Less than $5 12th Grade English Language Arts PowerPoint Presentations (by date, latest first)

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.

This SEAMUS HANEY "2 Poems" [Lesson Activities and Poems] resource provides students a chance to experience a variety of topics that cause reflection. 2 of Haney's popular poems, 16 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. 11th - 12th Graders will love this product. Check it out!

Summary:

Seamus Heaney is widely recognized as one of the major poets of the 20th century. A native of Northern Ireland, Heaney was raised in County Derry, and later lived for many years in Dublin. He was the author of over 20 volumes of poetry and criticism, and edited several widely used anthologies. He won the Nobel Prize for Literature in 1995 "for works of lyrical beauty and ethical depth, which exalt everyday miracles and the living past." Heaney taught at Harvard University (1985-2006) and served as the Oxford Professor of Poetry (1989-1994). He died in 2013.

This 11th - 12th grade canonized set of poems allows students to understand life and love for our heritage and family.

Poems Included:

1. "Digging"

2. "Follower"

This Product Includes:

1. Who is Seamus Haney? (Video Biographies)

2. Each poem has 8 Discussion Questions [16 questions]

3. Haney Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. ReCreating Haney

7. Reciting Haney and much more

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

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

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

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

PLEASE CONSIDER JOINING ME ON THESE SOCIAL MEDIA PLATFORMS:

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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!

This DYLAN THOMAS "2 Poems" [Lesson Activities and Poems] resource provides students a chance to experience a variety of topics that cause reflection. 2 of Thomas' popular poems, 14 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:

Dylan Thomas, a Welshman, was a reporter and prominent writer in the early 20th century. His most famous poem, "Do Not Go Gentle Into That Good Night," was published in 1952, but his reputation was solidified years earlier. Thomas' prose includes Under Milk Wood (1954) and A Child's Christmas in Wales (1955). Thomas was in high demand for his animated readings, but debt and heavy drinking took their toll, and he died in New York City while on tour in 1953, at age 39. was a reporter and prominent writer in the early 20th century. His most famous poem, "Do Not Go Gentle Into That Good Night," was published in 1952, but his reputation was solidified years earlier. Thomas' prose includes Under Milk Wood (1954) and A Child's Christmas in Wales (1955). Thomas was in high demand for his animated readings, but debt and heavy drinking took their toll, and he died in New York City while on tour in 1953, at age 39.

This 9th - 12th grade canonized set of poems allows students to understand life and love for our childhood, heritage and family.

Poems Included:

1. "Fern Hill"

2. "Do Not Go Gentle Into That Good Night"

This Product Includes:

1. Who was Dylan Thomas (Video Biographies)

2. Each poem has 7 Discussion Questions [14 questions]

3. Thomas Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Thomas

7. It's About Us and much more

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SPACE [BUNDLE]

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

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

SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 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!

This Robert Browning "2 Poems" [Lesson Activities and Poems] product provides students a chance to experience a variety of topics that cause reflection. 2 of Browning's popular poems, 16 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:

Born May 7, 1812, London—died Dec. 12, 1889, Venice, Robert Browning, (born May 7, was a major English poet of the Victorian age, noted for his mastery of dramatic monologue and psychological portraiture. His most noted work was The Ring and the Book (1868–69), the story of a Roman murder trial in 12 books.

This 9th - 12th grade canonized set of poems allows students to understand life and love and the need to reflect.

Poems Included:

1. "My Last Duchess"

2. "Porphyria's Lover"

This Product Includes:

1. Who is Robert Browning? Written/Video Biography

2. Each poem has 16 Discussion Questions [16 questions]

3. Browning Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Dark Love and much more

You may also appreciate:

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 & ...

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

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 Galway Kinnell "Ater Making Love We Hear Footsteps" [Lesson Activities and Poem] product provides students a chance to experience what love is and reflect. the poem, 8 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. 10th - 12th Graders will love this product. Check it out!

Summary:

Galway Kinnell was born in Providence, Rhode Island, on February 1, 1927.

After serving in the United States Navy, he spent several years of his life traveling, including extensive tours of Europe and the Middle East, especially Iran and France. His first book of poems, What a Kingdom It Was (Houghton Mifflin), was published in 1960, followed by Flower Herding on Mount Monadnock (Houghton Mifflin, 1964).

This 10th - 12th grade canonized poem allows students to understand life and love and the need to reflect.

This Product Includes:

1. Who is Galway Kinnell? Written/Video Biography

2. The poem has 8 Discussion Questions

3. Kinnell Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. All About Fergus and much more

You may also appreciate:

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 & ...

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

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!

See your students excited and engaged to learn and understand ARGUMENTS? Do you need them to develop better arguments and support them? Well, this SPEAK OUT ARGUMENT GAME resource can be used for comprehension of arguments**.** Indeed, this EDITABLE resource has TEACHER NOTES and instructions, 30+ CONTROVERSIAL and ARGUMENTATIVE TOPICS to help your students develop their communication SKILLS. This series product can be used for 6th - 12th grade students. Check it out!

This Product Includes:

1. 30+ Argumentative Topics

2. TEACHER NOTES and HOW TO USE THIS RESOURCE page.

3. Editable for Teacher Customization and more to make your classroom GREAT!

***GREAT for REVIEWS, ARGUMENT Practice, Vocabulary PRACTICE, Break from the Curriculum, After Testing Days, Tired teacher and student days, and ESSAY DEVELOPMENT***

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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, 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!

This OCTAVIO PAZ'S "3 Poems" [Lesson Activities and Poems] resource provides students a chance to experience a variety of topics that cause reflection. 3 of Paz's popular poems, 21 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 resource and your lesson. Check it out!

Summary:

Octavio Paz, a Mexican poet, writer, and diplomat was born March 31, 1914, Mexico City, Mexico—died April 19, 1998, Mexico City; he was recognized as one of the major Latin American writers of the 20th century. He received the Nobel Prize for Literature in 1990.

This 9th - 12th grade canonized set of poems allows students to understand life and love for our own journey, heritage and relationships.

Poems Included:

1. "Wind, Water, Stone"

2. "As One Listens to the Rain" (includes Spanish Version)

3. "The Street"

This Product Includes:

1. Who was Octavio Paz (Video Biographies)

2. Each poem has 7 Discussion Questions [21 questions]

3. Paz Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Paz

7. It's About Us and much more

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SPACE [BUNDLE]

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

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

SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 POEMS" [Lesson Activities & Poems]

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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!

See your students excited and engaged to learn and understand ARGUMENTS? Do you need them to develop better arguments and support them? Well, this SPEAK OUT ARGUMENT GAME resource can be used for comprehension of arguments**.** Indeed, this EDITABLE resource has TEACHER NOTES and instructions, 30+ CONTROVERSIAL and ARGUMENTATIVE TOPICS to help your students develop their communication SKILLS. This series product can be used for 6th - 12th grade students. Check it out!

This Product Includes:

1. 30+ Argumentative Topics

2. TEACHER NOTES and HOW TO USE THIS RESOURCE page.

3. Editable for Teacher Customization and more to make your classroom GREAT!

***GREAT for REVIEWS, ARGUMENT Practice, Vocabulary PRACTICE, Break from the Curriculum, After Testing Days, Tired teacher and student days, and ESSAY DEVELOPMENT***

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STOCK LANGUAGE [1] [Mentor Sentences] [Scaffolding Writing]

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HIGH SCHOOL ELA VOCABULARY YEARLONG [BUNDLE]

DEVELOPING COURSE SKILLS for AP LANGUAGE : [PROJECTS]

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THREADS

Hey Angry Teacher Fam,

I'm Richard, 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!

This OCTAVIO PAZ'S "3 Poems" [Lesson Activities and Poems] resource provides students a chance to experience a variety of topics that cause reflection. 3 of Paz's popular poems, 21 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 resource and your lesson. Check it out!

Summary:

Octavio Paz, a Mexican poet, writer, and diplomat was born March 31, 1914, Mexico City, Mexico—died April 19, 1998, Mexico City; he was recognized as one of the major Latin American writers of the 20th century. He received the Nobel Prize for Literature in 1990.

This 9th - 12th grade canonized set of poems allows students to understand life and love for our own journey, heritage and relationships.

Poems Included:

1. "Wind, Water, Stone"

2. "As One Listens to the Rain" (includes Spanish Version)

3. "The Street"

This Product Includes:

1. Who was Octavio Paz (Video Biographies)

2. Each poem has 7 Discussion Questions [21 questions]

3. Paz Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Paz

7. It's About Us and much more

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SPACE [BUNDLE]

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

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

SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 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!

This CHRISTOPHER MARLOWE "The Passionate Shepherd to His Love" [Lesson Activities and Poem] resource provides students a chance to experience a variety of topics that cause reflection. Marlowe's popular poem, 14 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. 10th - 12th Graders will love this resource. Check it out!

Summary:

Marlowe, the second child and eldest son of John Marlowe, a Canterbury shoemaker, was probably born early in 1564—the date of his baptism is recorded as Feb. 26, 1564. He attended King’s School at Canterbury for two years (1579–81) before going on to Cambridge University, from which he graduated in 1584. His productive period as a playwright was only about ten years—he was killed on May 30, 1593, in Deptford in a quarrel over a tavern bill. In addition to writing, Marlowe also served in government—at least briefly. He seemingly worked as a spy for the queen’s secret service. He was occasionally involved with the police for various infractions, and he was considered quite unorthodox in his religious views.

This 10th - 12th grade canonized poem allows students to understand life, love, and happiness.

This Product Includes:

1. Who was Christopher Marlowe? (Video Biographies included)

2. This poem has 9 Discussion Questions

3. Marlowe Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Marlowe

7. It's About Us and much more

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SPACE [BUNDLE]

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

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SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 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!

This SIR WALTER RALEIGH "The Nymph's Reply to the Shepherd" [Lesson Activities and Poem] resource provides students a chance to experience a variety of topics that cause reflection. Raleigh's popular poem, 9 discussion questions/essay prompts, a sample LITERARY & ANALYSIS Chart, LESSON ACTIVITIES, Black & White Versions, a quiz, and a Biography. This poem allows students to read and analyze these poems of literary merit. 10th - 12th Graders will love this resource. Check it out!

Summary:

Sir Walter Raleigh was born in 1552 to Walter Raleigh and Catherine Champernowne. He was raised in a farmhouse near the village of East Budleigh in Devon, England. Raleigh studied at Oxford before serving in the Huguenot army in France (1569). A rival of the Earl of Essex for the queen’s favors, he served (1580) in Elizabeth’s army in Ireland, distinguishing himself by his ruthlessness at the siege of Smerwick and by the plantation of English and Scots Protestants in Munster. Elizabeth rewarded him with a large estate in Ireland, knighted him (1585) and gave him trade privileges and the right to colonize America. He died in May 13, 1922, Oxford.

This 10th - 12th grade canonized poem allows students to understand life, love, and what real happiness is.

This Product Includes:

1. Who was Sir Walter Raleigh? (Video Biographies included)

2. This poem has 9 Discussion Questions

3. Raleigh Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Raleigh

7. It's About Us and much more

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SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 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!

This CHRISTOPHER MARLOWE "The Passionate Shepherd to His Love" [Lesson Activities and Poem] resource provides students a chance to experience a variety of topics that cause reflection. Marlowe's popular poem, 14 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. 10th - 12th Graders will love this resource. Check it out!

Summary:

Marlowe, the second child and eldest son of John Marlowe, a Canterbury shoemaker, was probably born early in 1564—the date of his baptism is recorded as Feb. 26, 1564. He attended King’s School at Canterbury for two years (1579–81) before going on to Cambridge University, from which he graduated in 1584. His productive period as a playwright was only about ten years—he was killed on May 30, 1593, in Deptford in a quarrel over a tavern bill. In addition to writing, Marlowe also served in government—at least briefly. He seemingly worked as a spy for the queen’s secret service. He was occasionally involved with the police for various infractions, and he was considered quite unorthodox in his religious views.

This 10th - 12th grade canonized poem allows students to understand life, love, and happiness.

This Product Includes:

1. Who was Christopher Marlowe? (Video Biographies included)

2. This poem has 9 Discussion Questions

3. Marlowe Visual Poetry

4. Literary and Participation Chart [Blank & Printable]

5. Group Poem Presentations

6. Reciting Marlowe

7. It's About Us and much more

You may also appreciate:

SPACE [BUNDLE]

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

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

SEAMUS HANEY'S "2 POEMS" [LESSON ACTIVITIES AND POEMS]

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

JOHN MILTON'S "3 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!