This worksheet should be used as a practice learning tool after teaching how to analyze a poem, the purpose of figurative language, and be able to locate and explain the function of rhetorical devices. Students should understand paradox, anaphora, antithesis, euphemism ( advanced level), POV, purpose and audience. Learning strands:  Analysing Texts 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., determine whether repeated sounds, words, or phrases in a poem reinforce its theme; determine how a story might change if it were narrated by one of the other characters in the story; determine how altering the punctuation could affect the message of an advertisement)  Elements of Style 2.3 identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., evocative language may be used to create a particular mood in a novel; incongruous words and phrases may be used to create a humorous effect in a short story; a repeated phrase in a song lyric helps to emphasize the theme; the use of words with several connotations can add extra levels of meaning in a poem; alliteration in a magazine or online advertising slogan can help make readers remember the slogan – and the product) Teacher prompt: “What is the effect or mood created by this passage? What words contribute to that effect? Would the effect be enhanced or diminished if different words were used?”

This project enables students to create a news report article and a target audience & purpose oriented presentation, based on the characters and events of one or more well-known fairytales; and transform them into a crime scene of their choice. This supplements the News Report Lesson based on the Inverted Pyramid Graph and is an assessment project at the end of the unit. Please see samples attached of my students work. It is a very engaging and successful activity. Make sure students choose age appropriate headlines and issues. Assesses the following achievement categories: knowledge, thinking, communication, and application. learning strands: -Understanding media texts -Applying knowledge and conventions -Producing media texts -Reading and comprehension -Using knowledge of form and style -Developing and organizing content -Understanding form and style -Speaking to communicate

Students need LEGITIMATE AUTHENTIC SOURCES to support their thesis in essays and research reports. Especially for argumentative and persuasive essays that focus on emotional and intellectual appeal. Many topics include issues such as "animal cruelty" and "climate change". This is an original article written by a blogger in an Animal Cruelty Magazine My-Pet-Story.com that I own the copyrights to. Critical literacy along with essay writing involves asking questions and challenging the status quo, and leads students to look at issues of power and justice in society. Researching and analyzing secondary sources empowers students by enabling them to formulate strong arguments and speak out about issues that strongly affect them. To develop their media literacy skills, students should have opportunities to view, analyse, and discuss a wide variety of media texts and relate them to their own experience. Teachers should make students aware that images, print materials, music, or video clips used in connection with tasks and assignments may be subject to copyright, and the appropriate releases should be obtained prior to use. This applies to items downloaded from the Internet as well and sources should be cited at all times. Evaluation categories ( deciphering information , implementing sources within their work , MLA format): THINKING processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) 50–59% (Level 1) uses critical/creative thinking processes with limited effectiveness 60–69% (Level 2) uses critical/creative thinking processes with some effectiveness 70–79% (Level 3) uses critical/creative thinking processes with considerable effectiveness 80–100% (Level 4) uses critical/creative thinking processes with a high degree of effectiveness Communication – The conveying of meaning through various forms (e.g., clear expression, logical organization in oral, graphic, and written forms, including media forms as well as audience and purpose) 50–59% (Level 1) expresses and organizes ideas and information with limited effectiveness 60–69% (Level 2) expresses and organizes ideas and information with some effectiveness 70–79% (Level 3) expresses and organizes ideas and information with considerable effectiveness 80–100% (Level 4) expresses and organizes ideas and information with a high degree of effectiveness

Intro: Group activity to begin understanding the difficulty of "arranged" marriages, and how compatibility, faith, and family support are all necessary in order to make relationships work. In Act 1 Scene 2 & 3 of Romeo & Juliet, we see the arrangement of Paris and Juliet’s possible marriage. We then learn that Juliet refuses to marry Paris and decides she wants to choose love for herself. The battle of the Boys….. Come up with the Perfect proposal for both a modern day Paris and.....

This creative CPT plan includes instructions, mind maps, customized rubric, and samples of previous Work. Students are asked to create a 10 page children’s book based on the short story elements they learned throughout the semester. This is an opportunity to assess different writing, reading, comprehension, and literacy skills… Students are asked to hand in a hardcopy, as well as present the book to reading buddies ( students of a younger age. This can be arranged by taking a class to a feeder school nearby to present their books]. This interactive activity allows teachers to view the student progress not only in relation to reading and writing, but also in the understanding of audience and purpose – this is why I thought reading to younger kids is a great observation opportunity for teachers to test how engaging their reading [tone, diction] and stories really are in practicality and with real life children. This activity is assessed through all learning categories (K, T,C, A) and the following learning specific strands: Listening to Understand 1.1 Purpose 1.5 Demonstrating Understanding of Content 1.7 Extending Understanding of Texts Speaking to Communicate 2.1 Purpose 2.2 Interpersonal Speaking Strategies 2.3 Clarity and Coherence 2.4 Diction and Devices 2.5 Vocal Strategies 2.6 Non-Verbal Cues 2.7Audio-Visual Aids 3. Reflecting on Skills and Strategies 3.1 Metacognition 3.2 Interconnected Skills Reading for Meaning 1.2 Using Reading Comprehension Strategies 1.4 Making Inferences Understanding Form and Style 2.1Text Forms 2,2Text Features  Elements of Style Reading With Fluency 3.1 Reading Familiar Words 3.2 Reading Unfamiliar Words 3.3 Developing Vocabulary Reflecting on Skills and Strategies 4.1Metacognition 4.2Interconnected Skills Developing and Organizing Content 1.1Identifying Topic, Purpose, and Audience 1.2 Generating and Developing Ideas 1.3 Research 1.4Organizing Ideas 1.5Reviewing Content Using Knowledge of Form and Style 1.1Form 1.2Voice 1.3Diction 1.4Sentence Craft and Fluency 1.5 Critical Literacy 1.6 Revision 1.7 Producing Drafts Applying Knowledge of Conventions 1.1 Spelling 1.2 Vocabulary 1.3 Punctuation 1.4 Grammar 1.5 Proofreading 1.6 Publishing 1.7 Producing Finished Works

The score for this criteria denotes how students make connections from what is read, what is known from past experience, and how it applies to the world today. -Romiette and Julio- Intro Lesson Mini Assignment -brief introduction and background of Shakespeare's Romeo and Juliet (prologue) with both classic and modern english suggestions prior or in conjunction to this lesson: -teach literary devices "foreshadow/ flashbacks", "allusion" and "analogy" -teach literary definitions: prologue, monologue, dialogue, synopsis, and soliloquy

Engaging pre-reading intro to some KEY ISSUES and CONCEPTS in the novel Life of Pi through various media: video clips, documentaries, articles, news events, government documents. "Seven years later Yann Martel returned to Scliar's story with Life of Pi. ... The controversy also highlights an important aspect of Martel's novel. Life of Pi tells the story of a boy and a tiger trapped on a lifeboat for 227 days." Designed for high school students. Includes research and comprehension activity with assessed journal prompts. Learning strands and categories: Reading, Comprehension, Writing, Formulating Hypothesis, Deciphering Information from various theories, Connecting to the world around them [cross-cultural]. Enjoy! :)

This customizable template is adaptable for secondary students. This is a great way to get your students to write original content in class,and monitor their writing before taking it home to type and format in MLA style. These are some topics I have used successfully and this instructional handout is a great reminder tool. Customizable outline.

INTRO LESSON PLAN- A great interactive idea is having the students analyze the front cover of the novel and talk about the symbolism of mirrors, glass and broken glass. I start discussing the theme of identity, true friendship, peer pressure, the beauty of scars and the pains of growing. I connect that to prejudice, making mistakes, believing in second chances, and the power of forgiveness. I do this by teaching the famous anecdote in the Bible where Jesus dares those without sin to cast a stone at another. After I show them the video clip attached, and teach them the article, I give each student a stone and a marker… I ask each to anonymously write down something they wish they could take back or let go of and ask them to drop the stone in a class bucket when they are done (no one is ever allowed to look at another stone in the bucket) At the end of the novel we go back to the stones, and we read each one by one [anonymously] . We then ask each other for forgiveness and to let go of all the things written on those stones. As a class we walk outside under a tree and bury the stones learning what it means to REPENT and become a better person and strive to be better moving forward SYNOPSIS: The First Stone Background. First published in 2003, The First Stone is a fictional novel about a troubled boy and a grieving girl, both running their own course to heal their broken pasts. Reef, the main character, cannot contain his anger after his grandmother’s passing - the only person he felt really loved him Leeza, the supporting character feels like her life has been turned upside down and kicked away after her older sister dies. Don Aker crafts a special and clever plot, making the two characters’ lives collide in unexpected ways. The novel is recommended to readers in their mid-teens because of some mature content and “a fair bit of swearing”. Though it is dark story, Aker manages to inject some humor and light into the complicated and heavy plot. The book has a sequel called The Fifth Rule, published in 2011.

Are you tired of spending tons of money on teacher agendas that do not meet your standards for the price? This is a great way to make your own. These colourful, interactive and practical printables provide more space, focus on student learning and are customizable!! quick interactive reusable lesson template? These are great organization tools for teachers. Especially new teachers who are building their plans for years to come! The circle on the top right-hand corner enables you to label the plans by numbering days 1 to 5. This way you can reuse them yearly. There is also a date bar option so that you can personalize them and customize them for that particular semester. There are birthday reminders, teacher reminders, active: today's lesson plan, a homework section and a prayer request section- all customizable to cater to your school's needs. I hope you enjoy this colourful and very useful template! :-)

The best way to teach is to SHOW! This quick writing lesson, defines what a Narrative Paragraph is, gives students a sample paragraph, a visual and written outline (for differentiated learning). For curriculum and specific learning strands refer to my downloadable and printable teacher-friendly checklists.

Full Teaching and Learning Four Types of Paragraph Writing Workbooks! Includes: -Narrative, Persuasive, Descriptive and Expository Lesson Plans -Samples -Individualized Mind-maps for each paragraph type -Custom Outlines -Built-in Final Drafts Sheets -Checklists and Rubrics for each type of paragraph You may also download and print my specific curriculum and category weightings teacher-friendly handouts. Not necessary. :)

ENGLISH TEACHERS YOU ARE WELCOME! :) ARE YOU TIRED OF HAVING TO FIND AND READ THROUGH GOVERNMENT PAGES OF OVERALL AND SPECIFIC LEARNING STRANDS? DO YOU STILL GET CONFUSED BY THE ACHIEVEMENT CHART CATEGORIES? ARE YOU A NEW TEACHER IN NEED OF A QUICK GUIDE AND EXPERIENCED ADVICE? BEST TOOL EVER! YOU CAN USE IT WITH EVERY ASSIGNMENT AND TAILOR EACH ONE LIKE A PRO IN LESS THAN 3 MINUTES!!! INCLUDES: -COLOR CODED ONE PAGE ACHIEVEMENT CHART CATEGORIES (Knowledge, Thinking, Application and Communication) -a DETAILED Overall and Specific Strands Checklist -a PRACTICAL Overall and Specific Strands Checklist for everyday use! ENJOY!

When it comes to essays students seem to hit a snag on interesting, authentic scholarly primary and secondary sources. I just added some samples that you could share with them on animal cruelty. Beautifully Blinded – The Ugly Secret of the Beauty Industry By E. Caracciolo, January 2017, My-Pet-Story.com Whether conducting research in the social sciences, humanities (especially history), arts, or natural sciences, the ability to distinguish between primary and secondary source material is essential. Basically, this distinction illustrates the degree to which the author of a piece is removed from the actual event being described, informing the reader as to whether the author is reporting impressions first hand (or is first to record these immediately following an event), or conveying the experiences and opinions of others—that is, second hand.