What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?

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.

This document provides general ideas by competency. Teachers can use it as a way to think about how to integrate the MITECS in their teaching.

This LO demonstrates how to create in-text citations for tricky situations including more than one author, multiple quotes by the same source in a paragraph, corporate authors, electronic sources.

This LO demonstrates how to create the most common types of in-text citations.

This LO demonstrates how to follow MLA guidelines to set up a document.

This LO demonstrates how to follow MLA guidelines and set up a paper in Google Docs.

This LO identifies the basic components of an MLA formatted paper and familiarizes students with with MLA terminology.

This LO provides 20 questions for students to test their overall knowledge and prowess of MLA 8 format.

This LO provides a review of the basic rules that need to be followed to create a works cited page for a variety of sources.

Poet. Orator. Actress. Activist. Writer. Singer. Phenomenal Woman. These and many more superlatives are used to describe the incomparable Maya Angelou. Gone too soon in 2014 at the age of 86, Dr. Angelou's legacy will live on through the words she used to eloquently, powerfully, and honestly express emotions, capture experiences, and spread hope.

Using historical texts, information texts, and historical fiction, this module explores the migration experiences in America. It is designed to be flexible. It can be combined with information on Critical Race Theory from Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education by Sensoy and DiAngelo for the upper grades or for “Critical Texts in Literacy: Living Inquiries into Racial Justice and Immigration” by Riley and Crawford-Garrett (NCTE) for the middle school grades. The teacher can choose any or all of the text sets. There are a number of possibilities for optional literature circles with suggested full-length texts. Each text set includes pre-reading, during reading, and post-reading strategies.

This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

Objectives:

To create a professional Senior Leadership ePortfolio


To collaborate and discuss what makes a successful portfolio


To peer review portfolios using mindful and effective feedback

Essential Question:

What makes a successful portfolio?

What can I do to make my portfolio successful and professional?

After analyzing photojournalist James Karales's iconic photograph of the march, reading background material on it, and considering what the marchers might have thought and felt, students write and illustrate a postcard describing this civil rights event from a marcher's viewpoint.

Lesson OverviewIn this lesson, students will be introduced to Edgar Allan Poe's theory on the “single effect” of the short story. They will read a passage from Poe as well as his short story “The Tell-Tale Heart.”Lesson PreparationRead the lesson and student content.Anticipate student difficulties and identify the differentiation options you will choose for working with your students.Decide how you will put students in pairs for the lesson's tasks.

Poets achieve popular acclaim only when they express clear and widely shared emotions with a forceful, distinctive, and memorable voice. But what is meant by voice in poetry, and what qualities have made the voice of Langston Hughes a favorite for so many people?

How do you read a poem? Intuition is not the only answer. In this class, we will investigate some of the formal tools poets use—meter, sound, syntax, word-choice, and other properties of language—as well as exploring a range of approaches to reading poetry, from the old (memorization and reading out loud) to the new (digitally enabled visualization and annotation). We will use readings available online via the generosity of the Poetry Foundation and the Academy of American Poets. We will also think collectively about how to approach difficult poems.

Studying Robert Frost's "Mending Wall," students explore the intricate relationship between a poem's form and its content.

Description:  This lesson was created for a 9th grade integrated biology/English classroom with a focus on out door learning.  In this lesson, students will practice their scientific observation skills and reflect on their experience in this out door observation activity.   Students will also take these initial observations and extend them in their writing as they explore various forms of figurative language.  Finally, the reflections will be posted on their blog for their classmates to view and respond to as we begin to practice feedback on each other's writing.

Note:  Before beginning this unit, decide on where students will house their blog posts to allow for feedback from peers.  Keep in mind the time students might need to spend developing and working with the blog before actually posting to it.   A Google Classroom discussion post may work as well, or even better.  Additionally, this lesson also addresses the NGSS Science & Engineering Practices.