing strategies of individual travelers, but about the progressive integration of these regions into global economic, political, and knowledge systems. Whether we are looking at the production of an Inuit film for global audiences, or the mapping of a route across the North American continent by water, these materials do more than simply record or narrate experiences and territories: they also participate in shaping the world and what it means to us. Authors will include Olaudah Equiano, Caryl Philips, Claude L?vi-Strauss, Joseph Conrad, Jamaica Kincaid, William Least Heat Moon, Louise Erdrich, ?lvar N

This activity is a creative writing assignment in which first graders create poetry from scientific information about dragonflies.

This lesson allows students to write a collaborative sonnet, either as a class or in small groups. Composing a sonnet as a class or group can be an effective way of reinforcing understanding of the sonnet's pattern and could be used to pave to the way for writing individual sonnets. Students start with the rhyme scheme and work backwards to fill in the iambic pentameter of the lines. This could easily be used with many sonnet or poetic forms.

This course is an examination of the formal structural and textual variety in poetry. Students engage in extensive practice in the making of poems and the analysis of both students' manuscripts and 20th-century poetry. The course attempts to make relevant the traditional elements of poetry and their contemporary alternatives. There are weekly writing assignments, including some exercises in prosody.

Writing the Nation: A Concise Guide to American Literature 1865 to Present is a text that surveys key literary movements and the American authors associated with the movement. Topics include late romanticism, realism, naturalism, modernism, and modern literature.

Explore themes of identity, race, and gender as contemporary poet Lucille Clifton reads her poem, "Won't you celebrate with me" in this video segment from Poetry Everywhere.