12th Grade English Language Arts PowerPoint Presentations (by date, latest first)

Are you looking for effective ways to support English Language Learners in your classroom, but not sure where to start?

Transform your approach to teaching English Language Learners with this detailed, ready-to-use Google Slides presentation!** Perfect for school-wide PROFESSIONAL DEVELOPMENT or department training sessions.**

***NOTE: THIS RESOURCE PROVIDES A PDF DOWNLOAD TO A CLICKABLE LINK. THE LINK OPENS TO A VIEW-ONLY WEB GOOGLE SLIDES PRESENTATION. THIS IS NOT EDITABLE AT THIS TIME.

What's Included:

• 20+ professionally designed slides
• Complete ELL terminology guide
• 6 detailed program models
• Language acquisition stages breakdown
• Proven instructional strategies
• Practical classroom accommodations
• Testing modification guidelines
• Current technology integration tools
• Cultural consideration frameworks
• Parent communication strategies
• Comprehensive resource list
• Included PRINTABLE HANDOUT to supplement with notes section

Why You Need This Resource:
This comprehensive guide equips K-12 teachers with everything needed to support English Language Learners effectively. From understanding basic terminology to implementing research-based strategies, this resource provides practical solutions for everyday classroom challenges.

Key Benefits:

• Clear explanations of ELL terminology and program models
• Step-by-step guidance through language acquisition stages
• Ready-to-use instructional strategies with examples
• Detailed accommodation suggestions for classroom and assessments
• Current technology tools and recommendations
• Cultural sensitivity guidelines
• Parent communication strategies in multiple languages
• Professional development opportunities and resources

Perfect For:

• School-wide PD sessions
• Department meetings
• New teacher training
• ESL coordinator presentations
• Teacher reference material
• Staff development workshops

Make Your ELL Instruction More Effective Today!
This resource helps you create an inclusive, supportive learning environment while ensuring academic success for your English Language Learners. All materials are classroom-tested and aligned with current best practices in ELL education.

Note: This product was created by an experienced educator and reflects current research-based practices in ELL instruction.

If you enjoyed this resource, don’t forget to leave a REVIEW to earn points for FREE PRODUCTS!

If you have any questions or concerns with downloading or accessing any of my resources, please EMAIL ME at mrslinearesources@gmail.com and I will answer ASAP! :)

Terms

Copyright © Mrs. Linea. All rights reserved by author. This product is to be used by the original downloader only.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Through the critical analysis of primary sources, this unique lesson will have students explore how Native American residential schools in the United States served as sites of both cultural loss and cultural persistence.

Using primary sources, the gallery walk begins in the early beginnings of the residential school experience with the first school opening its’ doors at Carlisle, Pennsylvania, and then carries on to present-day issues. This resource will bring the photographs to life as students will be provided with additional background information that will come in the form of first hand accounts and testimonies of the people who experienced the residential schools. Critical thinking and discussion is promoted throughout the lesson.

Materials Include:

• Teacher Reference Guide
• 62 Slide Presentation (NEW ABRIDGED SHORTER VERSION ALSO AVAILABLE WITH THIS PURCHASE)
• Graphic Organizer
• 20 Primary Sources Photographs
• Optional Debate Activity: ‘Should Native American mascots be removed from sports teams?

If you liked this lesson see other related 'Civil Rights' lessons here:

• Journey Through the Civil Rights Movement: Gallery Walk
• RETHINKING HISTORY- Through the Narratives of Christopher Columbus
• American Japanese Internment: Analyzing Primary Sources
• César Chavez: Analyzing Primary Sources
• Unit BUNDLE- Reconstruction, Jim Crow & the KKK
• Jim Crow: Separate and Unequal
• Civil Rights Movements: Then and Today
• The Ku Klux Klan: The Past & Today
• Proposing a 28th Amendment to the U.S. Constitution
• 'The Quotable Rebel' Activity: Classroom Wall Posters
• Women Suffrage: Iron Jawed Angels

This CHRISTINA ROSETTI's "4 Poems" [Lesson Activities and Poems] product provides students a chance to experience a variety of topics that cause reflection. 3 of Rosetti's popular poems, 36 discussion questions/essay prompts, a sample LITERARY & ANALYSIS Chart, 4 Multiple Choice Quizzes with Answer Keys, 10+ LESSON ACTIVITIES, Black & White Versions, and a Biography. These poems allow students to read and analyze these poems of literary merit. 11th - 12th Graders will love this product. Check it out!

Summary:

Christina Rossetti was born in 1830, the youngest child in an extraordinarily gifted family. Her father, the Italian poet and political exile Gabriele Rossetti, immigrated to England in 1824 and established a career as a Dante scholar and teacher of Italian in London. He married the half-English, half-Italian Frances Polidori in 1826, and they had four children in quick succession: Maria Francesca in 1827, Gabriel Charles Dante (famous under the name Dante Gabriel but always called Gabriel by family members) in 1828, William Michael in 1829, and Christina Georgina on 5 December 1830. In 1831 Gabriele Rossetti was appointed to the chair of Italian at the newly opened King’s College. Christina became one of the Victorian age’s finest poets. She was the author of numerous books of poetry, including Goblin Market and other Poems (1862), The Prince’s Progress (1866), A Pageant (1881), and The Face of the Deep (1882).

This 11th - 12th grade canonized work allows students to understand the need to reflect on themselves, their emotions, and their relationships.

Poems Included:

1. "Up-Hill"

2. "Echo"

3. "After Death"

4. "Remember"

This Product Includes:

1. Who was Christina Rosetti? Written/Video Biography

2. Each poem has 5 -7 Discussion Questions [24 questions]

3. The Rosetti Soundtrack

4. Reciting Rosetti

5. Literary and Participation Chart [Blank & Printable]

6. ReCreating Rosetti

7. Christina Rosetti Visual Poetry

8. The Literary Criticism of Christina Rosetti

9. Group Poem Presentations and much more

You may also appreciate:

A.K. Ramanujan's "3 Poems" [LESSON ACTIVITIES & POEMS] William Wordsworth's "2 Poems" [LESSON ACTIVITIES & Poems]

Langston Hughes' "2 Poems" [LESSON ACTIVITIES]

Marge Piercy's "6 POEMS" [Lesson Activities & Poems]

Li-Young Lee's "6 Poems" [LESSON ACTIVITIES & POEMS]

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

YOUTUBE

Facebook

Pinterest

TIKTOK

THREADS

Hey Angry Teacher Fam,

I'm Richard Williams, The Angry Teacher. I've been teaching for 20+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other EDUCATIONAL materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

It's that time of the year where you teach Utopian and Dystopian literature. Well, this product will help students to understand the concepts and shine in your class!

This THE DYSTOPIAN SOCIETY product can be used for comprehension of Dystopia. Indeed, this FREEBIE has 4-pages definitions and descriptions, an 8-element page delineating Dystopia, 9 Characteristics of Dystopian Literature, 14-TASK CARDS, 6 Awesome Projects, 10 Discussion Questions, a 4-page worksheets and more to help students navigate this genre of literature. This product can be used for 6th - 12th grade students. Check it out!

This Product Includes:

1. 4-page worksheets

2. 4+ Pages of Clarification and Explanation for use in your class.

3. 8 Elements of a Dystopian Society

4. 14 TASK CARDS

5. Black&White Versions

6. 10 Discussion Questions

7. 6 Awesome Projects to make your classroom GREAT!

You may also appreciate:

Using the Writing MANTRA [Teaching Paragraph Writing]

The Argument Document [T.A.D.]

S.A.T.T.T-ing [MNEMONIC GRAPHIC ORGANIZER]I

FIND ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

INSTAGRAM

Youtube

Facebook

Pinterest

TeeSpring

EMAIL

TIKTOK

Hey guys,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other short story materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

This CLAUDE MCKAY "6 Poems" [Lesson Activities and Poems] product provides students a chance to experience a variety of topics that cause reflection. 6 of McKay's popular poems, 40+ discussion questions/essay prompts, a sample LITERARY & ANALYSIS Chart, LESSON ACTIVITIES, Black & White Versions, quizzes, and a Biography. These poems allow students to read and analyze these poems of literary merit. 9th - 12th Graders will love this product. Check it out!

Summary:

Claude McKay, born Festus Claudius McKay in Sunny Ville, Jamaica in 1889, was a key figure in the Harlem Renaissance, a prominent literary movement of the 1920s. His work ranged from vernacular verse celebrating peasant life in Jamaica to poems that protested racial and economic inequities. His philosophically ambitious fiction, including tales of Black life in both Jamaica and America, addresses instinctual/intellectual duality, which McKay found central to the Black individual’s efforts to cope in a racist society.

This 9th - 12th grade canonized set of poems allows students to understand society, the need to reflect, and where they fit into society.

Poems Included:

1. "The Tropics in New York"

2. "If We Must Die"

3. "The Lynching"

4. "America"

5. "Romance"

6. "December, 1919"

This Product Includes:

1. Who is Claude McKay? Written/Video Biography

2. Each poem has 5 -8 Discussion Questions [48 questions]

3. McKay Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Diction, Tone, and McKay

7. McKay, Poetry, Activism, and Me and much more

You may also appreciate:

A.K. Ramanujan's "3 Poems" [LESSON ACTIVITIES & POEMS]

Langston Hughes' "2 Poems" [Mini-Bundle]

Marge Piercy's "6 POEMS" [Lesson Activities & Poem ...

Li-Young Lee's "6 Poems" [LESSON ACTIVITIES & POEMS]

FIND ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

Youtube

Facebook

Pinterest

TeeSpring

TIKTOK

Hey guys,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other short story materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

It's that time of the year where you teach TRANSCENDENTALISM. Well, this resource will help students to understand the concepts and shine in your class!

This TRANSCENDENTALISM LITERATURE resource can be used for comprehension of the literature of the how literature affects social change and oneself. Indeed, this resource has 3-pages of definitions and descriptions, Characteristics of TRANSCENDENTALIST literature, and LIST OF TRANSCENDENTALISM novels, poems, and short stories, 14-TASK CARDS, 6+ Awesome Projects, 10 Discussion Questions, a 3-page worksheets and more to help students navigate this genre of literature. This LITERARY SERIES product can be used for 10th - 12th grade students. Check it out!

This Resource Includes:

1. 4-page worksheets

2. 3+ Pages of Clarification and Explanation for use in your class.

3. Elements of TRANSCENDENTALISM Literature

4. 14 TASK CARDS

5. Black&White Versions

6. 10 Discussion Questions

7. 6+ Awesome Projects to make your classroom GREAT!

You may also appreciate:

THE GILDED AGE LITERATURE [WORKSHEETS & ACTIVITIES]

RENAISSANCE ERA LITERATURE [WORKSHEETS & ACTIVITIES

MYTHOLOGY [WORKSHEETS & ACTIVITIES]

PSYCHOLOGICAL FICTION LITERATURE [WORKSHEETS & ACTIVITIES]

ADVENTURE FICTION [WORKSHEETS & ACTIVITIES]

SCIENCE FICTION [WORKSHEETS & ACTIVITIES]

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

Youtube

Facebook

Pinterest

TIKTOK

Hey Angry Teacher Family,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other EDUCATIONAL materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

See your students excited to learn and understand ARGUMENTS? Do you need them to develop better arguments and support them? Well, this ARGUMENT CHALLENGE GAME [ACTIVITIES, WORKSHEETS, & PROJECTS] product can be used for comprehension of arguments**.** Indeed, this product has 6+ pages of TEACHER NOTES and instructions, 3 TYPES OF WORKSHEETS, 100 ARGUMENTATIVE TOPICS, and 6 BONUS PROJECTS to help students navigate this genre of literature. This series product can be used for 9th - 12th grade students. Check it out!

This Product Includes:

1. 100 Argumentative Topics

2. 6+ Pages of TEACHER NOTES.

3. 6 Awesome BONUS Projects and more to make your classroom GREAT!

***GREAT for REVIEWS, ARGUMENT Practice, and ESSAY DEVELOPMENT***

You may also appreciate:

WRITING A THESIS TEMPLATE

FINDING ARGUMENTS [Analyzing Arguments] [MEGA-PACK]

DEVELOPING COURSE SKILLS for AP LANGUAGE : [PROJECTS]

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

Youtube

Facebook

Pinterest

TIKTOK

THREADS

Hey guys,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other EDUCATIONAL materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

It's that time of the year where you teach THE GILDED AGE. Well, this resource will help students to understand the concepts and shine in your class!

This THE GILDED AGE LITERATURE resource can be used for comprehension of the literature of the Reconstruction or the Progressive Era. Indeed, this resource has 3-pages of definitions and descriptions, Characteristics of The Gilded Age literature, and LIST OF Gilded Age novels, poems, and short stories, 14-TASK CARDS, 6+ Awesome Projects, 10 Discussion Questions, a 3-page worksheets and more to help students navigate this genre of literature. This LITERARY SERIES product can be used for 10th - 12th grade students. Check it out!

This Resource Includes:

1. 4-page worksheets

2. 3+ Pages of Clarification and Explanation for use in your class.

3. Elements of GILDED AGE Literature

4. 14 TASK CARDS

5. Black&White Versions

6. 10 Discussion Questions

7. 6+ Awesome Projects to make your classroom GREAT!

You may also appreciate:

MYTHOLOGY [WORKSHEETS & ACTIVITIES]

PSYCHOLOGICAL FICTION LITERATURE [WORKSHEETS & ACTIVITIES]

ADVENTURE FICTION [WORKSHEETS & ACTIVITIES]

SCIENCE FICTION [WORKSHEETS & ACTIVITIES]

NATIVE AMERICAN LITERATURE [WORKSHEETS & ACTIVITIES]

THE HARLEM RENAISSANCE LITERARY ERA [WORKSHEETS & ACTIVITIES]

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

Youtube

Facebook

Pinterest

TIKTOK

Hey Angry Teacher Family,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other EDUCATIONAL materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

This "4 LOVE SONNETS**" p**roduct provides students a chance to enjoy the Valentines season or just delve into love and its real-life sentiments. 4 LOVE SONNETS from Francesco Petrarch, William Shakespeare, Elizabeth Barrett-Browning, and Edmund Spenser with 24 discussion questions/essay prompts, a sample LITERARY & ANALYSIS Chart and Sonnet notes. These poems allow students to read and analyze these poems of literary merit. 9th - 12th Graders will love this product. Check it out!

Summary:

Sonnets - or "little sounds or songs" - are poems of fourteen lines using any of a number of formal rhyme schemes, in English typically having ten syllables per line.

These particular sonnets share the range of sentiments of love from disappointment to overwhelming eternal love. Students will find themselves in these works.

Poems Included:

1. Francesco Petrarch's "Sonnet 169"

2. William Shakespeare's "Sonnet 130"

3. Elizabeth Barrett-Browning's "Sonnet 43"

4. Edmund Spenser's "Sonnet 30"

This Product Includes:

1. Sonnet Notes

2. Each poem has 5 - 8 Discussion Questions [24 questions]

3 Black & White Version

You may also appreciate:

Eve Ensler's "MY SHORT SKIRT" [LESSON ACTIVITIES & ...

A.K. Ramanujan's "3 Poems" [LESSON ACTIVITIES & POEMS]

Letitia Elizabeth Landon's "4 Poems" [LESSON ACTIVITIES & POEMS]

William Wordsworth's "2 Poems" [LESSON ACTIVITIES & ...

FIND ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

Instagram

Youtube

Facebook

Pinterest

TeeSpring

EMAIL

Hey guys,

I'm Richard Williams, The Angry Teacher. I've been teaching for 18+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other short story materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!

This William Faulkner "A ROSE FOR EMILY" [LESSON ACTIVITIES] resource allows students to look at themselves, the mysterious, and our society. 50+ Slides, Several projects, Group Activities, Graphic Organizers, VIDEO assignments, and Short Response Assignments are activities in this product. This narrative encourages insightful responses from work. 11th Graders will love this prose and product. Check it out!

**NOTE: This product has slides intended to be shown on a Promethean Board, while students are working to keep them on task; some of its activities are in a different format and are available in the BUNDLE.**

***What are LESSON ACTIVITIES?***

***HOW TO USE LESSON ACTIVITIES***

SUMMARY:

Written in 1930, A Rose for Emily highlights Emily Grierson's hold on her Southern town's attention. Her social status and family background added to her allure, but its her actions as she ages that astonishes them. Emily's eccentric and mysterious life and death lends itself to Faulkner tapping into the Southern Gothic genre.

This 10th - 12th grade canonized work allows students to look at themselves, the mysterious, and our society.

*****Please note: at least 1 to 3 times an offensive word has been used.****

This RESOURCE includes:

1. Class Opener/Bell Ringer

2. A ROSE FOR EMILY POD Parties

3. A ROSE FOR EMILY WATCH/Listening Party

4. A ROSE FOR EMILY Poster Challenge

5. ROSE [VIDEO ESSAY]

6. In Conflict: Analyzing Conflict in "Rose"

7. The Rose Alternate Story

8. REGARDING Emily

9. Symbolism in A ROSE FOR EMILY

10. We're all Faulkner!

11. THIS OLD HOUSE and much, much more

to make your your classroom GREAT!

You may also appreciate:

• EVERYMAN: A MORALITY PLAY [SHORT RESPONSE QUIZZES]
• THE NYMPH'S REPLY TO THE SHEPHERD [LESSON ACTIVITIES AND POEM]
• THE PIANO LESSON [GALLERY WALK]
• MACBETH [PLAY PRESENTATIONS]
• THE PEARL [LESSON ACTIVITIES]

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

TheAngryTeacherBLOG

EMAIL LIST

INSTAGRAM

Youtube

Facebook

Pinterest

TIKTOK

THREADS

Hey ANGRY TEACHER FAM,

I'm Richard Williams, The Angry Teacher. I've been teaching for 20+ Years , and have amassed quite a bit of knowledge to share. Please consider joining the Angry Teacher family; we'll enjoy having you in the fam!

Please consider checking out the other EDUCATIONAL materials and resources in my store.

Also, guys, remember that leaving REVIEWS is a way that TeachShare gives you credit on products! So let's do it!

Thanks for stopping by!