Ap English Language Rhetorical Analysis Essay Prompts For Frankenstein

All LRHSD Advanced Placement (AP) courses follow the College Board course requirements and are approved through the AP Audit process.  Information about individual course requirements set by the College Board can be found at www.collegeboard.org.  



Lenape Regional High School District

Advanced Placement English Language and Composition, Level 1 Course of Study

BOE Approved July 2007

Revised October 2011

Table of Contents

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Proof of Proficiency

Members of Revision Committee.  Put an asterisk next to the contact person.

 

                                   

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

Offered by invitation only to rising juniors who display special ability in English. Equivalent to a first year college English course, students taking this course will be prepared to take the College Board's Advanced Placement Test in English Language and Composition. The course will focus on two major aspects of language: the development of interpretive skills through reading prose written in a variety of periods, disciplines and rhetorical contexts, and the development of writing styles that focus on the writers' purpose, while encompassing expository, analytical and argumentative writing. Students may receive college credit or advanced standing, depending upon their test scores and individual college policy.

 

Textbook and Resource Materials � Identify on-line resources as well:

The Norton Anthology of English Literature: The Major Authors with Media Companion

The Language of Composition (Bedford St. Martin)

Writing With Style: Conversations on the Art of Writing 2nd Edition By John R. Trimble

50 Essays: A Portable Anthology Samuel Cohen, Editor

Jane Eyre By Charlotte Bronte

The Eyre Affair by Jasper Fforde

An Unexpected Light: Travels in Afghanistan By Jason Elliot

Brave New World By Alduous Huxley

1984 By George Orwell

The Handmaid's Tale: A Novel By Margaret Atwood

Frankenstein By Mary Shelley

Angela's Ashes: A Memoir By Frank McCourt

Dr. Jekyll & Mr. Hyde By Robert Louis Stevenson

Macbeth Folger Shakespeare Library

Hamlet Folger Shakespeare Library

A Midsummer Night's Dream (2003)DVD

The Importance of Being Earnest (2002) DVD

Course Objectives/Activities:

 

Objective 1: Students will read non-fiction literary works, analyze them for rhetorical strategies, and evaluate the effectiveness of those strategies. Students will also read key British fiction and non-fiction works to understand their historical significance in the development of the English language and culture, evaluating the personal values/opinions involved and analyzing them according to various critical approaches. (RL 1,2,4,7, 10; RI 1,2,4,5,6,10)

Activities to meet objective:

  • Analyze how rhetorical strategies (logos, ethos, and pathos) are used to develop an author�s purpose and his/her implementation of that purpose using argument, beginning with paragraph examples and moving to more involved essays.
  • Practice active reading strategies necessary for AP rhetorical analysis.
  • Utilize rubrics to assess range finder samples from previous AP exams.
  • Read passages from cross-disciplinary texts.
  • Read critically to compile and organize research information.
  • Compare and contrast the values of any literary period with the themes and values of other periods, inferring from said material the history and development of modern values.
  • List the characteristics of a literary period.
  • Study vocabulary contained within course literature.
  • Use contextual clues to decipher unknown words.
  • Take practice AP Language and Composition tests as well as SAT critical reading sections, reviewing multiple-choice test-taking strategies.
  • Read poetry and identify components of traditional and modern verse, including meter, figures of speech, sound device, line breaks, rhyme, and theme.
  • Read at least one play with an emphasis on comprehending plot, setting, conflict, sub-plot, and characterization and dramatic components such as stage directions, blocking, production needs, dialogue/inflection, and theatrical value.
  • Create a debate on a contemporary issue, utilizing quotations or authors studied in class as well as research via the Internet and other media as part of debate statements. (speaking)
  • Determine purposes for reading that will clarify understanding the theme of good versus evil.
  • Describe and discuss rhetorical strategies used in fiction as well as in non-fiction.
  • Inventory elements of the author�s craft that contribute to the theme of good versus evil, and social isolation (diction, detail, syntax, point of view, narrative structure, tone, logos, ethos, and pathos)
  • Explore reading strategies necessary to facilitate the comprehension of dense text: literary terminology unique to style analysis as well as literary terminology pertinent to English literature.
  • Isolate elements of argument such as claim, warrant, and data, and determine the underlying assumptions of the argument.

Assessments:

  • Students will attain a satisfactory score on the AP Language and Composition exam.
  • Students will write paragraphs and eventually essays where they model the various rhetorical strategies they have learned in class.
  • Students will compile research data into a full-length research paper that synthesizes information from multiple sources.
  • Students will evaluate essays written by their peers according to writing rubrics.
  • Students will use vocabulary words correctly in their rhetorical writings, and this usage will be evaluated based upon correct word usage.
  • Students will compose writings to demonstrate their mastery of various literary modes and genres: for instance, writing an original sonnet or a piece of satire.

Objective 2: Students will write in various styles and genres for a variety of audiences and purposes. Students will use rhetorical strategies to write persuasive pieces. (W1,2,3,4,5,10)

Activities to meet objective:

  • Review essay structure (thesis, paragraph structure, and conclusion) and create original pieces in this format.
  • Respond in journals to daily/weekly prompts in order to develop style, voice, and skills in focused writing.
  • Participate in writing workshops where they will engage essay prompts, utilizing various prewriting techniques to create clear, detailed, and focused starting points for the writing process.
  • Apply multiple revision strategies in classroom workshops during and after the writing process to enhance the balance of focus, clarity, voice, and meaning in their essays.
  • Practice and review specific grammatical elements via worksheets and textbook exercises.
  • Engage in writing assignments of varied genres that ask students to imitate techniques of primary authors studied in class.
  • Observe the teacher demonstrate how to edit a rough draft into a polished final draft and will then complete multiple essay projects in which they write successive drafts in order to achieve cohesiveness and clarity of expression.
  • Interpret and respond to a variety of genres through writing.
  • Using the writing process, show textual comprehension of various relationships as well as an awareness of audience in timed writings.
  • Using the writing process in a style analysis of selected passages, explore a major theme/concept/ technique that the author uses.
  • Apply �writing to learn� strategies to record reactions, clarify thoughts and further pose questions that contribute to understanding of relationships such as between writer/ audience and to increase comprehension of the text.
  • Compare and contrast various literary representations of good and evil.
  • Draw conclusion about the perceptions of good and evil through the ages.
  • Complete pre-writing for various assignments using various computer applications including but not limited to �.
  • Use word processing programs to prepare multiple drafts of a writing assignments. Print and revise writing assignments for content.
  • Apply a variety of edit commands (spell check, cut, paste, font, and style selections, etc.) to publish writing assignments.
  • Publish using several facets of various computer applications (layout, graphics etc.) in order to publish writing assignments.
  • Compose paragraphs analyzing diction, detail, syntax, narrative structure, and point of view.
  • Synthesize elements of rhetorical analysis in an AP timed write.
  • Utilize persuasive techniques to create an original argument.

Assessments:

  • Students will have their writing journals collected on a regular basis to assess progression in focused writing on specific prompts.
  • Students will write at least one major essay a marking period on a critical reading of a literary work, author, or poet that engages every step in the writing process from pre-writing and brain-storming, to creating a thesis, to revising the final product.
  • Students will demonstrate their mastery over grammatical correctness, syntactical clarity, and succinctness of prose through their writings.
  • Students will complete a well-structured research paper according to their respective school�s Research Guide.
  • Students will demonstrate their mastery of correct writing format (MLA) in a typed final draft, observing correct margins, spacing, etc.

Objective 3: Students will verbally share information and participate in class discussions, small group activities and formal presentations. (S&L1,2,3,4,6)

Activities to meet objective:

  • Discuss various genres of literature in round table discussions with a moderator, in small groups and with outside groups (i.e. interviews, recorded discussions, etc.).
  • Generate ideas together for writing projects based upon literature read. Fine tune ideas and create finished products to be shared, presented and/or taught to a large group or within a small group.
  • Take responsibility for the creation and delivery of a group oral presentation.
  • Discern and be able to articulate both sides of an issue, either in writing or literature.

Assessments:

Students will discuss and debate certain non-fiction and literature based issues.

  • Students will participate in round table discussions and be held accountable for articulating ideas and prompting discussion.
  • Students will participate in graded group presentations.

Objective 4: Students will listen to each other, to their instructors, to guest speakers and to information presented orally or by way of audio recording in order to process, analyze and discuss information as heard and understood. (S&L 1,2,3,4,6)

Activities to meet objective:

  • Respond to questions posed by instructors
  • Demonstrate listening skills by participating in class discussions
  • Analyze audio-visual aids to relate to course content.
  • Be able to incorporate material presented to other areas of classroom activities.
  • Work on oral group projects to analyze and discuss information presented.
  • Be able to take andtranscribe oral material to notes

Assessments:

  • Students will take notes in class, based on information gained from instructors as well as classmates and/or audio-visual means.
  • Students will listen carefully to oral reports and gain course knowledge from such reports.
  • Students will listen respectfully to classmates who are offering opposing viewpoints.
  • Students will evaluate what others say and formulate a response based on the details of another�s points.
  • Students will take oral quizzes.

Objective 5: Students will access, analyze and use information from multiple mediums including electronic texts and audio/visual sources in order to support and strengthen verbal and written communication.(RI7, W6,8)

Activities to meet objective:

  • View films related to course material and find relevance to specific literature and writing samples.
  • Evaluate internet sources to use for comparative writing and literary studies
  • Use internet sources to find and evaluate valid sites on all writing assignments, including term papers.
  • Study various speeches via audio/visual resources to be able to identify different speaking and writing styles.
  • Be able to find and llok for specific topics on internet designated by instructor.
  • Recognize argements conveyed in visual media such as advertising, editorial cartoons, photographs and paintings.

Assessments:

 Students will write critically based on information gained through electronic research.

 Students will create research-related projects and presentations.

 Students will create slide shows, web pages, charts and/or graphs based on information gained through electronic research.

 Students will synthesize information gained through electronic research.

 Students will utilize technology to present information to the class and/or to publish works.

Content Outline/Timeline

Introduction to rhetoric and argument

The Language of Composition (Bedford/St. Martin text) 18-22 weeks

Major Works (4 or more from the following selection): 8-10 weeks

Beowulf 1 week

Canterbury Tales 2 weeks

Macbeth 3 weeks

Hamlet 3 weeks

Frankenstein 3 weeks

Angela's Ashes 2 weeks

The Handmaid's Tale 2 weeks

Jane Eyre 3 weeks

The Eyre Affair 2 weeks

1984 3 weeks

Brave New World 3 weeks

An Unexpected Light 3 weeks

Complementary Works 6-10 weeks

( from the following authors to be taught

throughout the year in conjunction with

the major works):

Selections from Norton Anthology:

Medieval (Gawain and the Green Knight, Morte d' Arthur, etc.)

Renaissance (Donne, Milton, Marlowe, Herrick, etc.)

Age of Reason (Defoe, Pope, Swift, Pepys, etc.)

Romantic (Wordsworth, Coleridge, Burns, Byron, Shelley, Keats etc.)

Victorian (Tennyson, Dickens, Browning, etc.)

Modern (Conrad, Kipling, Yeats, Joyce, Lawrence, etc.)

and/or

Selections from 50 Essays or Bedford:

Male Perspective(James Baldwin, Frederick Douglass, Thomas Jefferson, Stephen Jay Gould, Machiavelli, George Orwell, Abraham Lincoln, Martin Luther King, Jr., Shelby Steele, William F. Buckley, Brent Staples, Langston Hughes, Malcolm X, Richard Rodriguez, etc.)

Female Perspective (Maya Angelou, Amy Tan, Alice Walker, Nancy Mairs, Gloria Anzaldue, Joan Didion, Maxine Hong Kingston, Zora Neale Hurston, Leslie Marmon Silko, Virginia Woolfe, Eudora Welty, Sojourner Truth, Jessica Mitford, etc.)

Research Paper 4 weeks

To be taught in conjunction with major and

complementary works

 

Proof of Proficiency

Identify what you will be using as the Proof of Proficiency for Option 2 and email a copy of the actual document to the Senior Supervisor in charge of your area.

N/A for courses offered by College Board.

AP English LanguageAP English LiteratureArgumentationbooksCartoonscensorshipClose ReadingDictionariesGrammarGraphic OrganizerslinksLiterary AnalysisMagazinesMoviesMusicNewspapersPoetryReferenceTeachersTelevisionVocabulary

AP CollegeBoard Student Site – Taking AP Language and Composition and/or AP Literature and Composition? Find out what they are and what you need to know by visiting this site

Banned Books Week
Mapping Censorship
Banned Books Week 2014
Teacher from the Black Lagoon
Frequently challenged books
120 Banned Books - Censorship Histories of World Literature

Argumentation – Debate
List of Fallacious Arguments
Logical Fallacies
Logical Resource
Description of Fallacies
How we change what others think, believe, feel, and do
AP Language and Composition
AUSTHINK - Argument Mapping
Special K Ads
The Argument Comic Strips

Book Lists
Modern Library 100 best nonfiction books
Great Books Lists
Popular Allegorical Books

Close Reading
“We all begin as close readers. Even before we learn to read, the process of being read aloud to, and of listening, is one in which we are taking in one word after another, one phrase at a time, in which we are paying attention to whatever each word or phrase is transmitting. Word by word is how we learn to hear and then read, which seems only fitting, because that is how the books we are reading were written in the first place.” from Learning to write by learning to readby Francine Prose
Doing CLOSE READINGS – 1. How to Do a Close Reading 2. Steps for Close Reading 3. Close Reading Example: “The Lady of Shalott” 4. Close Reading of a Literary Passage 5. What is Close Reading? 6. Getting an A on an English Paper: Close Reading — Professors in every department want well-researched papers with good theses. Professors in English departments also want to see that you can read closely, paying excruciatingly close attention to the details of language. 7. NEW CRITICISM & Close Reading 8. Close Reading Guide 9. Writing about Fiction
What is Close Reading?
Steps for Close Reading or Explication de texte: patterns, polarities, problems, paradigm, puzzles, perception
Dr. McClennen’s Close Reading Guide – HOW TO DO A CLOSE READING
Getting an A on an English Paper – Jack Lynch,Rutgers University – Newark

Dictionaries
Cooldictionary.com – Free edition of a complete Webster dictionary. Fully crosslinked.  Webster Dictionary with PRONUNCIATION and Sound.
OneLook Dictionaries – Look up a word or term in an Internet dictionary or glossary. Free search access to a frequently updated database of words, terms, names, and acronyms.
AllWords.com – Features two modern English dictionaries, multilingual search, and translation. Also features a guide to language sites on the web and a language discussion forum
Cambridge International Dictionaries – Free online dictionary from Cambridge University Press.
DICT Development Group – A WWW interface to several freely available on-line dictionaries, including Webster’s 1913, the Jargon File, the US Gazetteer, and Easton’s Bible Dictionary.
Dictionaries and Translation – List of links to dictionaries on the Internet.
Reference.com – Dictionaries
yourDictionary.com – Comprehensive index of on-line dictionaries in more than 200 different languages. Includes an index of on-line grammars, word of the day by email, and several pages of linguistic fun.
Shakespeare’s Words

Literary/Rhetorical
American Rhetoric – Rhetoric devices in sound – Rhetorical Figures in Sound is a compendium of 200+ brief audio (mp3) clips illustrating 40 different figures of speech. Most of these figures were constructed, identified, and classified by Greek and Roman teachers of rhetoric in the Classical period. For each rhetorical device, definitions and examples, written and audio, are provided. Audio examples are taken from public speeches and sermons, movies, songs, lectures, oral interpretations of literature, and other media events. Some artifacts have been edited further to make the devices easier to detect. In the interest of diversity, I have included a range of voices and perspectives.
Glossary of Literary Terms – A Glossary of Literary Terms – Robert Harris – “a writer and educator with more than 25 years of teaching experience at the college and university level.”
Strategies for Teaching Toulmin - Resources from College Online : A Classroom Strategy for Teaching Toulmin
Toulmin’s Analysis – Stephen Toulmin, a modern rhetorician, believed that few arguments actually follow classical models of logic like the syllogism, so he developed a model for analyzing the kind of argument you read and hear every day–in newspapers and on television, at work, in classrooms, and in conversation.
MYTH MAN’S AWARD-WINNING HOMEWORK HELP CENTER - I now offer nearly 200 pages to help you with your mythology projects, including something like 700 pictures…and still no sign of slowing down!
Literary Terms Dictionary
H O M E R I S M S (No, not Greek poetry.) – Figures of Speech from “The Simpsons”
Letter of Notes – Correspondence deserving a wider audience
The Contrary Opinion Buttons
Proverbs and Sayings and Phrases
Read – Write – Think Lesson Plans Classroom Resources from NCTE
Literary Devices Definition and Examples of Literary Terms

Literature
Arthurian Links - This page contains links to selected Arthurian (and non-Arthurian) sites on the WWW along with (at the bottom of the page) a brief section of advice on which books and essays in the main bibliographies should be consulted first.
Project Gutenberg – Welcome to Project Gutenberg and choose among 18,000 free electronic books (eBooks)
Literary Resources – Miscellaneous
Macbeth Plugged – “an annotated, on-line version of the Shakespearean tragedy”
THE LITERARY WEB – The Literary Resources section is a compilation of the most important literary resources and links on the Internet for people who are interested in reading, studying, researching, and teaching literature.
The Tragedy of Macbeth – Entire play
Enjoying “Macbeth” by William Shakespeare by Ed Friedlander, M.D.
Enjoying “Hamlet” by William Shakespeare Ed Friedlander, M.D.
Hamlet Online – searchable
Macbeth Online – searchable
Literature Online - searchable
Shakespeare’s Words
Taylor Mali
Short Story Collection
The Steinbeck Institute – Teacher Resources
Literary World Count
Ultimate Shakespeare Resource Guide
Forgotten Books  – republishes thousands of classic works that are in the public dom
Faded Page - Canadian ebooks

Movies and Television
Movie Clips – The New York Times “Movie Shorts for Short Attention Spans”
Teachers TV – Schools
Teacher Tube
Teach with Movies
BritishPathe
Movie Scripts and Screen Plays (Excellent)

Music
Music and Nationalism – This text is part of the Internet Modern History Sourcebook. ©Paul Halsall Aug 1997, revised July 1998
KMFA FM – Classically Austin 89.5 – Celebrating 39 years of Classically Austin radio!
A Brief Timeline of American Literature, Music, and Movies 1920-1929
Folk Den - Roger McGuinn in the folk tradition
Max Hunter Folk Song Collection - The Max Hunter Collection is an archive of almost 1600 Ozark Mountain folk songs, recorded between 1956 and 1976.
Child Ballads – Max Hunter Folk Song Collection
Folk Music of England, Scotland, Ireland, Wales, and America
Library of Congress – The American Folklife Center
Official Site of Spirituals
American Folksong Collection
Kodaly Downloads
Classics for Kids
Organization of American Kodaly Educators
The British Kodaly Academy
The best explanation of the Kodaly concept can be found here
American Folk Songs includes sheet music
Song Facts

Newspapers, Magazines, and Cartoons
American Online Columnists – Not a Blog! 700+ columnists from newpapers around the country.
Arts and Letters Daily – “Our motto, ‘Veritas odit moras,’ is from line 850 of Seneca’s version of Oedipus. It means ‘Truth hates delay.'”
Media Awareness Network – Welcome! Are you looking for practical teaching units and classroom activities for media education? Do you have great ideas to share with other teachers? This is the place for you! We invite your comments and your contributions. To keep us relevant, keep in touch.
Herblock’s History – Political Cartoons from the Crash to the Millenium
Daryl Cagle’s Professional Cartoonists Index
Marty Kaplan

Poetry
Representative Poetry Online – Thank you University of Toronto! An extensive poetry site. Search by title, author, first line or keyword.
Guide to Poetry and Literature Webcasts – Complied by Richard Armenti, Digital Reference Specialist
Sonnet
Welcome to Sonnet Central, an archive of English sonnets, commentary, and relevant web links and a forum for poets to share and discuss their own work.
Oldpoetry – Learn from the poetic wisdom of the ages at Old poetry.

Reading and the Brain
Reading in the Brain

Reference
Latin and Greek root index – Many technical terms, names of biological structures, and names of taxa, are formed from Greek and Latin roots. If you are familiar with these roots, you can ‘translate’ the technical terms into English.
Your Dictionary – “…a rich array of language resources available at the Web of On-line Dictionaries” This site also gives you the root/roots of the words.
Bartleby – “The preeminent Internet publisher of literature, reference and verse providing students, researchers and the intellectually curious with unlimited access to books and information on the web, free of charge.”
Round Rock District Documentation guidelines - “Round Round High School students need to use these guidelines in EVERY CLASS that requires ANY level of research and consultation of outside sources.”
What is Plagiarism at Indiana University? – A Short Quiz and Concept Lesson by Ted Frick
The Internet Public Library – Literary Criticism – Contains links to various literary criticism web sites.
Voice of the Shuttle – Link to extensive resources related to most aspects of the humanities. “VoS emphasizes both primary and secondary (or theoretical) resources, and defines its audience as people who have something to learn from a higher-education, professional approach to the humanities (which in practice has included students and instructors from the elementary school, high school, and general population sectors).”
Using Modern Language Association (MLA) Format – “MLA style also specifies guidelines for formatting manuscripts and using the English language in writing and also provides a writers with a system for cross-referencing their sources–from their parenthetical references to their works cited page.”
The Reference Desk – the Single best source for Facts
The Pulitzer Prizes
Capture the moment - The Pulitzer Prize Photographs
U.S. Government Graphics and Photos - Sources for synthesis and research papers, visual interpretation exercises
Merriam-Webster Online
Brainy Quotes
http://easybib.com/ The Automatic Bibliography & Citation Maker
Son of Citation Machine  “Serving student and professional researchers since 2001″
Mythology – What is it?
Fun with words
Letters of Note
Jim Burke – Digital Textbook

Vocabulary
Word Roots… your Quick Reference – Good spellers make sure they confidently know the “building blocks” of the English language – prefixes, suffixes and word roots.
Understanding a word’s meaning and getting the spelling right is much easier if you understand these components.
How fast do you read? – Simple reading test. Gives you an idea about how long it might take you to finish a book.
Study Reading and Recall Check – Improving people’s reading since 1988
Latin and Greek root index – Many technical terms, names of biological structures, and names of taxa, are formed from Greek and Latin roots. If you are familiar with these roots, you can ‘translate’ the technical terms into English.

Writing and Grammar
Purdue’s Online Writing Lab (OWL) – An entire grammar book and style manual on your computer screen!
WritingFix and the 6 + 1 Traits – A non-profit site for writers and teachers. This free site is sponsored by the Northern Nevada Writing Project and the National Writing Project “The 6 + 1 Traits Model helps students, teachers, and writers think about writing analytically.”
Grammar Slammer!  Welcome to Grammer Slammer, the help file that goes beyond a grammar checker.  Use it as you would any help file.
Guide to Grammer and Style by Jack Lynch
Brain Researchers Discover the Evolutionary Traces of Grammar – Max Planck researchers in Leipzig show that linguistic rules are processed in two phylogenetically different brain regions
ODEGAARD Writing and Research Center

And there’s more……
Babylon – Will give you a brief history of the city of Babylon.
College Home Pages – Wow! What a time saver! This site will link you to any U.S. 2 or 4 year college home page. You can explore the campus, course descriptions and the application process (including application essay topics). You may even apply electronically to some colleges and universities.
Historical Development of Flags – The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2005, Columbia University Press. All rights reserved.
BBC Art and Literature – “Whether it’s art, literature or source materials that interest you most – they are all good routes to finding clues to our history.”
Did I Miss Anything – Question frequently asked by students after missing a class
The Scarlet Plague by Jack London
By the Waters of Babylon by Stephen Vincent Benet

Interesting School Linksfor teachers
Links for K-12 Teachers – Helping teachers use the Internet effectively
Welcome to the ERIC Database – “The Education Resources Information Center (ERIC), sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education, produces the world’s premier database of journal and non-journal education literature. The ERIC online system provides the public with a centralized ERIC Web site for searching the ERIC bibliographic database of more than 1.1 million citations going back to 1966. More than 107,000 full-text non-journal documents (issued 1993-2004), previously available through fee-based services only, are now available for free. ERIC is moving forward with its modernization program, and has begun acquiring materials for addition to the database.”
Comics/Cartoons
Pun of the day
Teacher jokes and humor
My Comics
Editorial Cartoons
Tongue Twisters
Tongue Twisters 2
Glasbergen Cartoons
Edutopia
Education Extras – How to publish your own TeacherTube Video
Edsitement – AP Literature and Composition Resources
Jim Burke:  English Companion
AP Practice Exams
MsEffie’s LifeSavers
Searchable TEKs database 
“ClassDojo makes it easy to keep  students alert and on-task.”
Those were the Days
Dr. Wheeler’s Web site 
Engage the class using any device
ONLY THE BEST SHORT FILMS
Communicate Like MLK and Change the World
Mr. Gunnar’s AP English Classes
Teaching Resources – Voice of the Shuttle (excellent)
Project Zero (link)

Words and Quotations
Word of the Day
Word of the Day 2 (Archive)
Pangloss Wisdom
Quotation of the Day
Quotations

Science and History
Astronomy Picture of the Day
HubbleSite
Fun Science Facts

Reference
Arts and Letters Daily
Reference, Facts, News
Those Were the Days
Bartleby.com:  Great Books Online — Quotations

English
Shakespearean Insulter
Shakespeare Insults Dictionary
Common Errors in English Usage
100 Words Every High School Graduate and their Parents should know
Poetry 180 – A Poem A Day
Homophones, American English
Grammar Bytes!  Grammar Instruction

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