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Instructional Video4:45
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\n\"Why\n\n
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\nTED-Ed\n
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\nWhy Should You Read Sylvia Plath?\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAre the works of Sylvia Plath relevant to the modern reader? The narrator of a short video argues for why viewers should read the works of Sylvia Plath,  citing lines from Plath's poetry and images from her stories.\n
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Study Guide
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\n\"The\n\n
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\nSpark Notes\n
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\nThe Bell Jar by Sylvia Plath: Study Guide - Mini Essays\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nFor this online interactive literature worksheet, students respond to 9 short answer and essay questions about Sylvia Plath's The Bell Jar. Students may check some of their answers online.\n
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Lesson Plan
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\n\"Use\n\n
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\nCurated OER\n
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\nUse of Personification and Imagery in Poetry\n

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\n\nFor Teachers\n\n8th\n
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\nA reading of Theodore Roethke’s dark \"Root Cellar\" and Sylvia Plath’s more abstract \"Mirror\" launches a discussion of imagery and personification in poetry.  After finding examples of personification in the poems, class members...\n
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Interactive
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\nCurated OER\n
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\nThe Bell Jar Quiz\n

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\n\nFor Students\n\n10th - Higher Ed\n
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\nIn this online interactive reading comprehension worksheet, learners respond to 25 multiple choice questions about Sylvia Plath's The Bell Jar. Students may submit their answers to be scored.\n
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Lesson Plan
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\nMaryland Department of Education\n
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\nThe Concept of Diversity in World Literature Lesson 5: The Tragic Hero\n

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\n\nFor Teachers\n\n10th - 11th\n\nStandards\n
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\nShould identifying a tragic hero be based on a universal definition or a definition based on the morals and values of a specific culture? As part of a study of Things Fall Apart, class members read Sylvia Plath's \"Colossus\" and then...\n
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Worksheet
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\n\"Daddy\n\n
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\nCurated OER\n
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\nDaddy 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 \"Daddy,\" by Sylvia Plath.\n
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Lesson Plan
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\n\"Lesson:\n\n
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\nCurated OER\n
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\nLesson: Urs Fischer: Controlling our Logic, Metaphors, and Semantics\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nKids use poetry and contemporary art to start thinking about logic and personal expression. They read Sylvia Plath's poem \"Metaphor,\" and critically examine the art of Urs Fischer. After working though a few logic problems they write...\n
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Lesson Plan
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\nMaryland Department of Education\n
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\nThe Concept of Identity Lesson 5: Motivation - Maslow's Hierarchy of Needs\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nMaslow's Hierarchy of Needs provides the lens class members use to analyze and evaluate the motivations of the characters in Sylvia Plath's \"Initiation\" and scenes from Mean Girls. Readers then select a character from A...\n
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Activity
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\n\"Writing\n\n
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\nPoetry Society\n
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\nWriting a Personification List Poem\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nAfter a close reading of Sylvia Plath's \"Mirror\" and Flora de Falbe's \"Five Things About the Lake,\" young poets craft their own personification list poem about a very special place.\n
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\n\"Metaphorical\n\n
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\nCurated OER\n
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\nMetaphorical Poetry\n

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\nTwelfth graders read and discuss poems by Jewel., Sylvia Plath, and Langston Hughes They examine poems for examples of metaphors and similes. After discussing Jewel's poem Lost, they write their own poems. They hold a poetry reading in...\n
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\n\"Cultivating\n\n
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\nCultivating Legends\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research individuals considered to be icons. After reading an article about Sylvia Plath, they create written analyses about them along with visual representations. Students discover the differences between icons and heroes.\n
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching Sequence of Activities\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nYoung scholars develop their skills at writing poetry by listening to poetry and using a model to emulate and write a poem. In this poetry writing lesson, students listen to Louis MacNeice's poem 'Prayer Before Birth' and use it to model...\n
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Unit Plan
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\n\"Poetry\n\n
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\nAnnenberg Foundation\n
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\nPoetry of Liberation\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nHow do writers use words to protest injustice, challenge the status quo, and shape their own identities? Individuals watch and discuss a video, read author biographies, write poetry and journals, develop a slideshow, and complete a...\n
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Worksheet
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\n\"Poetic\n\n
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\nTeacher Web\n
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\nPoetic Sound Devices\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAs part of a study of poetic devices, kids are asked to identify the assonance, consonance, and alliteration found in a series of lines of poetry, and then identify the rhyme scheme and the types of rhyme found in Poe's \"Annabel Lee,\"...\n
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\n\"Women\n\n
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\nCurated OER\n
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\nWomen Writers and Dissent in 20th and 21st Century American Literature\n

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\nTenth graders read examples of writings by women authors showing their dissent. After completion of their reading, they brainstorm on why they believe female authors have criticized society. In groups, they use the Internet to research...\n
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\n\"Poetry\n\n
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\nPoetry on the Web\n

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\nEighth graders search a website and locate a poem written by a specific poet whose work appears in the grade 8 anthology. After listening to poetry, 8th graders present oral or written examples of imagery and an analysis of the imagery.\n
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\n\"Revision\n\n
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\nCurated OER\n
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\nRevision is Part of the Writing Process: Peer Workshops\n

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\nTwelfth graders go through the peer editing process by reading each other's work and talking about it. They realize revision is part of the process of writing poetry.\n
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\n\""Raise\n\n
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\n\"Raise the Red Lantern\" by Su Tong\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents read and analyze the novella, \"Raise the Red Lantern,\" by Su Tong. They compare/contrast the story with other works of literature, answer discussion questions, conduct research, and in small groups develop oral presentations.\n
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\n\"Thank\n\n
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\nCurated OER\n
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\nThank You For the Get Well Card\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are read books by various artists. They create activity cards or mini-books that are given to ill children in hospitals. They discover the health care system and share their experiences with afraid children.\n
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\n\"Poetry:\n\n
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\nPoetry: Imitation As The Sincerest Form Of Flattery\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents pick a poet to conduct research from. They read and recite one of the works of poetry. Then using critical analysis find methods of construction in order to create a similar personal poem. The poem is then posted on the internet...\n
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Website
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\n\"British\n\n
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\nBritish Library\n
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\nBritish Library: 20th Century People: Sylvia Plath\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nRead a summary of Sylvia Plath's impact on 20th Century literature and view additional resources such as related articles, collection items, and teacher resources.\n
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\nBritish Library: 20th Century Teaching Resources: Sylvia Plath: Creative Writing\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nLooking at three of Sylvia Plath's poems, students will be encouraged to think critically and create compositions that explore complex themes. [PDF]\n
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Instructional Video
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\n\"Annenberg\n\n
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\nAnnenberg Foundation\n
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\nAnnenberg Learner: Voices & Visions: Sylvia Plath\n

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\n\nFor Students\n\n9th - 10th\n
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\nVideo on the life and poetry of Sylvia Plath, with archival footage and visualizations of her work. Includes a video transcript. There are also several links to other resources about Plath. Part of a thirteen-hour series entitled \"Voices...\n
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Website
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\n\"Poets.org:\n\n
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\nAcademy of American Poets\n
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\nPoets.org: Sylvia Plath\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis web page provides a brief biography on Sylvia Plath with a photograph included.\n
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