SDB

Generic notes to be used in conjunction with reading any novel. Students look at: unknown vocabulary (and defining based on context), setting, characterization, plot elements, figurative language, and predicting. Notes can be adjusted to meet the needs of your students (sections can be added, deleted, or copied and pasted to create pages for more chapters). **NOTE: This packet does NOT look at individual chapters with a multitude of comprehension questions. Each worksheet is a template that st

These discussion questions revolve around Poe's use of symbolism in "Masque of the Red Death." The questions move through the various levels of Bloom's Taxonomy, and require students to discuss the questions with their groups or shoulder partners before formulating their own answers.

This is a silent reading log created for use in a secondary language arts classroom. My students currently complete silent reading each night they have class with me (3 times a week, as we are on block schedules). It can be modified to fit the needs of your particular class.

Students search for clues showing examples of poetic elements and figurative language, then deduce definitions (for most) on their own. 12 clues total, including simile, metaphor, irony, types of poetry, and onomatopoeia. This took approximately 45 minutes for my small tenth grade class to do (25 students), broken up into groups. They loved it! Afterwards, present students with actual definitions or have them look them up. Great creative preview of the unit of study. Comes with all clues (and wh

I created this assignment to review two major literary elements with my students in the context of "Contents of the Dead Man's Pocket," namely suspense and internal/external conflict. Additionally, students must verbalize their understanding of these elements through writing in short answer questions.

This review assignment asks students to identify key passages that serve as examples of the literary devices used by Sophocles in "Antigone," such as verbal irony, foreshadowing, and catharsis. On the back side are ten boxes in which students draw a detailed comic strip of the play.

Several worksheets/activities that focus on simile, metaphor, personification, imagery, and hyperbole, primarily in modern music (one page uses a classic poem to teach imagery). Each page defines the terminology, provides examples, and has students demonstrate their understanding of the concept through independent practice. The last page is a classroom tested activity that asks students to discover new examples of these elements through their own music.

Students practice integrating appropriate quotes into skeleton sentences using quotes from Eliezer Weisel's Night. This can be used as a practice activity or an assessment of student understanding of properly integrating quotes.

This handout asks students to look for examples of a specified literary element or rhetorical device, provide the example, and respond to the example they chose. Product can be edited for use with any text, though I originally used it with Contents of the Dead Man's Pocket. This work by Sarah D. Peterson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.

This activity uses "The Raven" and "Casey at the Bat" to teach students the patterns that exist in narrative poetry. It is helpful to play a recording of James Earl Jones reading both poems for students (these can be found on YouTube) as students read along. Students complete the chart at the end of the packet, then write their own narrative poem to demonstrate their understanding.

Use this activity to assess your students' understanding of the concept of suspense after reading "Contents of the Dead Man's Pocket" or another suspenseful story.

I created this packet for my 10th grade Language Arts classes. This is the first of the packets I've created. More will follow. This packet focuses on the first act of JC by William Shakespeare. The objectives include describing the main events of the play in this act, applying knowledge of historical context inspiring Shakespeare's telling of the murder of Caesar, analyzing interactions between the characters, and determining Shakespeare's use of rhetorical devices such as irony, allusion, and

Students apply their knowledge of capitalism to describe how they would run their own skateboard shop. I did this activity with my 7thy grade world history students and they ate it up! Even my TA for the class wanted to do the assignment! Your kids will love it too.

This quick reference page summarizes seven different types of pronouns: personal, possessive, demonstrative, interrogative, reflexive, intensive, and relative. A quick definition is provided for each, along with examples of words for each pronoun category. Examples of sentences using these pronouns are also a part of this very useful page.

I use these worksheets to ensure my students are doing meaningful work after they have finished their class assignment. It's a great way to show students how Greek/Latin roots fit into their everyday vocabulary. They will start to notice words in their other classes that use these roots, and when they do--they'll let you know!

This activity requires 9-10 groups of 3-4 students. Students are given one rule for colon use and make a poster of the rule using butcher paper and markers. On the poster, students write the rule in large letters, come up with two examples, and two non-examples. Once all posters are completed, the teacher posts the posters around the room, and students walk around the room in a timed fashion (3-4 minutes for each poster) taking notes on each one. This is also known as a Gallery Walk. Once studen

After studying what qualities make up an epic hero, including reading the stories of Sundiata, King Arthur, Ramayana, and Don Quixote, students fill in a brochure with information on what makes each character an epic hero.

This reading guide will help your Sheltered/ELD language arts class understand and comprehend symbolism in "The Masque of the Red Death."

Students will separate an article given to them by their teacher into chunks of paragraphs based on their topic or purpose, write a summary of 20 words or less for each chunk, and then come up with a main idea of 5 words or less for each chunk. Students will then example the tone words used in the article, think of synonyms for each word, and evaluate how using the synonym in the article would change the tone. Finally, students will state the central idea of the text and write an objective summa

Students look at a collection of sources decided upon by their teacher. They write the title, author, evidence for/evidence against an idea, and notes about the credibility of the author. Students then answer questions regarding textual evidence, evaluate arguments, identify fallacious reasoning, and analyze credibility.