Course Content

Below is a list of the lesson plans and resources developed for undergraduate courses in English literature. Each activity is accompanied by a brief description of the documents and a catalogue of the appropriate components. Content is available via downloadable .pdf attachments.

Narrative Gaze in The Great Gatsby

  • This two-part tutorial incorporates close reading, critical writing reflections, and visual media to explore the complex narrative gaze at work in F. Scott Fitzgerald’s The Great Gatsby.
  • Components: two lesson plans and two PowerPoint presentations (including video clips)

Digital Site Design

  • This lesson was part of an extended tutorial on building digital projects using WordPress. For further resources, please visit Digital Projects in the Romanticism Classroom, which is a website created and curated by myself, Ashley Morford (U Toronto), and Dr. Michelle Levy (SFU).
  • Components: student worksheet

Peer Editing Workshop

  • This tutorial was built around the peer editing of an essay’s introductory paragraph. The activity combines rapid reviews, oral criticism, and group discussion on the revising/editing process.
  • Components: lesson plan & student worksheet

Examination Review

  • This tutorial was built to help student’s prepare from the final examination for English 147 (January – April 2015). Designed as a game, this activity motivates students through healthy and jovial competition. The tutorial incorporates traditional testing of content mastery with writing exercises, both of which help prepare students for the final examination.
  • Components: lesson plan & PowerPoint

Argumentative Strategies: Claims & Warrants

  • This handout was part of a series of lessons on strategic argumentation. Specifically, this handout helps students identify claims and warrants by having them evaluate and identify. The activity was designed to be completed by pairs/small groups.
  • Components: student worksheet & answer key

Following Research Leads

  • This activity was introduced mid-semester to help students learn how to engage with academic articles. The students first worked individually (10-15 minutes) and then in groups (35-40 minutes). Each group was assigned an article that had previously been read and discussed in class, so they were familiar with the material ahead of this activity.
  • Components: student worksheet

Strong Verbs: Avoiding “Get”

  • This worksheet was developed to combat an ongoing issue of weak verbiage in the student essays. Students were allowed to work alone or in pairs.
  • Components: student worksheet
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