American Lit. Curriculum: What I Always Wanted to Teach

I have always loved American Literature. It’s just so fresh, exciting, and inspiring—from Gothic horror to contemporary Native poetry, from immigration stories to feminist sonnets, from jazz-inspired poetry to accounts of the witch trials. Yet the more time you spend reading American literature, the more you realize that so much of our greatest writing comes from moments we’d rather forget. It’s a relatively short history, but it’s one full of injustice, cruelty, and just plain shameful acts.  So how do

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How to Teach a Harlem Renaissance Unit: Lesson Plans, Discussion Questions, & Activities

There is so much incredible art to explore from the Harlem Renaissance that it might seem overwhelming to do the movement justice. This fabulous period in history is often taught as a side note to the Roaring Twenties or briefly paired with Gatsby, but there’s so much to teach—from music to fashion to essays to poetry to fiction to fascinating debates around what it meant to be a Black artist at the beginning of the 20th century. When I first

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16 Native American Literature Units: Short Stories, Essays, Poetry, and Film for High School

Ready to integrate more Native voices into your curriculum this year?   While trickster tales, creation myths, and other traditional stories definitely have their place in an American literature curriculum, it’s important that your students don’t get the message that Indigenous literature is only something from the past or something to read about in their history books.  That doesn’t mean those works—or the past itself—aren’t important. But some of the most powerful and accessible ways for students to understand that

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End of the Year ELA Activities: Fun Independent Projects for High School English

It’s the end of the school year—how can you possibly get your ELA students excited about learning when summer vacation beckons? If you’ve spent any time around teens, you know the ticket to success in their learning is giving them as much choice as you can.  When they choose what they will learn and the stories they will tell, they feel empowered and engaged.  And they know that you care about their interests.  But you also need to have some

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6 Reasons Why Your Students Need Close Reading

When I think about my goals as a teacher, I think about how I want to empower my students to go out into the world and think for themselves.  Creating independent, confident, life-long learners who aren’t afraid to try to new things is really the ultimate dream.  But figuring out how best to spend the limited time that I have in class in order to achieve those dreams is not always easy.  I have found, over the years, that teaching

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Why You Should Teach ELA in Thematic Units

When I first started teaching, I did what lots of ELA teachers do: I started at the beginning and then went from there. In other words, I taught literature chronologically.  What better way for students to understand the comprehensive sweep of literature written in English, right?  Well, it often felt like I was just stringing together a list of texts, and, as happens to many people, I never really got to the stuff that was written in the last 100

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4 Units to Achieve Your Back-To-School Goals 

As a teacher, you might have just a few goals for the beginning of the school year: set the tone for your classroom; inspire students to work harder; establish rigor and expectations; teach students to think independently.  Oh, and don’t forget win over students by showing them how much fun they’ll be having this year, and, when you teach high school, getting to know over 100 new people as fast as possible. Seems simple, right? Every year, I have tried

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Fun & Effective High School Growth Mindset Unit Plans: 6 Essential Elements for Lessons That Actually Change Students

When I first learned about growth mindset, I was fascinated.  It explained so many behaviors and beliefs that I had witnessed over the years. The difference between students who were a burden to teach because of their negative attitude, lack of motivation, or refusal to acknowledge feedback and those who were a pleasure to teach because of their willingness to take on challenges and eagerness to learn and work hard—as soon as I saw the first group as having a

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