Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."
Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am."

"Thank You, Ma'am" by Langston Hughes Craft Analysis Activity

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Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am." Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers' reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included. (Alternatively, a Google Drive option is available.)

A variety of resources are available for teaching young adult fiction:

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Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am." Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers' reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included. (Alternatively, a Google Drive option is available.)

A variety of resources are available for teaching young adult fiction:

Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in "Thank You, Ma'am." Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers' reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included. (Alternatively, a Google Drive option is available.)

A variety of resources are available for teaching young adult fiction:

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Help high school students analyze how Langston Hughes used direct description, dialect, and various literary devices to develop complex characters and situations in “Thank You, Ma’am.” Delivered in Word Document and PDF formats, this resource serves well for an independent learning opportunity, as well as for small-group discussions. Through such discussions, students may evaluate peers’ reasoning and use of rhetoric to support claims, clarifying or challenging ideas as needed. An answer key is included.