This is an excellent, jigsaw-type, collaborative activity to use as an introduction to the epic poem Beowulf. Essentially, students break into groups to look at only the Prologue and Parts 1 and 2 of the epic poem. Each group takes on the part of an anthropologist/archaeologist "digging" back into the past to learn about the world of the Anglo-Saxons. Each group receives a different set of questions about Anglo-Saxon culture to respond to by seeking out answers from the Beowulf text. Students then report their findings/ discoveries about Anglo-Saxon culture to the class. This is an excellent way to get students involved in active inquiry into a text. I typically do this activity BEFORE I give them any notes at all on Anglo-Saxon culture because I want them to see what they can discover on their own first. This activity is easily followed with a writing assignment in which students describe their findings using textual evidence. Included here are questions for 8 different groups per class (of course, in reality, you may have more groups per class, so you can simply repeat some of the questions amongst groups-- it's perfectly fine to see how two different groups approach the same questions because they will undoubtedly make different observations). Great way to get into the Beowulf story! This item is part of my MEGA BEOWULF BUNDLE that includes 25 lessons and activities with answer keys! You can find the ENTIRE bundle in our store, sold separately. Bundle and SAVE! Positive feedback is appreciated for FREEBIES :)

These Task Cards by Bespoke ELA are to be used at the end of a Writer’s Workshop during the last ten minutes to emphasize with students that any part of the essay can be edited and revised at any time. The purpose of these Task Cards is to communicate to students that writing is a continual, recursive process, not a linear process. Students often ask if they are “allowed” to go back and change something about an essay draft. These Task Cards will help students see that they are, in fact, “allowed” change anything about their essays throughout the writing process. Allow students to select one of these cards and complete the revision or reflection task of their choice at the end of a writer’s workshop session. This will also enable students to take ownership of their own learning and writing. Included in this FREE bundle: 16 Task Cards Ppt. Version-- editable PNG Power Point Version PDF Version ============================================= You might also like: Literary Analysis MEGA BUNDLE 30 MENTOR SENTENCES for Literary & Rhetorical Devices with Writing Application Poetry Bundle: 20 Short Poems to Teach Rhetorical Relationships & Explication Macbeth Bundle: Supplementary Materials for Any Macbeth Unit Nonfiction Resource Bundle Nonfiction Practice with The Gettysburg Address Nonfiction Practice with The Declaration of Independence Nonfiction Practice with Alexander Hamilton Sample Essay Pack: TEN Literary Analysis Essays Argument Essay Revision Forms: TEN Activities for Success Grammar Editing Mini-lessons for Essay Writing Editing the Essay for "Academese" The Conclusion Paragraph for Literary Analysis Crafting Commentary for Literary Analysis Selecting & Organizing Textual Evidence for Literary Analysis Topic & Concluding Sentences for Literary Analysis The Body Paragraph for Essay Writing The Thesis Statement for Literary Analysis: SIX Mini-lessons for Success Blending Quotes Using the TCS Method The Literary Analysis 10-POINT RUBRIC The Introduction Paragraph for Literary Analysis

In light of recent tragedies that continue to occur in our nation and around the world, I have created a series of Diversity Lessons to increase cultural awareness within our classrooms. All of these lessons are FREE resources for teachers to use. Positive feedback is always appreciated! In this activity, there are a series of quotations about diversity to read with your students. After viewing the quotations, give each student a piece of paper and have them create their own quotations about the importance of diversity and then hang them around the classroom. This activity also makes an excellent icebreaker activity at the beginning of the school year!

Included here are three popular creative writing assignments to accompany a unit on Beowulf. Beowulf Kenning Activity a. In this activity, students try their hand at creating modern-day kennings to share with the class. Students have fun being creative with kennings! Anglo-Saxon Boast Writing Assignment a. This assignment asks students to create a poetic boast modeled after that of Beowulf in the epic poem. Students must integrate devices such as hyperbole, alliteration, and kennings into a boast about their accomplishments. Then, students are to write a paragraph explanation of the role boasting plays in the poem using at least two quotations from the text. Students have great fun sharing their boasts and also comparing/ contrasting theirs to that of Beowulf's. This is a great activity to get students involved in the poem in an interactive way! Beowulf Comic Book Project a. This Beowulf project uses the structure of the comic book to assess student understanding of the literary elements in Beowulf, Anglo-Saxon culture, and reading/writing/collaboration skills. Included here is the project assignment along with a Common Core aligned rubric. This is a great project to tap into student motivation in a fun, collaborative, engaging way that will simultaneously target reading, writing, speaking, and listening skills. All three creative writing tasks are included in my MEGA BEOWULF BUNDLE (25 activities and lessons with answer keys included!) You can find the ENTIRE bundle in our store, sold separately. BUNDLE AND SAVE!

In this FREE 21-page booklet, find information on how I use the Writer's Notebook as an Interactive Notebook in my secondary English classes. This freebie includes explanations of how I have my students organize the notebook as well as the charts, handouts, graphic organizers, rubrics, etc. that my students use with the notebook throughout the school year. Positive feedback is always appreciated for FREEBIES!

Given all of the tragic events that have happened in our world and continue to happen in our world, I have compiled a reading list of 75 texts for grades 6-12 about DIVERSITY, RACISM, INCLUSION, TOLERANCE, and MULTICULTURAL AWARENESS. I truly believe that it is crucial to our world that we diversify our students' reading experiences beyond the standard cannon because it's only when we are able to have experiences with people different from us that we can begin to understand those differences and not fear them. I spent many hours researching the texts on this list. The list contains poems, speeches, plays, novels, and essays that address issues such as bullying, racism, LGBTQ, learning differences, and cultural identity (African American, Asian American, Mexican American, and many others). Each text is hyperlinked on the list to Amazon and/or a website where you can either find the text or read about it. Please note that some texts are more suitable for 6th-7th grades while others are only suitable for 12th grade. Please vet these texts according to the grade you teach and appropriateness for your school community and student body. The great thing I discovered by creating this list was that it was DIFFICULT keeping the list down to just 75 texts. There are SO MANY awesome texts out there about these issues, which is a great problem to have. Now, we just need to get them into our classrooms. This document also contains a list of web resources where you can find even MORE READING LISTS and lesson plans for teaching on the importance diversity. I truly hope that you are able to use this product this year in your classroom. And I'd love to hear feedback of any texts that I absolutely MUST ADD to the list. I am always looking for ways to expand reading lists for my students and can't wait to integrate some of these pieces this year. I feel that as teachers we are the harbingers for creating peace in our world, and we bear the responsibility of showing our students that we are all part of the "human family." It is only through education that the violence can end.

This activity can go with any text centered upon diversity and/or inclusion. Students will answer some pre-reading questions about their prior knowledge and experiences with diversity and inclusion and then complete a close reading of the selected text. Finally, they will write a paragraph analysis of the text and then think about how they can show appreciation for diversity and inclusion in their own lives. Given the recent tragedies that have rocked our world, it is important to me to share lessons that can help us become more tolerant and peaceful as a "human family." Positive feedback is always appreciated.

This anticipation guide asks students to consider the modern-day, American concept of heroism. Students will brainstorm examples of heroism in today’s world as a means of studying the epic hero and the Anglo-Saxon concept of heroism. This activity establishes student anticipation of reading the poem Beowulf and provides an interesting platform for class discussion and debate. This guide is included in my MEGA Beowulf Bundle, which includes 25 lessons and activities to take your Beowulf unit to the next level! Find the entire bundle in our store, sold separately. BUNDLE AND SAVE!

This listing is for a characterization activity entitled "Stargram" in which students analyze how a character's name reveals character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Stargram" Task To characterize a character from a text using textual evidence Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence To communicate points effectively with small groups and large groups Common Core Standards R1, 3, 6, 11/ W1, 2, 4, 10/ SL 1, 4, 6/ L1-3 Instructions For this activity, students will first fill out the “Stargram” chart for a specific character—either of their own choosing, or assigned by you (you could even assign student groups to specific characters). Students will then list five adjectives on the “Stargram” to describe the selected character. This is an excellent opportunity for students to use the “Characterization Adjectives List” (sold separately) in order to expand their vocabulary. Be sure to make dictionaries available as well. For each of the selected adjectives, students will find a quotation to support it from the text and add the quotations to the “Stargram.” After completing the “Stargram” Activity, you can have students complete any of the follow-up activities that are included: the “Stargram” Discussion, “Stargram” Analytical Paragraph, or the “Stargram” Class Debate. These follow-up activities provide opportunities for students to synthesize their findings from the “Stargram” Activity and to practice both oral and written communication.

This listing is for a characterization activity entitled "Magic Mirror" in which students analyze how a character's perceptions of himself/herself reveal character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Magic Mirror" Task To analyze the similarities and differences among a protagonist’s view of himself/herself versus how other characters view the protagonist Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence Common Core Standards R1, 3, 6, 11/ W1-4, 9-11/ SL 1, 4, 6/ L1-3 Instructions Oftentimes, the disparity in perception between how a protagonist of a story sees himself/herself and how other characters view the protagonist causes the protagonist to make a mistake—sometimes a very tragic mistake. In “Magic Mirror,” students are to consider how the protagonist views himself/herself as compared to how other characters view him/her. By looking at the protagonist through this lens, students can begin to see the imperfections of the protagonist that bring about conflict in the story. The lead activity, “Magic MIrror,” asks students to brainstorm adjectives to describe how the protagonist sees himself/herself. It also asks students to brainstorm adjectives to describe how other characters view the protagonist. Then, students can complete any or all of the follow-up activities to analyze the information from the “Magic Mirror” Activity including the “Magic Mirror” Chart, “Magic Mirror” Venn diagram, or the “Magic Mirror” Writing Task. All of these activities lend themselves to sharing/ discussing either in small groups or as a whole class, so consider ways for students to interact throughout these activities.

This listing is for a characterization activity entitled "What's in a name?" in which students analyze how a character's name reveals character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: Task To research the meaning of a character’s name and analyze how the meaning of names helps to create characterization Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence To conduct research from multiple sources and use that research to support analysis Common Core Standards R1, 3, 6, 11/ W1, 2, 4, 7, 9-11/ SL 1, 4, 6/ L1-3 Instructions Many modern literary critics argue that researching a character’s name in a piece of literature is a necessary part of conducting character analysis. In this activity, students will research the meaning behind a character’s name from a piece of literature. Students can either select the character, or you can assign each individual student or student groups to a particular character. Students will then visit several websites to conduct research on the meaning behind the name and compile their findings onto the Research Activity Sheet. After students have conducted the name research, there are three optional follow-up activities that involve discussion (“What’s in a name?” Pair Discussion), exploration (“What in a name?” Chart), and writing (“What’s in a name?” Analytical Paragraph)—all are attached below. These optional activities will allow students to compare/ contrast their findings from their name research and discuss how this research informs character analysis.

This reproducible sheet contains all of the Common Core College Readiness Standards for ELA for grades 9-12. This sheet is designed to give to students as a handout and put the power of the Common Core into their hands. The sheet contains two reflection questions at the bottom for students to answer. They are to identify the standards for a given assignment and then reflect upon their performance on those standards. This will help make the Common Core a "common" language in your classroom and enable students to track their own progress throughout the year. And, not to mention-- this sheet is a HUGE TIME SAVER for teachers because it makes students responsible for identifying and tracking standards. Give it a try!

No study of Beowulf is complete without also studying the life and times of the Anglo-Saxons. This listing includes Anglo-Saxon history notes and a quiz with the answer key included! Anglo-Saxon History Notes a. This handout contains an outline of key historical notes about the Anglo-Saxons and the epic poem Beowulf. You can use these notes as a class handout or as notes for a lecture. Also, consider having students select a topic from this handout to research and present to the class. Anglo-Saxon History Quiz a. This quiz checks students’ knowledge of Anglo-Saxon history. You can use it as a means to hold students accountable for the notes and/or use it as a group activity in which students have to research the answers in order to learn about Anglo-Saxon life and times. Answer key included! These two handouts are included in my MEGA Beowulf Bundle with 25 lessons and activities to take your Beowulf unit to the next level! You can find the entire bundle in our store, sold separately. BUNDLE AND SAVE!

This listing is for a characterization activity in which students analyze the three dimensions of character. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store! Bundle and save over $15.00! Task To assess the three dimensions of character Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To work effectively with others to produce a product To produce a piece of argumentative writing in an organized, coherent way using textual evidence Common Core Standards R1-3, 6, 10, 11/ W1, 2, 4, 10-11/ SL 1, 4, 6/ L1, 2, 3, 6 Instructions “Characters in 3-D” addresses the three dimensions of characters. Like real life people, characters have different aspects that create our life experiences. These dimensions are: physiology (physical makeup), sociology (life experiences), and psychology (behaviors & attitudes). When compiled together, we can begin to see a cause/ effect relationship emerge between the three different dimensions of character. In this series of activities, students will consider the three dimensions of a character and analyze how they interact to produce an entire character. In the Lead Activity, students are introduced to the three dimensions of character and then asked to apply them to their favorite character. Then, students move on to assessing the three dimensions of a protagonist of a piece of literature and collect evidence to put into an analytical paragraph in which they discuss how the physiology and sociology of a character lead to his/her psychology. Finally, students can work in groups to create a brand new SUPERHERO character in which they practice mapping out the three dimensions of character to present to the class. Students will have LOTS of fun creating a new SUPERHERO and sharing it with the class! This creative activity provides an interactive and entertaining way to assess students’ understanding of the three dimensions of character.

This listing is for a characterization activity in which students analyze how a character's weaknesses impact the story as a whole. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! Task To analyze how a character’s weaknesses impact the story Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To assess how character traits affect literary elements To apply understanding of character to a new writing situation Common Core Standards R1-3, 6, 10, 11/ W1-4, 10-11/ SL 1, 4, 6/ L1-3 Instructions Characters often experience downfall as a result of a weakness, or inherent flaw. Oftentimes, this flaw is pride or hubris; nonetheless, the protagonist makes mistakes and faces conflicts as a result of this overweening weakness. This series of activities asks students to analyze how a character’s weakness affects literary elements such as characterization, plot, and conflict and to consider how the consequences of a character’s actions determine whether or not a protagonist accomplishes his/her goal in the story. The lead activity included here asks students to exploit a protagonist’s weakness by sensationalizing it in a tabloid article. This activity will get students thinking about the negative aspects of a character and how they cause issues for him/her in the story. The “follow-up” activities include a tabloid article swap in which students respond to each other’s interpretation of the protagonist’s weakness, an exploratory exercise that asks students to analyze the cause/ effect relationship of character weakness and mistakes, and finally a shaping sheet for a synthesis paragraph in which students analyze the protagonist based upon his/her weakness. Essentially, the goal of this series of activities is to “assassinate” the character of a protagonist. Note that you may or may not want to use the paragraph shaping sheet with your students. It is typically effective with students that struggle with writing in general. You may want to simply have your students respond to the prompt by writing/ typing their own paragraph to submit instead of using the shaping sheet. But use your own discretion according to the needs of your students.

This listing is for a characterization activity entitled "Relationship Rectangle" in which students analyze how a character's relationships work to develop character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Relationship Rectangle" Task To analyze how character relationships contribute to character development Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence To communicate and defend an argument through class discussion Common Core Standards R1, 3, 6, 11/ W1, 2, 4, 10-11/ SL 1, 4, 6/ L1-3 Instructions For this activity, students will consider how the protagonist’s relationships in a story develop characterization. The “Relationship Rectangle” asks students to focus on the protagonist’s key relationships, including the protagonist’s most important relationship, most difficult relationship, the relationship that provides the protagonist with the most help and support, and finally the antagonist that acts against the protagonist throughout the story. Student’s selections for these relationships may vary, but students are asked to support their relationship selections with textual evidence and then discuss their findings with a group. Through this discussion, students will begin to agree/ disagree with each other’s relationship selections as a means of synthesizing how relationships in a story serve to characterize the protagonist. Students are then asked to develop an analytical paragraph that asks them to analyze how one particular relationship constructs the characterization of the protagonist. I have provided a shaping sheet for this analytical paragraph; however, you may wish to use it only for differentiation, with all of your students, or not at all (depending upon your students’ skill levels and needs).

This listing is for a characterization activity entitled "Debate Time!" in which students debate on various topics relating to characterization using textual evidence. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Debate Time!" Task To debate different aspects of characters using textual evidence to support character analysis Objectives To develop criteria for analyzing character To support analysis with textual evidence To use rhetorical skills for constructing and supporting an oral argument To construct an effective argument supported with logical reasoning and textual evidence Common Core Standards R1, 3, 6, 11/ W1, 2, 4, 10/ SL 1, 3, 4, 6/ L1-3 Instructions One of the most engaging and interactive ways to get students involved in class discussion is through a debate. For the FIVE debate activities included in this listing, you will assign your students to a specific character from a specific piece of literature. Then, students will answer the yes or no “focus question” for the debate activity by providing textual evidence, reasons, and character traits to support each side of the debate for the assigned character. Each debate activity also includes an optional “Post-Debate Write-up” that students can complete after they have debated the question in class. This writing activity will help students to synthesize the class debate and arrive at their own character analysis. If you would like to assess the quality of student responses as well as create a more independent debate, consider using the rubric included here in this packet. This rubric requires students to speak a certain number of times, and students are assessed on the quality and depth of what they say—not just for merely speaking. There are also ways for students to earn bonus points during the discussion according to this rubric. The checks and symbols on the rubric are how I notate student credit during the debate. Overall, these discussions will get your students involved in analyzing literature on a deeper level and using textual evidence to support arguments.

This listing is for a characterization activity entitled "Subtext Submarine" in which students analyze how subtext reveals character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: Task To assess how subtext reveals character traits Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To use inference to analyze character To present findings to the class in an effective, organized, and compelling way To work effectively with others to produce a product Common Core Standards R1-4, 6, 10, 11/ W1, 2, 4, 10-11/ SL 1, 4, 6/ L1-6 Instructions Subtext is a difficult skill for students to comprehend because it requires students to look beyond what they see and to use their inference skills to draw conclusions about character. For this reason, I have developed the metaphor of the submarine to help students visualize this concept. In the “Subtext Submarine” activities that follow, students are introduced to the concept of subtext and then asked to apply that concept to character analysis. The Lead Activity contains an introduction to subtext using the metaphor of a submarine—the idea being that text exists on the surface (above the water), and subtext exists below the surface (under the water). Students are then asked to analyze a series of silly conversations for subtext and then to create their own. They will not only enjoy analyzing the silly conversations (“Ten Ways to Say NO!”) but also inventing their own (“Ten Ways to Say YES!”). The follow-up activities ask students to find examples of subtext in a piece of literature and explain how the subtext reveals character traits. Students can refer back to the list of Characterization Adjectives at the beginning of this packet in order to select appropriate academic vocabulary as they assign character traits to each example of subtext. Finally, students will then create a skit in which they use subtext to reveal character in order to synthesize their understanding of the concept. Once students have a grasp of the concept of subtext, they will enjoy working with it and using it to analyze character.

This listing is for a characterization activity entitled "Motivation Machine" in which students analyze how a character's motivations reveal character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Motivation Machine" Task To analyze the relationship between character motivation and plot Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence Common Core Standards R1-3, 6, 11/ W1-4, 10-11/ L1-3 Instructions In this set of activities, students will look at the relationship between character motivation and plot in order to observe how the protagonist’s desires create or drive the plot of the story. The “Motivation Machine” lead activity asks students to consider plot points that are organized according to character decisions. The questions on the “Motivation Machine” Activity follow the typical character motivation pattern as follows: 1. The character has a problem—wants something but cannot get it. 2. The character worsens the problem by making a mistake. 3. The character has to deal with the worsened problem and faces obstacles. 4. The character either solves the problem and gets what he/she wants or does not. After students complete the “Motivation Machine” activity, they can then complete the three follow-up activities: “Motivation Machine” Silent Swap “Motivation Machine” Consequences Chart “Motivation Machine” Analytical Paragraph In the Silent Swap, students swap the “Motivation Machine” activity three times and answer reflection questions independently in order to compare/contrast other students’ character analysis with their own. In the “Motivation Machine” Consequences Chart, students consider the cause/ effect relationship of a character’s motivation. In the Analytical Paragraph, students synthesize their findings into a writing task that responds to the question: “How does the protagonist’s motivation affect the plot of the story?” This activity will enable students to grasp how the protagonist creates the action of a story according to what he/she wants.

This listing is for a characterization activity entitled "Love Triangle" in which students analyze how a character's romantic relationships affect the story as a whole. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Love Triangle" Task To assess the motif of the “love triangle” in a piece of literature and its effects upon literary elements Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To assess how character interaction affects literary elements To synthesize findings and present them to a group Common Core Standards R1-3, 6, 10, 11/ W1-4, 10-11/ SL 1, 4, 6/ L1-3 Instructions Oftentimes, a story involves three characters that are in love with one another (or pursue one another) at different points in the plot. This is called a “love triangle” and is a common motif in stories (and sometimes this “love triangle” is quite bizarre—pun intended for the 80’s audience). In this activity, students will consider the “love triangle” of a piece of literature that involves three characters who are in love or lust with one another in varying combinations. For example, one of the most popular “love triangles” in recent pop culture is that of Bella, Edward, and Jacob in the Twilight series. At different points, Bella shows feelings for both Edward and Jacob who, in turn, show feelings for her. As with the Twilight series, the “love triangle” propels the plot by creating tension and conflict in the story and by forcing the protagonist to make decisions. In the case of Twilight, Bella is forced to choose between Edward and Jacob, which causes her character to become conflicted at different points in the story and also to confront feelings of jealousy and rejection. In the “Love Triangle” Activity, students will consider the “love triangle” in a piece of literature in order to assess the dynamics of the relationships among the three characters involved. They will also consider how the “love triangle” motif affects other literary elements in the story such as conflict, plot, and characterization. In the first follow-up activity, the “Love Triangle” Group Presentation, students focus upon a single literary element and determine how the “love triangle” affects that element in the story. Students are then to present their findings to the class using textual evidence. In the Exploratory Activity, the “Love Triangle” Poem, students write from the perspective of one of the characters involved in the “love triangle” in or