Holmes ELA Resources

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Holmes ELA Resources
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This handout, interactive practice, and test are intended to introduce students to the basic terms that they will need in order to analyze poetry at the AP level. When students have successfully completed these materials, they will know the
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This activity consists of: -a handout that gives a detailed explanation of how syntax choices affect an audience’s understanding -a follow-up assignment -the passages needed for the follow-up assignment. Students should have at least a beginning
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This handout explains a variety of strategies for approaching the analysis of diction. Following the explanation, there are discussion prompts that can be used with the whole class or by small groups and then a short assignment that can be completed
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This presentation/activity is intended to create fluency in decoding poetry--to increase the speed with which students form an initial impression of a poem and with which they move from that initial impression to a working theory of meaning. Before
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This practice is intended to give students more experience in comparing and contrasting the works of a single author. It consists of several Shelley poems and three follow-up questions that can be used either for discussion or as a writing
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“Free Modifiers” is a 3-page worksheet that gives students definitions and examples of several common types of free modifiers. After each definition and example, students are asked to write their own examples. At the end of the worksheet is a
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“Studying: What Works” is a 3-page handout that gives students critical information about what kinds of studying really work. Students are exposed to a lot of myths and bad information when it comes to their study habits--give your students a better
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“Intro to Close Reading” consists of a handout explaining the close reading process and three follow-up exercises offering students practice in applying the concepts in the handout. The follow-up exercises also ask students to evaluate their own
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This presentation explains the mnemonic device DIDLS, for use in high-school-level close reading. After viewing and discussing the presentation, students will be able to define diction, imagery, detail, language, and structure and will be ready to
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This handout explains a variety of strategies for approaching the analysis of detail. Following the explanation, there are discussion prompts that can be used with the whole class or by small groups and then a short assignment that can be completed
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This handout explains a variety of strategies for approaching the analysis of imagery. Following the explanation, there are discussion prompts that can be used with the whole class or by small groups and then a short assignment that can be completed
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This handout explains a variety of strategies for approaching the analysis of more-than-literal language (figurative language, symbolism, allegory, and allusion). Following the explanation, there are discussion prompts that can be used with the
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This handout explains a variety of strategies for approaching the analysis of structure. Following the explanation, there are discussion prompts that can be used with the whole class or by small groups and then an assignment that can be completed by
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This series of exercises is intended to deepen students’ understanding of mood and atmosphere--how it is created in writing through the use of rhetorical strategies, how subtle changes alter our understanding of mood and atmosphere, and what the
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The Close Reading Bundle contains everything you need to introduce your students to the concept of close reading, deepen their understanding of core concepts, and measure their progress. Strong close reading skills are essential for understanding,
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The Basic Literary Terms Bundle contains everything you need to introduce your high-school students to 50 essential literary terms: a terms list with definitions, an exercise designed to tie definitions to real-world examples, an interactive
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This brief presentation offers your students a clear set of strategies for approaching poetry as a genre and for reading it more successfully.
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Give your students some practice decoding poetry! This lesson asks students to read a Dylan Thomas poem and a T.S. Eliot poem with a partner and then do an individual writing assignment analyzing these poems. Teacher notes on the two poems are
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This writing practice exercise gives students more experience in comparing and contrasting two poems on a common theme. A poem of Whitman's and a poem by Langston Hughes are included for analysis; teacher notes on the two poems are also included.
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TEACHING EXPERIENCE

I have taught English for 23 years--all levels, all high-school grades. I have also tutored extensively, which has helped me gain insight into the stumbling blocks that different types of learners face. Mentoring student teachers, consulting with Michigan State University, and lecturing to university education classes has helped me understand how to present my work so that other teachers can use it successfully.

MY TEACHING STYLE

I suppose the two main aspects of my style are contradictory, on the surface: I believe in high standards for every individual student and in a little cooperative chaos at the same time. I think, though, that we can maintain focus on students as individuals and still take advantage of the creative and intellectual power of the group. In order to reach every student and ensure long-term learning, I work to incorporate the latest neuroscientific findings on learning and the brain into my teaching. An early adopter of tech in the classroom, I've been published on the subject of digital literacy and have trained other teachers and spoken at conferences on the use of tech in teaching. I'm a big believer in the student-centered classroom, and have been asked to guest-lecture on the subject in university classrooms.

HONORS/AWARDS/SHINING TEACHER MOMENT

I have been repeatedly recognized by my district for my work with Special Education students and have been recognized by my district's parent group for my concern for individual students.

MY OWN EDUCATIONAL HISTORY

I have a B.A. in English and anthropology, with minors in linguistics, psychology, and philosophy. I have done graduate-level coursework in education and in Native American education in particular, and have an M.A. in the humanities.

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