Drew Eddins

I bought a unit plan on Cold Mountain when I first began teaching the novel (not on TpT!) and it was basically useless. After teaching the novel multiple times, I put all the activities I have used into one document and attempted to put out what I would have liked to found when I first started teaching this book: This unit contains two parts: the first is a 67 page Word document. It contains reading check questions, various activities, a unit study guide, & three versions of a test. The ac

This Power Point presentation is an introduction to Their Eyes Were Watching God and Zora Neale Hurston. It gives a brief background of Hurston & focuses on what influenced her as a writer. It also previews the novel and gives students something to watch out for when they begin reading.

This document includes two versions of a cumulative test on The Things They Carried by Tim O'Brien. I used one of these tests for my College Prep juniors and one for my Honors juniors. There is some overlap of questions on the tests. Both versions contain multiple choice questions (with answer key) and short answer questions. Also included in this document is a study guide built specifically for these tests.

I used this Powerpoint to lead a discussion about Nathaniel Hawthorne's "The Minister's Black Veil" with my English III CP class, but it could easily be used with other levels. This discussion, of course, followed our reading of the story and I tried to keep the kids focused on higher-level thinking skills, including the multiple ways the veil functions symbolically in the story.

This test consists of 10 matching questions (match the character with their dream and match the character with the quotation), 25 multiple choice questions (some plot based, others analysis based), and 8 short answer questions (it takes about 1 to 3 paragraphs to answer them completely). I used this test with CP juniors and was pleased with the accuracy with which is displayed understanding.

I used this presentation with my 9th graders before we started The Odyssey. We had already done a little mythology, so they knew of at least the major Greek gods and goddesses. This gives the basic story of The Iliad and introduces Odysseus. I needed to tell them this story, and I included lots of illustrations, painting, and pictures in the Power Point to keep their interest. The last slide contains a link to a clip of the burning of Troy from the movie of the same name.

I used this Power Point to review symbolism with my 9th graders before reading "The Scarlet Ibis," but it could be used anytime symbolism needs to be introduced or reviewed. It takes everyday symbols (things like a dozen roses, the color green, etc) and asks kids what these symbols represent. I have them write them down as we go through, and then we ddiscuss the potential meanings of these different symbols. This helps them better understand what symbolism is in the story when we get there.

I use this assignment as my 11th grade research paper, and I like it for a few reasons. First, it requires students to analyze poetry and then use literary criticism to strengthen their own original analysis (this is where the research comes in). Secondly, there isn't a paper like this (that I've found, and I've looked) online and available for copying. This paper can be customized to the work of any poet. Students complete the assignment by doing the following: 1 - TPCASTT analysis of t

I used this activity with a 9th grade inclusion class after reading "The Scarlet Ibis." It could be adapted for other classes or even other stories. To complete this successfully, students are asked to interact with the text and pick out imagery, symbolism, metaphors, and similes. I used this early on in the class to cement these concepts. It's a good formative assessment if you are trying to get a gauge of whether students can apply these concepts to literature.

This assessment consists of 10 multiple choice questions that focus on understanding and analyzing the poem. It also covers some literary terms (conceit, hyperbole, poetic shifts). It also includes an answer key and a copy of the poem. I used this assessment during a unit on British Renaissance poetry with CP seniors. They found it challenging, but not too difficult. It might also work as a general assessment of how well students can comprehend poetry.

I used "Hill's Like White Elephants" and these Google Slides over 2 - 3 class periods to introduce setting and symbolism as a part of Unit 1 of the AP Literature CED. This includes questions and discussion on setting (these could be discussed or written out by students), a group activity for students to complete on symbolism (they can add to the slides that are already made for them), and two writing assignments (one on setting, one on symbolism). The writing assignments focus on thesis state

I use this assignment to introduce a unit on the Holocaust (usually before teaching Night and/or The Book Thief) in an English 2 classroom. You could also use this assignment in a history class. In this assignment, students are given an aspect of WWII or the Holocaust to research and then teach to the class. This assignment requires presentations to have creative elements as well as audience participation. Included in this document are two versions of the assignment (one for an Honors class,

I use this with my juniors while we are studying Puritan literature and rhetoric. (I use it right after we study the logos, pathos, and ethos in "Sinners in the Hands of an Angry God.") I like this assignment because it asks student to do two things--they have to research Puritan crimes and punishments and correctly cite their sources, and they also are asked to persuade their audience to forgive them for their "crime." It also gives them an opportunity to be creative. This assignment also i

I used this Power point as a part of an introduction to The Hunger Games and dystopian literature.

This Power Point covers the first 9 chapters of Their Eyes Were Watching God. I have used it with Honors and CP juniors. It contains lots of discussion questions and quotations from the novel. Students are asked to analyze and use critical thinking skills.

This unit contains chapter quizzes, active reading on various chapters, analysis questions on the novel, analysis questions and a writing assignment comparing the novel to the poem "Kabul", a study guide and test, a unit test, and a few other things. These activities could easily get you through the entire novel. I have taught this novel with regular and Honors students. The activities are a mixture of materials I've used for both levels. All are easily adaptable to the level of your student

This powerpoint is an outline for class dicussion and notes that I used over several class periods. The first section contains literary terms (kennings, etc) associated with Beowulf and discussion/analysis questions. The second part is an outline of the steps of the hero's journey (based on the scholarship of Joseph Campbell). After using this powerpoint, my class traced the steps of the archetypal hero's journey in Beowulf. The preview contains slides that give an overview of what's inclu

This document is a Power Point that I have used with my AP English Language class. I have my students read "The Ones Who Walk Away from Omelas" on the previous night, and this PP is a discussion of this story. In this activity, students are asked to think rhetorically about the story. It also gives them practice with develop arguments for each of the 3 AP essays (I don't usually have my students actually write any essays--they just plan them--but you could certainly turn this into an essay pr

This project asks students to choose a poem and analyze it using AP Lit CED skills. The students then create a presentation for their classmates. It includes guidelines and a (non-comprehensive) list of poets for students to choose from. I had students do this individually, but depending on class size & preference, you could also have them complete this assignment with partners or small groups.

I use this lesson with AP English Language when we discuss types of arguments (specifically--arguments of fact, value, and policy). It includes definitions and examples, a section where students "test themselves," and a culminating activity where students create a proposal using all three types of arguments. This usually takes about 1 class period (on block schedule) to complete.