How do authors employ specific word choices to describe complex relationships? Scholars read and analyze the first stanza from Audre Lorde's contemporary poem "From the House of Yemanjá." Pupils determine the meanings of figurative and...

In Audre Lorde's poem "From the House of Yemanjá," the speaker describes her mother's two faces, adding a whole new meaning to the phrase "two-faced." Pupils first read the final stanza of the contemporary poem. With a Quick Write, they...

Two minds are better than one. Learners engage in an evidence-based discussion to identify central ideas in Audre Lorde's poem "From the House of Yamanjá" and one additional nonfiction text. They complete a Cross-Evidence Collection Tool...

Give the class some clarification. Scholars determine how Du Bois develops his central ideas in the chapter "Of Our Spiritual Strivings" by refining and clarifying his ideas. They organize their thoughts by annotating and recording the...

What are you implying? Scholars look at paragraphs eight and nine of the chapter "Of Our Spiritual Strivings" to determine the implications of Du Bois's use of metaphors. In groups, readers discuss the use of metaphors and add their...

Was freedom really free? Scholars analyze paragraphs six and seven of Du Bois's chapter "Of Our Spiritual Strivings." They look at how the author uses rhetoric to strengthen his point of view about freedom. Learners complete a Rhetorical...

Go figure! Scholars examine the figurative language in the last half of W.E.B. Du Bois's work "Of Our Spiritual Strivings." They pay special attention to his metaphors and develop ideas with group discussion and guided questions....

When is a word more than just a word? Scholars examine the significance of a word used by W.E.B. Du Bois in "Of Our Spiritual Strivings." Readers carry out a deep discussion of the use of the word problem in the text. After sharing ideas...

Say precisely what you mean. Scholars analyze the importance of Washington's precise language in paragraphs eight and nine of the "Atlanta Compromise" speech. They interpret his figurative language and add it to their Idea Tracking...

Work together for the higher good. Scholars look at paragraph 10 in the "Atlanta Compromise" speech in which Washington pledges African American cooperation. Readers determine the connection between two central ideas and how they build...

Scholars look at paragraphs two and three in the "Atlanta Compromise" speech. They analyze how Washington uses a story about a ship lost at sea and rhetorical devices to develop his point of view. After class discussion and completing...

Almost every teacher has a stack of old magazines lying around. Get creative and turn them into mosaics! That's right, this resource explains how kids draw, design, cut, and paste to create mosaic art from recycled magazines. Connect...

Young scholars predict and draw what a picture would look like if a camera zoomed out on it. For this visual arts lesson, students listen to a reading of Istavan Banyai's, Zoom before looking at an image of "Rhyme" by Terry Winters. They...

Bring the beauty of "Nothing Gold Can Stay" by Robert Frost to middle school language arts. After learners read a copy of the poem, they follow an instructional sequence that focuses on sound, figurative language, and theme.

Readers use their annotations and questions about chapter 19 of The Autobiography of Malcolm X to guide their discussion of the final chapter of the text.

Readers use the provided worksheet to analyze the narrative techniques Haley uses in chapter 6 of The Autobiography of Malcolm X to continue the development of the central ideas of racial identity and systemic oppression.

Readers examine the rhetorical devices Haley uses in chapter 8 of The Autobiography of Malcolm X, paying particular attention to the diction and syntax and how these choices reveal changes in Malcolm X's point of view.

Chapter 12 of The Autobiography of Malcolm X discusses Haley's narrative techniques, mainly how he uses point of view and foreshadowing to build interest and suspense. Class members read and annotate chapter 13 of the text as homework...

Class members discuss Chapter 13 of The Autobiography of Malcolm X and use evidence from their character development worksheet to support an analysis of how Malcolm X and attitudes toward him and his teachings are changing.

Integration versus separation. Readers of chapter 14 of The Autobiography of Malcolm X examine Malcolm X's views on other Civil Rights leaders and their integration ideas. Class members also return to the narrative essay strand of the...

Class members return to the discussion of The Autobiography of Malcolm X using the questions they developed and their annotated notes of the events in chapter 17.

To underscore the importance of precise diction and sensory details in narratives, class members examine two statements to determine which is more effective and significantly impacts the reader. Individuals then examine their college...

Word choice can drastically alter the tone of a piece of writing. Ninth graders read Karen Russell's short story "St. Lucy's Home for Girls Raised by Wolves" and use textual evidence to help them analyze how word choice affects their...

Do reporters write about what they see, or what they think? Examine the differences between investigative writing and opinion writing with a lesson from PBS. Learners look over different examples of each kind of reporting, and convince...