The Legend of Sleepy Hollow Teacher Resources

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Explore Washington Irving's "The Legend of Sleepy Hollow" in this literature analysis lesson. Middle schoolers read and summarize the plot of the story. They then adapt passages for a contemporary audience and analyze the characterization of Ichabod Crane and Brom Bones. Finally, they create a different conclusion for the story. You could extend this lesson by showing the film adaptation of the story as well.
Twelfth graders explore figurative language as it appears in Washington Irving's original text, The Legend of Sleepy Hollow, answer questions based on story, and write sequels to it by using the different types of figurative language that appear in the original.
Learners discuss and define folklore, locate town of Sleepy Hollow, NY, on map, calculate distance from Sleepy Hollow to their school, if applicable, review vocabulary list from The Legend of Sleepy Hollow, read story aloud, and write sequel to The Legend of Sleepy Hollow.
Fourth graders read The Legend of Sleepy Hollow aloud, make predictions, compare characters, discuss plot and setting, and rewrite the ending to the story.
Fourth graders examine how The Legend of Sleepy Hollow is an extension of historical events. They identify events before, during and after the American Revolution, analyze paintings from this era, and create their own legend based on historical events.
Fourth graders explore poetry formats while reading the books, Pollyanna, The Legend of Sleepy Hollow, and, Rip Van Winkle. They role-play sayings, poems, and events from the novels, identify and summarize main points, and compose original poetry.
Students explore the topic of conflict. In this literature lesson plan, students read  and discuss the central issues in "The Legend of Sleepy Hollow," "The Flesh and the Spirit," and "Somnambulism." Students write an essay.
Students discuss how Washington Irving is considered an important 19th century-American storyteller. They create their own version of a passage from 'The Legend' after listening to the story.
Fourth graders demonstrate and evaluate the six traits of writing. They read and identify good writing and bad writing, utilize a rubric to self-evaluate their own writing, participate in a Reader's Theater, and publish a class book.
Students summarize the story "The Legend of Sleepy Hollow." The students are divided into three groups and are assigned a section of the story to read together. The groups share important information they found from their section of the book. The information from all three groups is compiled and a story summary is created.
This was written for ESOL students, but could work for any elementary class. Learners read about the American dance style known as Square Dancing. They explore its use in literature, write a friendly letter about it, and then use their listening skills as they do the dance. They'll promenade, do-si-do, and sachet to upbeat American folk music. 
Bring some ghostly literature into your English classroom! Witches or The Raven will get your instructional activity started! After reading or listening to one of the suggested excerpts, learners write a scene from the text and perform it during the week of Halloween. Another option provided is to have learners draw scenes from the book.
Students reflect on the value of graveyards as places of great historical importance and information. They create an epitaph for and a brief biography of a deceased historical figure whom they admire.
Middle schoolers identify elements of myths, fables, and legends as they read an example of each.  After reading an example of each type of story, they list elements from each.  They compare and contrast these features by completing a graphic organizer on the differences.
Full of good information and photos from the 1700's to the 2004 election, this powerpoint could be a great resource in a lecture about American nationalism. While the slides require commentary and smooth transitions (as well as a little resizing), a skilled teacher can use the information provided to craft an excellent and creative presentation.
High schoolers are introduced to the romantic cultural movement in America. Reading examples of pictures of Washington Irving's home, they identify the characteristics of the movement. They view other paintings of artists from the same time period.
Fifth graders discover the difference between myths, legends, and folk tales. They summarize legends. They work together to dramatize legends and then create their own legend using the writing process. Handouts and worksheets are included.
Students are introduced to the topic of legends. Using the text of Irving's novels, they gather information on different cultures. They practice using new vocabulary and their listening skills. They retell the stories in chronlogical order.
Students analyze the role of the forest in literature. They read various literature selections, analyze the role the forest played as a setting, character, or symbol, and complete a writing activity.
Fourth graders analyze the literary expressions, the author's perspective, and the main ideas presented in Irving's two stories, "The Legend of Sleepy Hollow and Rip Van Winkle." This is a five lesson unit.

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The Legend of Sleepy Hollow