Teaching ideas?

[Anonymous]

The AP World History standards are probably the best way to implement the resources and knowledge I've gained from these class sessions. I've used the some of these resources and combined them with primary source reading to supplement the basic content. Together, my students have been able to create things such as political cartoons to give opinion or display analytical responses to particular historical events with a more enriched understanding of a particular era or concept.

[Anonymous]

There is a great activity I use in my class called DIDLS. I am not sure if you are familiar with it, but its a great tool for analyzing poetry. I also like to use it for art.
I intend to use it with some of the selections we received in the class.
Here is what the acronym stands for:

D- diction - connotation of word choice
I- Imagery - what images the artist/writer convey
D - Details - facts included or omitted
L- language - formal vs jargon ...etc.
S- sentence structure - how does the structure affect the attitude?

I believe now that we have some Asian literature to share with our students, it would be great to have the use the DIDLS to compare and contrast works of different cultures. Despite the "best efforts" of textbooks and district curriculum, are students are still exposed to VERY little culture. I think this analytical comparison would be a great idea to try.. I may change my curriculum to attempt this.

[Rob_Hugo@PortNW]

Esteemed colleagues,

I'd love to hear some thoughts about integrating some of the poems, perhaps some of the Seven Sages, as tools for the Narrative Unit for English? Also curious about the potential applications for the same poetry for Response to Literature. Professor Ye made the comparison of Aesop to some of the Chinese masters. Consequently, it seems like a ready-made entry into a scaffolded methodology for Response to Literature. Thoughts?

[Anonymous]

I too would like to hear thoughts about integrating these poems into my English curriculum.
In the mean time, I'd like to offer you an analysis tool that I included in my curriculum project.
There is an acronym by the name DIDLS.
it stands for

diction
imagery
details
language
sentence structure

I've found this to be a useful tool in my classroom. I think its a great way to approach new poetry.

mdiaz wrote:

Esteemed colleagues,

I'd love to hear some thoughts about integrating some of the poems, perhaps some of the Seven Sages, as tools for the Narrative Unit for English? Also curious about the potential applications for the same poetry for Response to Literature. Professor Ye made the comparison of Aesop to some of the Chinese masters. Consequently, it seems like a ready-made entry into a scaffolded methodology for Response to Literature. Thoughts?

[Author]

Posts