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"The time has come, the Walrus said, to speak of many things..."
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During the Holocaust unit with the Butterfly Project I discussed yesterday, I also do the following: show Schindler’s List after school, have the students compose a diction analysis with The Chosen , show (in a period) the Oprah episode with Eli Read More...
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I may be unable to blog for a couple days, so here is a list of some of my more popular posts from my brief blogging history. I hope these links spark some conversation and, more importantly, some thought on a range of education topics. 1. Teaching Connotation Read More...
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This week my students are working on the diction analysis, which is an assignment requiring the students do the following: choose a section of text containing about 150 words, identify at least 6 literary devices, persuasive techniques, or logical fallacies, Read More...
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A simple method I use when teaching novels requires only an index card. I write a list of 8-12 themes on the board and have the students copy down the list with one theme per line on the index card. Then I have the students watch for examples of the listed Read More...
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I had a great start to my week! I absolutely enjoy my classes, and my new collegaues seem to be adjusting and fitting in well. Here’s how my week went with some key lessons. College in the H.S. (American Lit.) I started the kids with a dozen literary Read More...
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Two of my favorite teachers, both journalism instructors, are admittedly not the typical readers. One reads only non-fiction books, newspaper and magazine articles, and online list serves while the other contends he’s “not the typical English Read More...
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Two novels I taught this year were To Kill A Mockingbird and A Gathering of Old Men. Prior to and during reading these novels, I had the kids look at some songs, poems, and historical context. Here are a few of my favorite things concerning the race relations Read More...
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I purchased some movie units from Michael Vetrie, an alternative high school teacher in Sun Valley, CA, and I’m going to try one tomorrow. I will show The Matrix in half-hour segments, so the students can do the following: compose a double-entry Read More...
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When teaching denotation and connotation I use numerous poems in addition to the literature we are reading (The Crucible’s use of “cold” is an excellent example if you are reading it, which we just were). Here are three I use with my Read More...
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To follow my previous post, here is another exercise I use with my students regarding adjectives.
First, I put a list of words on the board all synonymous with “angry:” mad, upset, incensed, perturbed, enraged, disgusted, indignant, annoyed, Read More...
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One of the first sets of literary devices I teach at any level is connotation and denotation. These are two of the most basic diction analysis techniques for students to learn since they are wide-reaching and allow students to discover tone, mood, inferences, Read More...
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Recently I decided to include more music into my lessons. I started this with my American Literature courses (the College in the High School and mainstream classes), and my students have reacted quote favorably.
Initially, I used The Who’s “Baba Read More...
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I took a few pictures of projects for the end of The Great Gatsby unit. Each pair of students had to create an artistic rendition based on a quotation (Eckleburg’s eyes were popular) with an explanation, a sonnet connecting three characters, three Read More...
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A while ago I mentioned that I had my students research topics for the era in which our novels take place. We then used their findings to create visually pleasing bulletin boards. The requirements were: to include at least one image for each researched Read More...
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While reading The Grapes of Wrath with my class this month, I introduced the idea of pragmatism to the students. I used the two primary facets of this philosophy to help analyze the novel. These two characteristics of pragmatism are: 1) truth is mutable, Read More...
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