Interpret figures of speech through drawing inferences from Emily Dickinson's diction.
Literal meaning and implied meaning can create confusion in readers; Dickinson's poetic descriptions of common things illustrate this to provide understanding for students.
Students will utilize speaking, listening, reading, writing, and audio-visual medium, and then synthesize sources to demonstrate understanding of figures of speech through a homework writing assignment.
This powerpoint is an introduction to the use of figurative language. It uses definitions and visual examples to assist students with the various types of figurative language. There is a quiz at the end of the slide show to assess student learning/understanding of figurative language.
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
Students further develop close reading skills as they
examine Shakespeare’s Hamlet. The
tragedy of Hamlet develops many
central ideas, including revenge, mortality, madness, and the tension between
action and inaction. Students analyze the play through the close study of
Hamlet’s soliloquies and other key scenes to determine how Shakespeare’s
language and choices about how to structure the play impact character
development and central ideas. The showing of a filmed version of the play in
select lessons supplements students’ understanding of plot and background
points and encourages them to consider actors’ interpretations of the text.