Em's Ever Evolving Erudition

Reading GLE: RHS 14: Analyze and interpret author’s craft (citing evidence where appropriate) by… • Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery, repetition, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, rhyme scheme, soliloquy, dialogue, or use of punctuation) to analyze literary works. Music GLE: APHS 16: Students make connections between/among the arts and disciplines outside the arts by… · Explaining how elements, artistic processes, and/or organizational principles are used in similar and distinctive ways (e.g., form, tone color, balance, unity and variety, texture, harmony, etc.). History GLE: H&SS9-12:13: Students analyze how and why cultures continue and change over time by… Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future. My interdisciplinary unit would combine poetry and jazz and history. While studying the Ha...

A Case for Reading... Examining Challenged and Banned Books: http://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged-410.html In this lesson, students (grades 3-10) consider the implications of censorship and intellectual property. This lesson incorporates individual learning styles with giving students a lot of choice. They are allowed to choose the book they want to read and how they want to read it. Students get to gather in literary circles to discuss their books. One way the lesson plan could be improved, though, would be to allow student to choose their final project. I can see many different products being designed to be persuasive, not just a letter. Endangered Ocean Life Non Fiction Skills Unit: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0203.html This lesson has the students, grades 3-5, explore whales and sharks through two non fiction works. The students go through different stations to...