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\n\"Henry\n\n
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\nHenry Wadsworth Longfellow's Christmas Bells\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents read and analyze the anti-slavery poem, \"Christmas Bells\" by Henry Wadsworth Longfellow. They discuss the content and form of the poem, write an essay, write an original poem, examine how this anti-slavery poem was converted...\n
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\n\"The\n\n
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\nScholastic\n
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\nThe Midnight Ride of Paul Revere\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nPractice sequencing events using Henry Wadsworth Longfellow's narrative poem about the famous revolutionary hero. Learners read Revere's own account of the event, and compare/contrast the two texts using a t-chart. Finally, they imagine...\n
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Organizer
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\n\"Poetry\n\n
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\nCurated OER\n
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\nPoetry Reading and Analysis Worksheet\n

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\n\nFor Students\n\n7th - 11th\n
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\n\"Things are not what they seem\" in this poetry activity, which discusses Henry Wadsworth Longfellow's \"A Psalm of Life.\" Your students will see the world through the eyes of the transcendentalists after analyzing the meaning, context,...\n
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\n\"The\n\n
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\nNational Park Service\n
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\nThe Poet's Toolbox\n

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\n\nFor Teachers\n\n3rd - 6th\n\nStandards\n
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\nIf you need a lesson for your poetry unit, use two poems by Henry Wadsworth Longfellow (\"Rain in Summer\" and \"The Slave in the Dismal Swamp\") and a resource on Elements of Poetry. The lesson plan guides you through activities...\n
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\n\"Henry\n\n
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\nCurated OER\n
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\nHenry Wadsworth Longfellow's \"The Slave's Dream\"\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine Henry Wadsworth Longfellow's contribution to the anti-slavery movement. They read and analyze a poem, identify the poem's techniques, and write a critique of the poem, \"The Slave's Dream.\"\n
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\n\"Henry\n\n
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\nHenry Wadsworth Longfellow's \"Haunted Houses\"\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners read and analyze Henry Wadsworth Longfellow's poem, \"Haunted Houses.\" They define key vocabulary terms, discuss the poem's technical aspects, and create an original poem about a haunted house or a haunted place.\n
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\n\"Evangeline:\n\n
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\nEvangeline: A Tale of Acadie\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAlthough just a series of slides with a poem laid out in parts, this resource could be used when discussing the poem \"Evangeline: A Tale of Acadie\" by Henry Wadsworth Longfellow. This presentation could be used to go over parts of the...\n
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\nCurated OER\n
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\nLesson Plan to Accompany Psalm of Life\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers read and analyze the poem, \"Psalm of Life,\" by Henry Wadsworth Longfellow. They create a Footsteps Quilt, developing quilt squares to represent each goal and gift they would leave as a gift to humanity.\n
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\n\"Identify\n\n
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\nIdentify Cultural Influences - Hiawatha\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents explore Native American life and culture. In this Native American lesson, students watch a video segment pertaining to The Song of Hiawatha, by Henry Wadsworth Longfellow. Students discuss Native American culture and...\n
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\nThe Birth of an American Hero: Henry Wadsworth Longfellow???s ???Paul Revere???s Ride???\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine the heroic archetype and apply it to the history of Paul Revere's Ride and to Longfellow's poem, \"Paul Revere's Ride.\" They identify heroic qualities, discuss archetypes, read and discuss Joseph Campbell's \"Stages of the...\n
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\n\"Longfellow\n\n
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\nLongfellow and Dickens: The Story of a Trans-Atlantic Friendship\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine the relationship between Henry Wadsworth Longfellow and Charles Dickens. They read and analyze a manuscript, answer discussion questions, conduct Internet research, and discuss societal and historical context of the...\n
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\n\"Longfellow's\n\n
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\nLongfellow's \"The Village Blacksmith\" and Whitman's \"Song of Myself\"\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nAlthough the work Americans do has changed over time, the plight of the American worker has largely remained the same. Facilitate a class discussion aboutAmerican workers using Henry Wadsworth Longfellow's \"The Village Blacksmith\" and...\n
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Worksheet
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\n\"The\n\n
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\nThe Day is Done Questions\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nIn this reading comprehension worksheet, students respond to 5 short answer and essay questions based on the poem \"The Day is Done,\" by Longfellow.\n
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\n\"Sixth\n\n
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\nSixth Grade Poetry\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nStudy some of the most prominent poets and works of poetry in history with a language arts poetry unit. From Virgil to Shakespeare to Dickinson to Angelou, the resources present biographies and examples of poetic elements to...\n
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\n\"Ghosts\n\n
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\nGhosts and Spirits\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nConnect poetry to a naturally kid-friendly topic: ghosts! Draw on your class's prior knowledge of the paranormal to help them access the classic poem \"Haunted House\" by Henry Wadsworth Longfellow. After a fun warm-up activity describing...\n
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\n\"Paul\n\n
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\nPaul Revere's Ride\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents explore the political situation in Boston in 1775, using Henry Wadsworth Longfellow's poem, \"The Midnight Ride of Paul Revere\" to introduce the beginning of the American Revolution.\n
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\n\"Longfellow\n\n
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\nLongfellow Meets German Radical Poet Ferdinand Freiligrath\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents, after researching the backgrounds to both Longfellow and Freiligrath, examine and analyze selected works of Henry Wadsworth Longfellow via his association with the German radical Ferdinand Freiligrath. They discuss and draw...\n
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\n\"Paul\n\n
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\nPaul Revere\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine Henry Wadsworth Longfellow's, Paul Revere's Ride, and other pieces of poetry to use maps and literature to investigate geographic concepts. They chart Revere's ride on current Massachusetts maps while working in pairs....\n
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\n\""The\n\n
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\nCurated OER\n
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\n\"The Bridge\"\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nLearners read poem, \"The Bridge,\" by Henry Wadsworth Longfellow, discuss how they are connected to other human beings, both past and present, and create time capsules including their favorite memorabilia.\n
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\n\""Footsteps\n\n
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\n\"Footsteps of Angels\"\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nLearners read poem, \"Footsteps of Angels,\" by Henry Wadsworth Longfellow, discuss angels in their lives, and create angel collages using magazines, photographs, etc., symbolizing gifts their angels have given to them.\n
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\n\"Native\n\n
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\nNative American Poetry\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders locate the poetry section of the LMC. They produce a hand written transparency based on the poem Hiawatha by Henry Wadsworth Longfellow. Students illustrate a poem from their poetry section. It is a mystery to them what...\n
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\n\"Why\n\n
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\nWhy Do We Remember Revere? Paul Revere's Ride in History and Literature\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine primary documents regarding Paul Revere's ride and its role in the Revolutionary War. They consider how Revere's role has been written about by Longfellow and others and discuss the discrepancies between accounts.\n
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\nThe Meaning of America: Enterprise and Commerce\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nUsing Mark Twain's The Man That Corrupted Hadleyburg, invite your learners to consider the concept of virtue in a democratic society devoted to gain and self-interest. This stellar resource guides your class members through a close...\n
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\nThe Meaning of America: Freedom and Individuality\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhat are the strengths and weaknesses of American individualism and independence? Explore these principles through a close reading of Jack London's To Build a Fire, and engage in high-level discussion with your class by analyzing the...\n
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