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PPT
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\n\"Literary\n\n
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\nCurated OER\n
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\nLiterary Terms\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nSeriously, 93 slides of literary terms? Yes, and well worth the time, although perhaps not all at once. The beauty here is in the concise, easy-to-understand definitions for such well-known terms as imagery and personification, as well...\n
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Worksheet
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\n\"Sentence\n\n
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\nCurated OER\n
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\nSentence Completion 20: High-Intermediate Level\n

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\n\nFor Students\n\n11th - 12th\n
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\nHere's an exercise that will help learners develop their vocabulary. The eight sentence completion problems are followed by an answer key that explains why one answer is correct and why the other possibilities are not. Richly detailed,...\n
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Lesson Plan
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\n\"Identify\n\n
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\nCurated OER\n
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\nIdentify Text Features in Nonfiction\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nWhat does a non-fiction text look like? Examine the text features of non-fiction. Middle and high schoolers read non-fiction passages provided by their instructor and analyze the texts for word choice, details, and organization.\n
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Worksheet
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\n\"Bossy\n\n
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\nCurated OER\n
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\nBossy Words\n

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\n\nFor Students\n\n1st - 3rd\n
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\nIn this vocabulary worksheet, students examine 10 words and explore connotation as they denote the words that are bossy by coloring them.\n
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PPT
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\n\"What\n\n
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\nCurated OER\n
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\nWhat is Figurative Language?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nNeed a review of literary terms and figurative language? Although text heavy, these slides clearly define frequently used terms and provide color-coded examples.\n
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Activity
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\n\"Pearl\n\n
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\nFranklin D. Roosevelt Presidential Library & Museum\n
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\nPearl Harbor Activity #2: Why Do Words Matter?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nWords matter! That's the big idea behind an activity that asks scholars to replace words in FDR's \"Day of Infamy\" speech with synonyms. They then listen to a recording of President Roosevelt's address and compare his version to their own.\n
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\n\"Intent\n\n
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\nAnti-Defamation League\n
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\nIntent vs. Impact: Why Does it Matter?\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nContrary to the popular saying, words can hurt. Words matter! Tweens and teens can reflect on how words impact others even if the intent wasn't how the words were perceived. After examining an Instagram post where Lizzo apologized for...\n
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Lesson Plan
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\n\"ELA.CCSS.ELA-Literacy.RL.9-10.4\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.RL.9-10.4\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nThe fourth standard for reading literature in the Common Core calls for young readers to be able to determine the figurative and connotative meanings of words and phrases. Use this resource, a continuation of a series of Common Core...\n
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Lesson Plan
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\n\"Words\n\n
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\nCurated OER\n
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\nWords Really Matter: Examining Language at School\n

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\n\nFor Teachers\n\n10th - Higher Ed\n
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\nHelp your students gain sensitivity and become aware of the implications of the words they see, hear, and use about lesbian, gay, bisexual, and transgender people. After making lists of words or phrases they hear or use in school...\n
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Lesson Plan
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\n\"Preparing\n\n
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\nCurated OER\n
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\nPreparing for Poetry: A Reader's First Steps\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine denotation and connotation in language, and paraphrase a poem. They read and analyze a sonnet by iam Shakespeare, analyze the attitude and tone, paraphrase a poem, and create a thesis about a poem based on textual evidence.\n
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Lesson Plan
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Origins\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nHave you ever studied historical words and found that they were deeply rooted in racism or prejudice? Select a long list of these words to have your class examine. What familiar roots do they have? Do they know when this word originally...\n
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Activity
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\n\"Words\n\n
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\nNovelinks\n
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\nWords by Heart: Guided Imagery\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nSad, depressed, miserable, inconsolable, forlorn: so many synonyms have a lot of variety with their connotations. Through the guided imagery activity, writers explore the use of connotation and its influence on imagery and description by...\n
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Worksheet
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\n\"Figurative\n\n
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\nCurated OER\n
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\nFigurative Language\n

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\n\nFor Students\n\n6th - 7th\n
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\nHave your kids read twelve sentences and underline figurative language in each sentence. They will better grasp connotative and denotative language by rewriting the sentences with the same meaning omitting the figurative language.\n
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Instructional Video5:05
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\n\"How\n\n
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\nTED-Ed\n
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\nHow Did English Evolve?\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nWar and conquest are not the only factors in language change and development, as the narrator of a short video points out in her lecture about the evolution of the English language. Using the phrases, \"They gave us a hearty welcome,\" and...\n
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\n\"After\n\n
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\nFacing History and Ourselves\n
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\nAfter Charlottesville: Contested History and the Fight against Bigotry\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHistory doesn't always reflect all sides. Academics discover how the remembered history of the Civil War differs for White and African Americans. The lesson explores how Civil War monuments and celebrations have racist connotations for...\n
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\nCurated OER\n
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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents investigate connotation and denotation as a basis for greater examining of language. They identify the literal meaning of words and explore the greater implications and impact of word usage.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Grapes of Wrath: Scrapbooks and Artifacts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents complete research to enhance their reading of \"The Grapes of Wrath\". Using the text, they identify and locate cultural artifacts and discuss their symbolic connotations. As a class, they create a museum exhibit of the various...\n
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Lesson Plan
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\n\"Close\n\n
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\nCurated OER\n
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\nClose Reading\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders read and study Hamlet. Then they are introduced to close reading as a means of understanding what is being read--not only understanding the printed word, but also the nuances and connotations of language as it is used by...\n
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PPT
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\n\"Poetry-English\n\n
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\nAlabama Learning Exchange\n
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\nPoetry-English 9\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nAre your readers lost in the world of poetry? Show them this basic presentation to study elements of a poem. They learn the importance of the title, paraphrasing, connotation, tone, shifts, and theme. \n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.RL.11-12.4\n\n
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\nELA.CCSS.ELA-Literacy.RL.11-12.4\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nYour assessment is to figure out if I am being figurative or connotative with this statement: This is a great resource. Can’t do it? Then you had better review how to break down Common Core skill RL.11-12.4. In simple language that you...\n
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Worksheet
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\n\"Vocabulary\n\n
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\nPennington Publishing\n
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\nVocabulary Worksheet #1 & #2\n

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\n\nFor Students\n\n4th - 8th\n\nStandards\n
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\nThese two worksheets cover several grammatical topics. Pupils work on words with multiple meanings, Greek and Latin word parts, word connotations, academic language, and more. The result is seven quick exercises that could be used...\n
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\n\"The\n\n
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\nNovelinks\n
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\nThe Little Prince: Brainstorming Activity\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWhat do you think of when you hear the word adult? Or friend? Learners brainstorm with a group of peers to list the words they think of when they hear seven words from Antoine de Saint-Exupéry's The Little Prince.\n
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\n\""Because\n\n
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\nPrestwick House\n
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\n\"Because I could not stop for Death\" -- Visualizing Meaning and Tone\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nEmily Dickinson's \"Because I could not stop for Death\" provides high schoolers with an opportunity to practice their critical thinking skills. They examine the images, diction, rhythm, and rhyme scheme the poet uses and consider how...\n
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PPT
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\n\"Teaching\n\n
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\nNational Humanities Center\n
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\nTeaching Emily Dickinson: A Common Core Close Reading Seminar\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThree of Emily Dickinson's poems, \"I like to see it,\" \"Because I could not stop for Death,\" and \"We grow accustomed to the Dark,\" provide instructors with an opportunity to model for class members how to use close reading strategies to...\n
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