Less than $5 High School 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.

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

You may also appreciate:

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:

TheAngryTeacherBLOG

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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 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 editable Homer "THE ODYSSEY" [BOOK TWELVE] [WORKSHEETS & UNIT QUIZZES] product allows students to look at themselves, their relationships and their own odyssey. [This product is a companion to THE ODYSSEY [BOOK TWELVE] [LESSON ACTIVITIES]. However, some worksheets can work in stand alone lessons. 70+ Slides, worksheets, Graphic Organizers, assignments, Short response and Multiple Choice Quizzes are activities in this product.

These activities encourage insightful responses from work. 9th - 10th Graders will love this prose and product. Check it out!

This Product Includes:

1. 4+-page worksheets

2. Teacher Notes

3. LESSON MAPS

4. NEW GAME ACTIVITY TO BRING YOUR CLASSROOM TO LIFE!

5. 15 MULTIPLE CHOICE QUESTIONS

6. 10 SHORT RESPONSE QUESTIONS

7. Black&White Versions to make your classroom GREAT!

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THE ODYSSEY [BOOK ONE] [LESSON ACTIVITIES]

THE EPIC [WORKSHEETS & ACTIVITIES]

MYTHOLOGY [WORKSHEETS & ACTIVITIES]

MAGICAL REALISM LITERATURE [WORKSHEETS & ACTIVITIES]

THE MONKEY'S PAW [LESSON ACTIVITIES]

ONE THOUSAND DOLLARS [BUNDLE]

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

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

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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.

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This is a dynamic moment in history! This Phyllis Wheatley "LETTER TO REVEREND OCCUM" [Letter & Lesson Activities] resource provides students a chance to experience a variety of topics that cause reflection. Wheatley's popular LETTER, 20+ discussion questions/essay prompts, a sample LITERARY & ANALYSIS Chart, LESSON ACTIVITIES, Black & White Version, Projects, 10 MULTIPLE CHOICE QUESIONTS, cover page for independent student packet possibility, and a Biography. This historical document allows students to read and analyze WORKS of literary merit. 10th - 11th Graders will love this RESOURCE. Check it out!

Summary:

Despite spending much of her life enslaved, Phillis Wheatley was the first African American and second woman (after Anne Bradstreet) to publish a book of poems.

Born around 1753 in Gambia, Africa, Wheatley was captured by slave traders and brought to America in 1761. Upon arrival, she was sold to the Wheatley family in Boston, Massachusetts. Her first name Phillis was derived from the ship that brought her to America, “the Phillis.”

The Wheatley family educated her and within sixteen months of her arrival in America she could read the Bible, Greek and Latin classics, and British literature. She also studied astronomy and geography. At age fourteen, Wheatley began to write poetry, publishing her first poem in 1767. Publication of “An Elegiac Poem, on the Death of the Celebrated Divine George Whitefield” in 1770 brought her great notoriety. In 1773, with financial support from the English Countess of Huntingdon, Wheatley traveled to London with the Wheatley's son to publish her first collection of poems, Poems on Various Subjects, Religious and Moral—the first book written by a black woman in America. It included a forward, signed by John Hancock and other Boston notables—as well as a portrait of Wheatley—all designed to prove that the work was indeed written by a black woman. She was emancipated her shortly thereafter.

Her firsthand account of history [primary sources] in the form of letters/historical documents have been used in education, specifically English classes, for decades because of their strength of diction and composition, but the content pretexts motherhood, wifehood, and blacks and women's fight for equality and recognition.

This 9th - 11th grade canonized set of letters allows students to understand the need to reflect.

This RESOURCE Includes:

1. Letter to Reverend Occum

2. Who was Phyllis Wheatley? Written Biography

3. Each letter has 3 -9 Discussion Questions [25 questions]

4. Wheatley's Wit

5. Literary and Participation Chart [Blank & Printable]

6. 10 Multiple Choice Questions

7. Group letter Presentations and much more to make your classroom GREAT!

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ABIGAIL ADAMS' "4 LETTERS" [LETTERS & LESSON ACTIVITIES]

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FINDING ARGUMENTS [Analyzing Arguments]

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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 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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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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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***

You may also appreciate:

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

WRITING A THESIS TEMPLATE

FINDING ARGUMENTS [Analyzing Arguments] [MEGA-PACK]

MIDDLE SCHOOL ELA VOCABULARY LISTS & ACTIVITIES UNIT 1 [BUNDLE]

HIGH SCHOOL ELA VOCABULARY YEARLONG [BUNDLE]

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 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!