After taking a virtual tour of the Globe Theater in Elizabethan London, students use graphic organizers to compare attending a performance at the Globe to attending a Broadway play or movie. Then they work collaboratively to create a commercial advertisement geared towards an Elizabethan audience.

This page offers teachers and students a glimpse into some of the differences between the film version and original text of Animal Farm, by George Orwell.

This resource from the New York Times has students explore the play Antigone and a Spanish flamenco dance company's adaptation of the play. The lesson includes activities, graphic organizers and writing assignments.

This video from Shakespeare Uncovered explore artifacts from Shakespeare’s time that many scholars believe Shakespeare himself may have referenced when researching for his plays. As you view the videos and complete the activities in this collection, examine the evidence presented to support this claim.

In this End of Unit Assessment, students will craft a formal essay exploring and identifying the development of similar ideas in Letters to a Young Poet and Black Swan Green.

In this lesson based on Emily Dickinson's famous poem, students will explore how a poem can infer tone and analyze connotative, allegorical, and metaphoric meaning.

A 10-15 lessons (based on time) where students compare / contrast text in literature circles and share jigsawed information using Prezis

By mimicking popular websites that relate the plot of movies, television shows, and real life events in reverse, students have the opportunity to review the plot in a more creative and challenging fashion. Using a snowclone (a verbal formula that is changed for reuse), students complete the phrase "If you read ____ backwards, it's about ____" to comment on the plots of novels.

A teachers guide for Brighten the Corner Where You Are by Fred Chappell, including a chapter-by-chapter summary, questions for deeper comprehension while reading, and questions for class discussion post-read.

Nigerian born Chinua Achebe is one of the world's most well-known and influential contemporary writers. His first novel, Things Fall Apart (1958), is an early narrative about the European colonization of Africa told from the point of view of the colonized people.

In this eight day unit, students will delve into the ways that the poetry of William Carlos Williams and Cubist and Precisionist paintings share similarities in approach. The culminating activity involves writing an essay comparing a poem to a painting inspired by that poem.

In this lesson on "The Tell-Tale Heart" and "I felt a Funeral, in my Brain," students will discuss connections across the two texts and use that to identify and support a shared central idea.

In this lesson from Read Write Think, students will read Angela Thomas' novel The Hate U Give and then delve into radio interviews that explain the purpose and viewpoints of Black Lives Matter. Topics of study include double consciousness/codeswitching, the Black Panther movement, Tupac Shakur as a an activist, and the complexity of gang culture. Students will explore subject material through excerpts form James Baldwin's essay "Letter from a Region in My MInd" and Ta-Nehisi Coates' "Letter to My Son."

In this lesson, students will trace the development of central ideas in both "Hangman" and "Solarium" from Black Swan Green and "Letter One" from Letters to a Young Poet. Then, students will compare and contrast the different texts and how they address similar ideas.

In this lesson students explore ekphrasis, writing inspired through art. Through discussion poems inspired by works of art, students examine ways in which poets can approach a piece of artwork. Students then research piece of art that inspires them and in turn, compose a booklet of poems about the pieces they have chosen.

All Quiet on the Western Front ends with a startling and ironic conclusion. This ending introduces students to situational irony. After discussing the definition and several examples of situational irony, students explore the novel’s concluding passage. Students next choose a possible alternate ending for the book that could still be an example of situational irony. They then retitle the book and rewrite its ending, maintaining the original ironic tone and weaving their new title into the ending as Remarque does. Finally, students design new, symbolic covers for the book, which feature their new titles.

This anticipatory guide is an introduction for any units that have a thematic focus on displacement and community. Students respond with their initial positions on the statements. Evidence is based on personal experience at the beginning. They return at the end of the unit to the statements and provide evidence from the texts in the unit to support their responses.

In this lesson on Romeo and Juliet, students will explore Act. 5.3, lines 88-120, analyzing how central ideas are developed and refined in this excerpt. Students will also view Baz Lurhmann's Romeo + Juliet version of the same scene.

In this lesson, students will listen to two readings of Emily Dickinson's poem, "I felt a Funeral, in my Brain." Students will focus on the central idea, and how the two versions of the poem help develop understanding.