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Daniel Defoe Teacher Resources
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Who was Robinson Crusoe? Kids love learning about his interesting story. First, read the simple paragraphs with your learners, and have them answer the six questions provided. There's also space for your learners to record items Crusoe had on the ship, and there's a chart for them to record verbs used in the present tense. Two other short activities, focusing on retelling, close this lesson. Some of the text is written awkwardly.
Tenth graders analyze works from the period of the Industrial Revolution in England and identify the cultural values depicted and inferred that paved the way for the Industrial Revolution to occur at this time. They create captions that may would have been appropriate to accompany the artwork. They compare the values depicted with the current attitudes toward work in today's society.
Everything you wanted to know about the history of English literature and language but were afraid to ask. From Beowulf to Canterbury Tales, the Knights of the Round Table to Robin Hood, Addison, Fielding, Shakespeare, Swift, and many more are all featured in an overview appropriate for a high school or college level survey of English literature.
Identify and recognize elements of design and explore how art communicates ideas and feelings with young learners. They will use Guy Ben Ner's Treekhouse Kit to help identify and recognize elements of design including primary and secondary colors, different types of lines, geometric and organic shapes. They will also create a two-dimensional work communicating ideas or feelings and explain the choices they made during the creation process.
Students write a context paper. In this teaching the novel in context instructional activity, students view a primary sources to recreate the cultural and historical context of the novel. Students make the connection between the literary text and historical events by researching the setting and discussing historical context in small groups. After a session in the library, students then write a paper in which they analyze the novel within its historical context.
Learners identify and describe characteristics of civic virtue. Following a class discussion, they create their own definitions of civic virtue. They write essays based on their own definitions and formulate conclusions on the state of civic virtue in the United States. They support their conclusions weith at least two examples.