In this lesson, students read words found on everyday objects and use them to identify individual letters. They then create captions for an electronic book with preselected logos and illustrations. Finally, they create an original little book choosing their own logos, captions, and images.

In this lesson, students explore how to write from an object’s perspective. The teacher uses a picture book, Dear Mrs. La Rue, to introduce the idea of writing from a non-human’s perspective. A mini-lesson follows in which students work together to define the word "perspective." Students collaboratively write and share a short example of writing from a pencil sharpener’s perspective. Students ultimately write their own stories from an object’s perspective after reading the model story. This lesson takes multiple days as students prewrite, draft, revise, edit, and publish their stories.

This strategy guide explains how to utilize peer review in your classroom to guide students as they offer each other constructive feedback to improve their writing and communication skills.

In this lesson, students will learn to identify letters and words by exploring one another's names and other words. Each student gets to be "Student of the Day," and the class will explore his or her name and life. Students will learn which letters are in their classmate's name, as well as the words for their friend's hobbies and favorite things. Students will be encouraged to draw and write messages to each other on a daily basis.

This lesson gives students the tools they need to consider ethical issues surrounding use and ownership of copyrighted materials. Students discuss how to tell if a work is protected and how copyright affects their ability to use resources in their own work. They use five key questions to determine if they can legally use a resource. Students then use specific tools and resources to find works that are not in the public domain. Next, students practice properly citing multimedia resources. Finally, students explore how and when to protect their own works from copyright infringement.

This lesson introduces students to the genre of multimedia presentations. Working first as a class and then in small groups, students view and analyze sample multimedia presentations and develop a list of characteristics of the genre. Students then brainstorm programs and tools they could use to make their own multimedia presentations and review applicable copyright law. Finally, they plan, storyboard, and create their own multimedia presentations. The lesson stresses the importance of using media in compliance with copyright protection and provides information about various multimedia formats. The topic and format of the presentations are left open-ended so teachers can tailor the project to the topics they are studying and/or the equipment they have available.

This lesson focuses on the author's use of language; moreover, how it is used to convey mood, images, and meaning. Students are tasked here with examining a selection identifying examples of stylistic devices within the passages. Next, students discuss possible reasons for author's selected style choices. The lesson is detailed with examples from Zora Neale Hurston's Their Eyes Were Watching God, yet the lesson may be altered to be used with other instructor selected text.

In this series of 3, 50 minute lesson plans, students will compare formal and informal language styles and articulate the specific features common to each style. Students will examine their own language use to note how it varies across contexts. By becoming aware of the changes in their own language use, students can gain greater control over the language styles they adopt in different contexts. (Videos and worksheets included.)

Exploring the use of style in literature helps students understand how language conveys mood, images, and meaning. After exploring the styles of two authors, students will translate passages from one author into the style of another. Then they will translate fables into style of one of the authors.

In this lesson plan, students summarize a recently completed writing assignment using a haiku poem. Haiku are well-suited to this task becuase they force students to carefully consider the value of each word, since they are so strictly limited.

Students engage in a character study of the numerous figures created by Charles Dickens in A Tale of Two Cities. Students first compare and contrast several forms of communication: email, text message, and telephone. They then complete a character study chart that breaks down physical background, character traits, social status/background, unanswered questions about the character, and a final judgment about the character. Next, students will create text messages between numerous characters that show the relationship between the characters, their background, and plot points that they are involved in. The lesson concludes with students sharing their text messages and a discussion of the rationales behind their choices.

In this lesson plan, students will review point of view through use of a close reading of Two Bad Ants and associated activities.

This lesson provides a clear example of an author who created four specific voices. By reading and discussing the characters in Anthony Browne's picture book, Voices in the Park, students will gain a clear understanding of how to use voice in their own writing. Students begin by giving a readers? theater performance of the book and then discuss and analyze the voices heard. They then discuss the characters? personalities and find supporting evidence from the text and illustrations. Finally, students apply their knowledge by writing about a situation in a specific voice, making their character?s voice clear to the reader.

Students research copyright disputes and their relation to technology innovations before predicting future copyright disputes that may arise from advancements in technology. They sort images of technology advancements into chronological order. Next, students research and report on several instances of how copyright laws have adapted to encompass new technologies and discuss recent copyright disputes. They brainstorm technologies they think will be invented in the future. Finally, they write newspaper articles predicting the outcome of current copyright disputes and predicting copyright issues that may arise with new technologies. Students may use MS Publisher or readwritethink’s “Printing Press” to publish the final newspaper / newsletter project.

This lesson provides a guide for instructors to assist students with vocabulary acquisition and usage. Included within the resource are directions for extending this lesson for usage with multiple videos and various vocabulary lists. A rubric for grading and directions for peer evaluation are also provided.

In this recurring lesson, students watch an artistic video clip and use the words in their current vocabulary lesson to process the content through several types of creative writing. This gives students a chance to write in a unique voice and to understand the meaning of their vocabulary words in a new context. They also have the opportunity to analyze their peers' use of the vocabulary when they read and discuss each other's stories.

In this lesson, students will use context to confirm or self-correct word recognition and understanding. Students will be able to use sentence level context to find meaning of words or phrases.

In this lesson, high school students work in groups to explore the issue of civil liberties by conducting Internet research on related court cases of their choosing. Working in heterogeneous groups allows for social interaction and fun in the learning process, while also promoting positive interdependence and practicing of research skills. To summarize their findings, groups create PowerPoint presentations to share with the class.

Students will explore the issue of civil liberties by researching court cases in order to discuss and understand their rights. Worksheets, rubrics, and reading strategies included in this multi-day lesson from ReadWriteThink.org.

In this lesson, students write theme poems using their content knowledge and sensory awareness of a familiar object. Students first learn about the characteristics and format of a theme poem. They then engage in an online interactive activity in which they select a graphic of a familiar object (e.g., the sun, a heart, a balloon), build a word bank of content area and sensory words related to the object, and write poems within the shape of the object. Finished poems are printed and displayed in class.