![]() ![]() And Cassius’ soliloquy happens in front of a mirror. In particular, the early scene in which Cassius tries to convince Brutus to join the conspiracy is worth a watch. Then we discuss the director’s decisions, staging choices, and the differences between versions. Instead, after we read a key scene, I show a clip from the film. But there are better ways to approach this standard.įor Shakespeare’s Julius Caesar, showing key scenes from the Royal Shakespeare Company’s 2012 production is the way to go. A lot of teachers think it’s enough to simply read the novel and watch the movie. One of the most challenging Common Core standards to get right is 9-10.7/11-12.7, which deals with analyzing multiple versions of a work. Several times I’ve shown the video to students only to have them begin singing because they watched it frequently in middle school!įinally, the Ted-ed video What is McCarthyism? And How did it Happen? is a great tool for setting up historical context for The Crucible. For my older students, this video is more of a review. With younger students, it can be a good introduction to story elements. Finally, we come back together as a class and discuss how our reading of the book has evolved after watching the clips.Īnother video I like to watch when reading literature is Flocabulary’s Five Things (Story Elements). Then, they talk with their neighbors in an effort to fill in any blanks. As we watch an episode, my students fill out their listening guide. So I’ve made an entire set of listening guides for every episode of Crash Course Literature. Over the years, though, my students have told me that sometimes the videos seem to go too quickly. Sometimes I also supplement the literature videos with other videos from the CrashCourse catalogue.įor example, I often pair the CrashCourse History Imperialism video with our study of Things Fall Apart or the Great Depression video with To Kill a Mockingbird. So my students will watch these videos toward the end of our reading or even as test prep. However, the Pride and Prejudice videos are better understood later in the reading of the novel. Watching this video is often how I introduce her work. For example, the Emily Dickinson video is a great introduction to her work and even guides students all the way through one of her poems. These videos can be used in a variety of ways, and each one has its own particular strengths. Videos for Teaching LiteratureĪs my students read The Great Gatsby, we often watch CrashCourse Literature. For my older students, this is a good video to use when we’re studying syntax.Īnother favorite from Ted-ed is Christopher Warner’s set of videos about verbal, situational, and dramatic irony. In particular, this video does a good job helping students understand how to create and punctuate complex lists. ![]() While I’ve been using Comma Story for a few years now, I only recently started showing How to Use a Semicolon. It’s a video we refer back to all year long! In preparation for using Comma Story this year, I made a listening guide to help my students follow along with the film and internalize its lessons. Finally, we end by applying comma rules to subordinate clauses. ![]() First, we make a list of what we already know about conjunctions. I use Comma Story to introduce the difference between coordinating and subordinate conjunctions. But my two favorites are Comma Story by Terisa Folaron and How to Use a Semicolon by Emma Bryce. TED-Ed has excellent videos for a variety of subjects. This is an invaluable tool for setting my students up to work with context clues from To Kill a Mockingbird, Things Fall Apart, or any of Shakespeare’s work. While we watch this video, students make a quick set of foldable notes, and then we make a large anchor chart that we reference frequently. This video takes students through specific context-clues strategies, including definition/restatement, synonym/antonym, example, and substitution. In that search, I found a video How to Use Context Clues to Determine the Meaning of Words. ![]() Frustrated, I began looking for tools to help my students identify, name, and use specific context clues. Instead, they had just learned that if they said “context clues,” teachers would nod and move on. My first few years of teaching, I was satisfied when students told me they determined the meaning of an unknown word by using “ context clues.” After a few years, though, I began to realize that my students could not point to any specific context clues. This post this post may contain affiliate links. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |