Christopher Duryea

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United States - Massachusetts - Medway
Christopher Duryea
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The limits of my language means the limits of my world. -- Wittgenstein
 
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Graphic organizer for students to identify examples of the different types of irony in Vonnegut's classic story. Also prompts students to draft an analysis paragraph using our school's "I3" method of quote incorporation.
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4.0
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This little worksheet can be used to compare any book to its film adaptation. More than simply asking for a compare/contrast, this worksheet asks students to watch carefully, to reflect thoughtfully on how the film adapts the original material, to
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4.0
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This post-reading activity for teaching Poe's "The Fall of the House of Usher" asks students to work in groups to create a visual representation of the shocking ending of this classic tale of the macabre! It is followed by a closure prompt asking
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4.0
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This form allows students to keep track of what they learn--and suspect--about each of the "guests" in Agatha Christie's classic mystery. I use a Google Docs of this worksheet and ask my students to complete their forms on line, but this can
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4.0
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This PowerPoint slideshow defines subtext as it relates to drama, then looks at the opening of Act Two of The Crucible and examines the emotional subtext beneath the apparent small talk between John and Elizabeth Proctor. It is followed by a prompt
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3.8
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I use this as part of a Dystopian SF unit, in which my students choose from several books in the genre. This cooperative activity asks students to work in same-book groups to teach aspects of their book to the rest of the class. The questions
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A quick post-reading activity that asks students to trace the escalating foreshadowings in Steinbeck's iconic novella, using a stair-step graphic organizer. Followed by a short writing prompt asking students to support an opinion on the
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1 rating
3.8
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This activity divides the class into five groups, each one analyzing a brief passage from Act Two of Miller's play. Each group paraphrases the passage, analyzes what it reveals about the characters, and connects it to Miller's definition of tragedy
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This activity divides the class into four groups to paraphrase, analyze, and make connections, using passages from the final chapters of Fitzgerald's novel. They create a brief talk and the class takes notes as groups present. Can be easily
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A quick post-reading activity for OMAM that asks students to reconcile the first and last chapters of Steinbeck's iconic novella. Includes a group activity, followed by an individual short writing prompt.
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I use this as an introduction to the major tenets of Transcendentalism, its historical and cultural context, and a brief overview of Emerson and Thoreau.
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This activity asks students to rank the characters in Steinbeck's novel according to their place on the ranch's social structure. They then write an analysis paragraph.
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This PowerPoint details a four-step process for drafting introductory paragraphs for expository writing. The model assumes an English class setting, but can easily be applied to other subjects. During the presentation I have students draft practice
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Yeah, I know. We all like to say that we never accept late work from students. But the truth is that reality frequently gets in the way of even our loftiest ideals. That said, I believe it is important to hold students accountable when they turn in
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4.0
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Three assessment components for Romeo and Juliet: 15 character matching questions, 5 quote analysis, and 3 short answer or essay prompts. These could easily be used together as a test, separately as quiz items, or merged with other material.
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TEACHING EXPERIENCE

I have been a high school English teacher since 2001. I taught for 7 years for an urban district north of Boston and have been teaching in Boston's western suburbs since 2008. I also taught American Lit and Freshman Comp at the state college level from 2006-2008.

MY TEACHING STYLE

Yet to be added

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

BA from Tufts, 2000; MaT from Tufts, 2001

ADDITIONAL BIOGRAPHICAL INFORMATION

I'm a second-career teacher. I worked for a decade in healthcare finance and finally decided I would rather be part of the solution instead of part of the problem; so I went back school to complete my own education. I haven't looked back!

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