Grief or Loss Teacher Resources

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Good grief? Elizabeth Barrett Browning's "Grief" and Emily Dickinson's "After great pain, a formal feeling comes" are the focus of a series of close reading activities that ask groups to compare the point of view and tone of these two poems on the same subject. Groups highlight examples of literary devices and figurative language in the two poems and discuss how the poets use these elements to develop the tone of their poems.
Students discuss how personal experiences of loss and grief can affect survivors, discuss various ways to cope with loss and grief, ways to help others cope with loss and grief, and specifically, with the aftermath of violence.
“Thou know’st ‘tis common; all that lives must die/Passing through nature to eternity.” Grief, and the response to grief and loss, is the focus of a series of activities that uses Hamlet as a launchpad. Groups examine Act I, scene ii to see how Hamlet, Gertrude, and Claudius respond to the death of Hamlet’s father. In addition to the detailed plan, the packet includes links to worksheets, videos and writing assignments.
Fifth graders are introduced to the removal of Native Americans along the Trail of Tears. In groups, they examine the political factors that caused this removal and its effect on society. To end the lesson, they discuss various ways to deal with grief and loss.
Students explore, study and discuss ways to help others to cope with loss and grief after the aftermath of violence. They discuss how personal experiences of loss and grief can affect survivors. Each student writes their reflections in their journals.
Students inquire how to deal with a personal loss. They explore how to deal positively with feelings. Students read stories about individuals who have lost personal possessions. Students rank items in order of preciousness. They share the three most important things in life.
In this emotional health worksheet, students explore the feelings of sadness, grief and loss by first reading and decorating a poem which states that it is all right to feel sad. Students color emotion pictures and discuss as a group why someone behaves a certain way.
High schoolers read two Inuit folktales and explain how some individuals can survive great loss through a generous gift of life to others. They describe the "generosity of spirit" revealed in demonstrating respect for all life.
Fourth graders participate in a shared reading of Doris Buchanan's, A Taste of Blackberries. They read about grief in the loss of a best friend and examine the skills of a responsible family member.
Students discover how to deal with grief by accepting their feelings. During a musical/meditative session they recall a time when they lost someone or something they loved and progress to a feeling of happiness for having had known them. In a group activity they enact the drama, "Acky Wacky," which explores dealing with loss.
Fifth graders learn of coping behaviors related to grief and loss. They recognize the tasks associated with the grief and loss process. They also have an opportunity to identify common ways literary characters cope with loss.
Students explore ways of dealing with death or grief. They participate in empathy exercises and in small groups discuss how death is perceived in society. In addition, they write a paragraphs in response to provided questions.
Students read and discuss the story "Prince Talks About Magical Grandmother." They list ceremonies of traditions associated with emotional times in their lives. Students prepare a script for a video message to Prince Charles designed to help him understand how highly his grandmother was thought of.
Students read, "My Friend's Got This Problem, Mr. Chandler," discuss it and write a response to one of the poems.
Have you ever lost someone? Middle and high school learners journal about a time they experienced the loss of someone through death, divorce, moving, or another type of change. They share their responses and discuss an article relating to police brutality. Considering multiple perspectives represented in the article, each individual writes a creative piece based on one of those perspectives.
Students read two Inuit folktales about life and death. For this language arts lesson, students study the models of giving found in these Inuit tales about life, death, grief, sacrifice, and generosity. As the class reads these tales, they are simultaneously learning about the Inuit culture. Students respond by writing a poem or a haiku.
Fifth graders trace the development and expansion of the US while studying the Trail of Tears. They examine the political factors and analyze the impact the Indian Removal Act had upon a society. They present a case for or against the Indian Removal Act.
Students explore different types of stress and how to cope with different types of anxiety. In this how to deal with stress lesson, students watch videos about recent terrorist attacks on school grounds, and research and demonstrate their understanding of coping skills. Students meet with experts to discuss how these types of attacks would effect people and communities. 
The painting Three Young Girls circa 1620, was believed to be painted after the death of the subjects' mother. Art enthusiasts analyze the image details to determine if they come to the same conclusion. They then use the sensory details in the painting to compose an original poem. Background information, web links, and photos for analysis are included. 
Young scholars discuss the stages of grieving and reactions to death. They list the steps of the grieving process and how to develop a positive adjustment to loss. They study The 'Rape Myths' key (from the Sexual Violations lesson) as part of the presentation.

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