This lesson plan is the third in the "Incredible Bridges: Poets Creating Community" series. It provides a video of the United State Poet Laureate, Juan Felipe Herrera, reading the poem "Every Day We Get More Illegal" and a companion lesson with a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

Complementary to 21L.001. A broad survey of texts; literary, philosophical, sociological; studied to trace the growth of secular humanism, the loss of a supernatural perspective upon human events, and changing conceptions of individual, social, and communal purpose. Stresses appreciation and analysis of texts that came to represent the common cultural possession of our time.

Go inside the Bay Area's burgeoning Muslim spoken word, poetry, and Hip-Hop scene with Calligraphy of Thought women poets as they create and rehearse new works for a performance. This Educator Guide addresses the history of Muslim women in entertainment and the history of Hip-Hop.

This lesson plan provides a sequence of activities that you can use with your students before, during, and after readingGate A-4. Use the whole sequence, or any of the activities, to help your diverse students enter and experience the poem.

This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, DĚ_rrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.

This video features an interdisciplinary project that joins poetry, music, visual arts and history. As part of an historical case study of The Great Migration, students studied the Blues, wrote original poems/blues songs, performed those songs for an audience, and created a book that combined the poems with original collage art. This film is a fine example of the arts providing a foundation for engaging students in learning and standards.

Students will learn about the impact of enjambment in Gwendolyn Brooks' short but far-reaching poem "We Real Cool." One element of this lesson plan that is bound to draw students in is a compelling video of working-class Bostonian John Ulrich reciting the poem.

This course is an interdisciplinary exploration of three broad topics concerning music in relation to time.Music as Architecture: the creation of musical shapes in time;Music as Memory: how musical understanding depends upon memory and reminiscence, with attention to analysis of musical structures; andTime as the Substance of Music: how different disciplines such as philosophy and neuroscience view the temporal dimension of musical processes and/or performances.Classroom discussion of these topics is complemented by three weekend concerts with pre-concert forums, jointly presented by the Boston Chamber Music Society (BCMS) and MIT Music & Theater Arts.

A presentation to use with students to demonstrate that a wide variety of people can be interested in and good at computer science.

"This course covers Japanese: The Spoken Language lessons 17 through 22. It will further develop the four basic skills, speaking, listening, reading and writing, that students have acquired through Japanese I, II and III courses, with emphasis on oral communication skills in various practical situations. Students will learn approximately 100 Kanji characters in this course. Sessions in English cover grammar explanation, socio-cultural information and other important issues for using the language, while Japanese lessons focus on the actual use of the language, integrating students' prior knowledge with newly learned patterns, and communicating within the frame given in the class."

Reading Emily Dickinson's letters alongside her poems helps students to better appreciate a remarkable voice in American literature, grasp how Dickinson perceived herself and her poetry, and perhaps most relevant to their own endeavors consider the ways in which a writer constructs a "supposed person."

This lesson allow students to explore the forces that prompted the literary modernism movement, specifically focusing on modernist poetry. By allowing students to explore the movement independently, they will also be able to develop research and inquiry skills.

In this lesson, students will explore Dickinson's poem "Safe in their Alabaster Chambers" both as it was published as well as how it developed through Dickinson's correspondence with her sister-in-law Susan Huntington Gilbert Dickinson.

This lesson prompts students to think about a poem's speaker within the larger context of modernist poetry. First, students will review the role of the speaker in two poems of the Romanticism period before focusing on the differences in Wallace Stevens' modernist"Thirteen Ways of Looking at a Blackbird.

In this lesson, students closely examine Dickinson's poem "There's a certain slant of light" in order to understand her craft. Students explore different components of Dickinson's poetry and then practice their own critical and poetry writing skills in an emulation exercise. Finally, in the spirit of Dickinson's correspondences, students will exchange their poems and offer informed critiques of each others' work.

In this lesson, students will explore the role of the individual in the modern world by closely reading and analyzing T.S. Eliot's "The Love Song of J. Alfred Prufrock."

Long perceived as a recluse who wrote purely in isolation, Emily Dickinson in reality maintained many dynamic correspondences throughout her lifetime and specifically sought out dialogues on her poetry. These correspondences"”both professional and private"”reveal a poet keenly aware of the interdependent relationship between poet and reader.

In this project, students work in pairs to write a short poem that demonstrates understanding of figurative language. They then design, engineer and build a gear mechanism that illustrates the meaning, theme, or concept of their poem. This engineering and language arts project was developed by Allen Distinguished Educator, Scott Swaaley.

In this project, students work in pairs to write a short poem that demonstrates understanding of figurative language. They then design, engineer and build a gear mechanism that illustrates the meaning, theme, or concept of their poem. This engineering and language arts project was developed by Allen Distinguished Educator, Scott Swaaley.

In 1667, John Milton published what he intended both as the crowning achievement of a poetic career and a justification of God's ways to man: an epic poem which retold and reimagined the Biblical story of creation, temptation, and original sin. Even in a hostile political climate, Paradise Lost was almost immediately recognized as a classic, and one fate of a classic is to be rewritten, both by admirers and by antagonists. In this seminar, we will read Paradise Lost alongside works of 20th century fantasy and science fiction which rethink both Milton's text and its source.