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\n\"Curriculum\n\n
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\nSimon & Schuster\n
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\nCurriculum Guide: The Scarlet Letter\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe Scarlet Letter may be a classic, but keeping high schoolers engaged in the reading of Hawthorne's vocabulary, syntax, imagery, and historical references presents it own set of challenges. Here's a guide that offers readers...\n
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Lesson Plan
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\n\"Visualization:\n\n
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\nCurated OER\n
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\nVisualization: Cricket in Times Square\n

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\n\nFor Teachers\n\n4th\n
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\nAfter reading The Cricket in Times Square chapter titled \"Caught in the Kitchen,\" learners list three describing details about the characters and setting. Groups collaborate to find sensory details to support their character assertions....\n
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Study Guide
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\nPenguin Books\n
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\nA Teacher's Guide to the Signet Classic Edition of Charles Dickens's A Tale of Two Cities\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nIt's not the best of guides nor the worst of guides, but time spent examining the guide to Charles Dickens's A Tale of Two Cities is certainly not wasted. The 17-page guide includes book-by-book synopses of the novel, before,...\n
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Study Guide
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\nA Teacher's Guide to the Penguin Edition of John Steinbeck's The Pearl\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe guide to John Steinbeck's The Pearl suggests ways instructors can help readers see below the surface of the novella to the parable beneath. Through a variety of activities, readers come to appreciate the complexity of the tale.\n
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\n\"Revive,\n\n
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\nCurated OER\n
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\nRevive, Contemplate, Integrate\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nLearners recognize flags as a symbol through writing and imagery. For this artifact lesson, students investigate Tibetan prayer flags and their significance. Learners create personal prayer flags and write about their life experience of...\n
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\n\"Visual\n\n
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\nCurated OER\n
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\nVisual Puns or Composite Imagery\n

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\n\nFor Teachers\n\n1st - 9th\n
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\nLearners discover art that contains composite imagery and visual puns. They create their own picture of composite imagery and explain the visual pun. Students develop skills using the drawing media.\n
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\n\"Pudd'nhead\n\n
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\nCurated OER\n
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\nPudd'nhead Wilson: Guided Imagery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nInspire thought around some of the themes of Pudd'nhead Wilson with a visualization activity. As you read a passage, learners close their eyes and picture the scene. A writing exercise and discussion follow.\n
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\n\"Monster:\n\n
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\nCurated OER\n
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\nMonster: Guided Imagery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nHow would you feel if you were on trial for murder—and you were only 16 years old? Put yourself in Steve Harmon's shoes before reading Monster by Walter Dean Myers. Kids listen to music that fits the theme of the book before...\n
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Study Guide
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\nPenguin Books\n
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\nA Teacher's Guide to the Signet Classic Edition of William Shakespeare's The Taming of the Shrew\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nA study of The Taming of the Shrew proves to be problematic in contemporary classrooms. Is Shakespeare following Elizabethan conventions or being ironic? What are readers supposed to make of all the hunting imagery? Of Katherine's...\n
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\n\"Musical\n\n
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\nCurated OER\n
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\nMusical Imagery\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents experience musical imagery. They link this musical concept to literary imagery to gain an understanding of the use of imagery in both genres. After listening to a varriety of sounds, students will compose and perform a melody.\n
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PPT
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\n\"Northern\n\n
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\nCurated OER\n
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\nNorthern Renaissance Art\n

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\n\nFor Teachers\n\n12th - Higher Ed\n
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\nThe 15th and 16th centuries marked one of the most interesting periods in European art history. The deep symbolism, allegory, rich imagery, and iconography can be found in this extensive and well-organized slideshow. From El Greco to...\n
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\n\"The\n\n
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\nNovelinks\n
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\nThe Cure: Guided Imagery\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPrepare class members for a discussion of Sonia Levitin's dystopian novel The Cure, by leading them on a guided imagery exercise designed to encourage visualization of written descriptions.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow Do Authors Use Imagery to Shape Their Writing?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nEsther Forbes' award-winning Revolutionary War novel, Johnny Tremain and excerpts from Julie Otsuka's When the Emperor Was Divine are used to model how imagery brings alive the setting of a story. The young writers then craft their...\n
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\n\""Leap,\n\n
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\nCurated OER\n
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\n\"Leap, Plashless\": Emily Dickinson & Poetic Imagination\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents read and explore one of Emily Dickinson's nature poems, \"A Bird Came Down the Walk-\" through interaction with a variety of art forms. Clips of a hymn to hear meter and the viewing of bird images exposes them to the language and...\n
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\n\""World\n\n
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\nCurated OER\n
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\n\"World enough, and time\"-Andrew Marvell's Coy Mistress\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDiscuss tone and imagery with Andrew Marvell's \"To His Coy Mistress.\" In an attempt to get his fair lady to consummate their relationship, he write a poem urging her to seize the day! Introduce the author to your high school class,...\n
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\n\"Beautiful\n\n
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\nCurated OER\n
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\nBeautiful Noise Poetry\n

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\n\nFor Teachers\n\n5th - 8th\n
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\n\"What a beautiful noise comin' up from the street; got a beautiful sound, it's got a beautiful beat...\" Use Neil Diamond's \"Beautiful Noise\" to guide your class through a Six Trait writing activity, in which they write an original poem...\n
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\n\"The\n\n
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\nNational Park Service\n
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\nThe Poet's Toolbox\n

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\n\nFor Teachers\n\n3rd - 6th\n\nStandards\n
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\nIf you need a lesson for your poetry unit, use two poems by Henry Wadsworth Longfellow (\"Rain in Summer\" and \"The Slave in the Dismal Swamp\") and a resource on Elements of Poetry. The lesson plan guides you through activities...\n
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\n\"Figures\n\n
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\nCurated OER\n
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\nFigures of Speech Slide Show\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThis slide show on figures of speech includes definitions, images, and examples from real texts for several common terms: metaphor, simile, personification, alliteration, irony, hyperbole, onomatopoeia, and imagery. The presentation is...\n
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\n\"6th\n\n
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\nCurated OER\n
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\n6th Grade: Express Yourself, Lesson 2: Close Read\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nThe second lesson of a pair about Paul Laurence Dunbar, this plan focuses in particular on his poem, \"We Wear the Masks.\" After a short historical introduction, class members conduct a series or readings, marking up the text and...\n
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Worksheet
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\n\"Problem-Solving\n\n
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\nCurated OER\n
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\nProblem-Solving Application: Visual Thinking 17.5\n

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\n\nFor Students\n\n3rd - 4th\n
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\nIn this visual thinking word problem worksheet, students use visual imagery to solve a word problem by writing the four steps for solving a word problem to discover how the object will look turned upside down. The students write four...\n
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\n\"Lesson:\n\n
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\nCurated OER\n
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\nLesson: Beyond First Impressions\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nJust like the colors and techniques used to create a vivid image, learners will use exceptional language to create vivid stories. They examine the techniques used to tell a visual story in the painting, Road to Santa Fe. They then use...\n
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\n\"Folklore\n\n
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\nFolklore and Fairytales: A Guide to Using Traditional Tales and Reimagined Classics\n

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\n\nFor Teachers\n\nK - 8th\n\nStandards\n
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\nEvery culture has its own stories to tell. An interesting educator's guide shares a large collection of fairytales and folktales, some from different cultures and some re-creations of classics. A summary and brief teaching ideas...\n
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\n\"Imagery\n\n
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\nImagery Instruction\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents study how imagery affects their comprehension of stories. They participate in a guided journey of The Magic School Bus: Inside the Human Body. They compare the information from the book and their guided journey.\n
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\n\"Night:\n\n
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\nCurated OER\n
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\nNight: Guided Imagery Activity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPrior to reading Night, class members engage in a guided imagery activity that helps them make text-to-self connections to Elie Wiesel’s account of his experiences with his father in Auschwitz and Buchenwald. Complete directions, as well...\n
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