MsChoi

Visual anchor charts (PDF + PPT formats) that explain verb, subject, and object complements. Each chart also includes examples with parts of the sentences labeled. Please note that modifiers are not labeled.

This activity prompts students to think about the symbolic significance of setting in The Great Gatsby, particularly how setting symbolizes characters. The first three maps can be labeled after students read Chapter 1. Students can go back and label Valley of Ashes, and correct the location of Buchanans' mansion once they read Chapters 2 and 5.

To elevate student vocabulary in preparation for The Crucible, students looked up the definition for the words listed below, then matched the character trait to the scenarios on the handout. The vocabulary words could be used more than once, and more than one vocabulary word could be used per scenario. List of vocabulary words students defined before activity: argumentativebellicosecalculatingcunningdeceptivedefianterrantflippantforthrighthostileintrepidintolerantknightlyopinionatedorneryrepen

Notes and examples that show students step-by-step How to take a topic and develop it into a thematic thesis statement for literary analysis essaysHow to create argumentative topic sentences based off of the thesis

Included in this product are: 4 quizzes on The Libation Bearers/Women at the Graveside1 quiz on The Eumenides/Orestes at Athens and historical information about Cleisthenes' reforms1 quest (15 questions; 30 points) on Orestes at Athens1 essay assignment sheet on The Oresteia

This close-reading activity was created for students in Honors English 12. It is a reading comprehension exercise for The Eumenides/ Orestes at Athens, which is the final play in The Oresteia. My students used the Oliver Taplin translation published by Norton. The students were split into groups of 5 and answered the question(s) for their assigned passage with their expert groups. They then assembled into their home groups to discuss each passage and share their answers. The highlights are fro

This close-reading activity was created for students in Honors English 12. It is a reading comprehension exercise for Agamemnon, which is the first play in The Oresteia. Also included are notes on the structure of an ancient Greek tragedy.

After learning about various Greek myths, students were asked to identify which stories covered the given topics listed on this organizer. By recognizing which topics recurred in which Greek myths, students were able to identify themes that unified multiple myths.

This is the key for the House of Atreus Family Tree. The blank student version can be found here. I used this with my Honors 12 students. I had my students complete research projects on Greek mythology, so a group of students guided their fellow classmates through this family tree. Correction: The box for Aegisthus should say, "either son of incestuous relationship between daughter and father," not "daughter and son." I will upload a new key with this correction made by 9/19/2019. The student

This detailed family tree is an effective way to introduce students to the complex history of familial violence in the House of Atreus. I used this with my Honors 12 students. I had my students complete research projects on Greek mythology, so a group of students guided their fellow classmates through this family tree. The key to this family tree can be found here.

This packet contains the text of three poems: "The Weary Blues" and "Mother to Son" by Langston Hughes, and "If We Must Die" by Claude McKay. Before reading these poems, students already had lessons on assonance, consonance, and alliteration. While reviewing the answers to the questions, students received lessons on free verse and Shakespearean sonnet structure. Students were assigned to complete the entire poetry packet during one class period (40 minutes) and for homework that night. We then

"The Lost Beautifulness," by Anzia Yezierska, was read by high school sophomores during their school's Poverty Education Week. The story challenges widely-held perceptions of those living in poverty, and asserts the importance of upholding the dignity of the impoverished. The page numbers are based on the PDF version of the story provided by the National Humanities Center. The questions are scaffolded, moving from comprehension to analysis. All questions help students focus on the elements of t