In this lesson, students are taught to use the Haiku format as a way to solidify the theme of their paper. First students learn about the traditional Haiku structure, and then use the structure to reflect on the cohesiveness of the main ideas in a paper they have written.
In this first unit, students will begin by studying the vastly growing genre of dystopian literature. By working with the selected texts for this unit, students will build knowledge, analyze complex ideas, delineate arguments and develop writing skills, collaborate with other students and gain communication skills. Students will work in literature circle groups to help them support each other and gain understanding of a text. The unit will conclude with each literature circle group creating a dystopian movie trailer for their assigned text. The movie trailer will be designed to persuade its viewing audience to read the book.
This webfolio is a follow-up assignment to an Honors English unit on Things Fall Apart by Chinua Achiebe. In this webfolio, students will take on the role of social scientists interested in learning more about the life of Africans in different parts of the continent. They will each have different aspects of African culture and life to research.The webfolio format emphasizes the power of teamwork and the Internet to learn all about an area of Africa. Each team will learn about one region of the continent, and then they will come together to get a better understanding of Africa as a whole by participating in and observing classroom presentations. The culminating project combines individual research and informational genre format into a first-person travel diary, imagining an actual trip through each region of Africa.
You will work in groups of 4-5 people; each group will be responsible for researching and presenting their information pertaining to the times of Julius Caesar to the class through a PowerPoint presentation. Make sure you go in depth and truly analyze your topicÃ¢â‚¬â€you are responsible for teaching the class your information. Do not simply read from your slidesÃ¢â‚¬â€you want to SHOW us you understand your topic through the information you present. Your PowerPoint should be an overview of your topicÃ¢â‚¬â€you should have information [notecards] with you to help you teach more information to the class. Topics and partners will be assigned to you. Each person in the group is responsible for speaking during the presentation; make sure you organize PRIOR to the presentation who will be doing what. There will be responsibilities of the group, in order to earn the group grade, and responsibilities of you as an individual, to earn an individual grade. Everyone will be quizzed on the material at the end.
"The Lady Sings the Blues" is a multi-modal murder mystery project created as a model for use with freshmen in their final writing unit for Honors English. In a multi-modal writing project, students can incorporate images, sound (music, podcasts, voice-overs), video, animation, clip art, etc. into their writing. Students will create and publish a variety of genres which will each give clues for the reader to discover "who done it."
The writer will analyze and discuss the different perspectives of Atticus Finch and the lynch mob about the trial of Tom Robinson in To Kill a Mockingbird. The writer will then create two characters with opposing viewpoints. The final product will be a Poem for Two Voices in which the student shows the opposing views of the two characters they have created.
The focus trait in this assignment is voice; the writer will use the perspective of two different characters to show their opposing viewpoints. The support trait in this assignment is word choice; the writer will need to choose words that set a tone for the perspective of each character in his or her poem.
This lesson allows students to explore the different sides associated with the issue of slavery. It can be used for either cross-content lessons between English and Social Studies, as part of an argument unit in English, or as part of a larger unit in Social Studies. The learning objectives for the lesson are that students are able to identify those who are for and against slavery, understand how people used the U.S. Constitution to support their reasons for/against slavery, and the economic argument for or against slavery.