This assessment provides an opportunity for students to independently complete a text to film comparison. NOTE: Please read Teacher's Notes for film clip information.

In this lesson, students are drawn in by a classic story of guilt or innocence as they discover the story of Al, a young man who begins to doubt the innocence of his mentor and father figure. Students are introduced to the elements of a short story and forget that they are learning how to write an argumentative essay in their zeal to defend their opinion with evidence from the text.

This webpage contains theme-based discussion prompts for each vignette in The House on Mango Street by Sandra Cisneros, as well as a selection of follow-up activities.

This lesson allows students to examine the impact of point of view through analysis and creativity. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

A teachers guide for I Capture the Castle by Dodie Smith, including discussion questions, deeper subject-based prompts, and ways to related themes to other aspects of education.

This resource includes two poems, eleven text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS.

This resource is a series of questions for students to answer after reading I, Robot by Isaac Asimov to provoke discussion of culturual and societal issues and how their effects in the book reflect in daily life.

In this lesson, students apply their understanding of the point of view of a literary work and how it affects the story line through writing their own family position paragraphs.

In this video resource from PBS Learning Media, students will explore the types of humor that exist, such as Irony, Satire, Farce, and Parody. They will research and find examples of humor that appeal to them. Next, they will choose a passage written by Mark Twain and analyze it to determine what type of humor is used.

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.

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 passages and write to explain and justify how they are examples of either situational or dramatic irony. This resource supports English language development for English language learners.

Students will read a passage from O. Henry's work and write to explain how the passage contains an example of irony. This resource supports English language development for English language learners.

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.

This teacher's guide for Little Green by Chun Yu includes background information on the Cultural Revolution, discussion questions, activities, writing practices, and collaborative exercises.

In this lesson, students will use the individual experience of Mary McLeod Bethune to analyze choice, its affects on social equality, and impact on their own life experiences.

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.

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 lesson will be completed once students have read the script of the play The Monsters are Due on Maple Street and watched the film adaptation on The Twilight Zone. Students will complete a learning menu that includes an appetizer, entree, and dessert. All students will complete the same starter and main course but will then have a choice for their dessert.

In this video resource from PBS Learning Media, students will consider Mark Twain as the enormous "noticer" and explore the humor that Twain found in the ordinary details of life.