Students will first use VR headsets to gain some background knowledge about Titanic. They will begin this story by examining the tone of the iceberg and they will then apply these skills to analyze the tone of other characters in the text. They will then create a Storyboard to create a character they think should be added to the story. They will create the character and use appropriate word choice to show tone.

Students are given a brief description of a rhyme scheme before being asked to determine the rhyme scheme on their own in this worksheet

In this lesson, shared reading, guided reading, and small, cooperative-group instruction are used in a first-grade classroom to informally assess students' ability to demonstrate awareness of rhyme or other visual similarities in words. Students practice matching rhyming words using picture cards and apply phonological awareness—hearing rhyme—to analogy-based phonics (i.e., an ability to decode unknown words by identifying words with similar visual structure). Students use online resources to increase phonological awareness through rhyme.

In this lesson, students will use multiple intelligences to interpret and study Sonnets 29, 116, and 130 by William Shakespeare. Students will focus on metaphor, simile, mood, end rhyme, and iambic pentameter.

The song and lesson explore the topics of love and regret. Linguistic elements explored include si clauses and rhyming. The lesson includes prelistening, vocabulary, listening comprehension, discussion and writing activities.

Students write about present-day pop culture as well as learning about pop culture of the past by using Cole Porter's song "You're the Top!" (1934) to touch on many issues relevant to a language arts classroom, especially the literary technique of cataloguing. After an introduction and context information about Porter's song, students listen to the song and examine the lyrics. They look at the list of the pop culture items referenced in the song to see what they feel is still valid today, brainstorm replacements for other items, and create revised lyrics for the song. They then present their updated lyrics to the class.