In this lesson, students delve more deeply into figurative language and conflict resolution as they read the novel "Jacob Have I Loved"

This lesson will use the "infinite variety" of resources on the Internet to let students find their own image of Othello. The lesson will take them on a WebQuest, first to textual references, and then to on-line searches for images of Othello in film, play productions, and art. Then, students will write an essay about the casting of Othello to conclude the lesson.

This resource is a collection of discussion questions and resoures to supplement Sounder by William H. Armstrong.

In this lesson, students are drawn into post-Revolutionary Philadelphia during the midst of the infamous yellow fever epidemic of 1793 by reading Laurie Halse Anderson's novel Fever 1793. Use this novel as supplemental reading to assist students in developing their understanding of and interest in colonial times, while heightening their reading skills and ability for higher order thinking.

Students will explore images from the Klondike and read White Fang closely to learn how to define and differentiate these terms, ultimately presenting their findings as nature and culture detectives.

In “Invocation” from John Brown’s Body, Stephen Vincent Benet calls on the muse of America to inspire him. He invokes the varied American landscape and the many kinds of people who have contributed to American culture and life. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students compare and contrast the tragic event that occurs in a work of fiction to a real-life tragic experience that occurs in a work of non-fiction.

In this short story, a boy named Billy Weaver needs to find lodging in Bath, England. He goes to a boardinghouse. The landlady is an odd woman who compels Billy Weaver to stay with her at the boardinghouse. As the story progresses, clues are given as to the whereabouts of previous guests on the fourth floor.

Students will read a description of and passage from a work by Louisa May Alcott, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, ideas to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a description of and passage from a work by Edgar Rice Burroughs, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a description of and passage from a work by Howard Pyle, events, questions, vocabulary, definitions, text examples, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read a description of and passage from Lewis Carroll's work, events, questions, vocabulary, definitions, text excerpts, and a writing prompt. Students will write short answers, quotations to support a main idea, and an essay. This resource supports English language development for English language learners.

Summarize the plot of "The Legend of Sleepy Hollow."

Adapt passages of "The Legend of Sleepy Hollow" for a contemporary audience.

Analyze the characterization of Ichabod Crane and Brom Bones in "The Legend of Sleepy Hollow."

Create an imaginative response to the conclusion of "The Legend of Sleepy Hollow."

This lesson focuses on character analysis throughout William Golding's novel Lord of the Flies. While contemplating both direct and indirect characterization techniques, students will be able to consider how characterization builds relationships among the boys in the novel.

Students will have the opportunity to use four of the Miss Breed letters as primary source documents. As students compare the writers’ differing points of view, they might see more clearly that the history of an event or period of time is never a single story.

In this lesson, students analyze the plot of "The House of Dies Drear" and recall events chronologically to create a story map.

In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.

In this video from American Masters | Maya Angelou: And Still I Rise, students will explore how growing up in the South during the Jim Crow Era influenced Maya Angelou’s writing. The power of memory and the importance of setting inform both the video and discussion questions as students are asked to consider why Maya Angelou chose to write about her own life in her famous autobiography, I Know Why the Caged Bird Sings

The activities in this lesson invite students to focus on the characters from A Midsummer Night's Dream, to describe and analyze their conflicts, and then to watch how those conflicts get resolved.

This teacher's guide for The Misfits by James Howe containes discussion questions, activities, and research assignments.