Utilize these questions with literature recommended for bibliotherapy use with gifted students. This is a remix of "Bibliotherapy Questions for Gifted Students created by DANNEY DAILEY II.

In the remix, two thinking routines have been added to support the questions.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade English Language Arts. 

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 6th Grade ELA.

A Seed Discussion is a two-part strategy used to teach students how to engage in discussions about assigned readings. In the first part, students read selected text and identify "seeds" or key concepts of a passage which may need additional explanation. In the second part, students work in small groups to present their "seeds" to one another. Each "seed" should be thoroughly discussed before moving on to the next.

In this comprehensive lesson, students will work collaboratively to research and make an informed decision as to whether Man should explore space as they share the pros and cons of their assigned space exploration topics. This lesson employs the Jigsaw method of instruction.

This activity supports English language development for English language learners. This activity introduces students to opinions and debate. Students work in groups to prepare arguments for a topic. Students present their arguments and comment on the arguments of the opposition group. Students use the language of opinion to express agreement and disagreement. Students listen, speak, read, and write in this lesson.

Students will particiate in a Socratice Seminar to discuss the idea of non-conformity as a relative theme in the novel Stargirl. Students will refer to text annotations and class discussions (option: complete TPFASTT) to make contributions to the student led discussion.

Our names are an incredibly important part of our identity. They carry deep personal, cultural, familial, and historical connections.   They also give us a sense of who we are, the communities in which we belong, and our place in the world. When someone remembers our name and pronounces it correctly, it makes us feel respected and important to that person.  Students tell your the story of their name and record themselves saying it so you learn to say it correctly.  

Students will explore how an artist emphasized the narrative in a work of art that depicts a single moment from the story. They then write a newspaper article, using visual clues in the painting to imagine how the narrative depicted many have unfolded.

In this lesson, students use timelines to help motivate them to read more nonfiction, which will, in turn, help increase their comprehension of nonfiction. Students begin with a discussion about timelines and their use to prepare for the research activity. Using a historical timeline and the students' prior knowledge of events, students predict when specific inventions were produced and take notes describing their reason for identifying that particular year.

In this lesson, students will create an original political campaign song for a fictional presidential candidate. The campaign song will be created after learning how to use political terms appropriately through research and classroom discussions. Research will include the basic processes of the electoral college, the importance of campaign tours, and the historical importance of campaign songs.

In this lesson, students use previewing to activate their prior knowledge and set a purpose for reading. Using a strategy called THIEVES, which is an acronym for title, headings, introduction, every first sentence in a paragraph, visuals and vocabulary, end-of-chapter questions, and summary, students are guided through a preview of a nonfiction text. After guided practice, partners work together to use the strategy to preview a chapter from a textbook.

Students can use the ADDIE Model Template to plan their project-based learning assignment.

In this unit from the Standford University The Martin Luther King, Jr. Research and Education Institute students develop a broader understanding of the struggle for equality from 1868 to the present by exploring first-person narratives from a diverse group of Americans. Beginning with a study of the 1954 U.S. Supreme Court decision in Brown vs. Board of Education, students determine the criteria for identifying an event as historically significant. Students then explore the impact of the struggle for equality by interviewing people in their community and utilizing resources such as Toni Morrison’s Remember: The Journey to School Integration, Voices of Civil Rights, a national oral history project by the Library of Congress, and StoryCorps, an independent non-profit project that focuses on oral history collections of individuals’ life experiences.

This "jigsaw" activity will give students the opportunity to work in groups to summarize a 1 to 2 page informational text. It "jigsaws" down to 1 class summary and can be done in 2 or 3 days.

After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame. Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?

In this 3 day, 3 activity lesson, students will learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one. Students will discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative text-dependent question.

Explore the traditions and conventions of haiku and compare this classic form of Japanese poetry to a related genre of Japanese visual art.

In this lesson, students visit library websites from a variety of places, including Hong Kong, Kenya, and Scotland, to develop a global perspective and a broader understanding of the types of library services available throughout the world. They discuss services offered in their community and then form questions regarding the availability of library services in other parts of the world. Working in groups, students access library websites to answer teacher- and student-generated questions. When they have completed their research, students share their findings with classmates and compare the services available in distant libraries to their local services.

This lesson plan, which is adaptable for use in middle school as well, introduces students to a wide world of writing. Students begin by brainstorming a list of the types of writing people do on a daily basis. Then, students work together to classify those writing genres in various categories, such as formal and informal, public and private, and digital writing. Students then invite people into the classroom to talk about what, why, and how they write in real life. As a culminating activity, students reflect on how these varying purposes and processes can apply to their own lives.