ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Writing a Flashback and Flash-Forward Story Using Movies and Texts as Models
|Grades||6 – 8|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Five 50-minute sessions|
Grades 6 – 8 | Lesson Plan | Recurring Lesson
Students will be the definition of vocabulary experts as they use the skills they learn in this lesson to track, define, and ultimately master unfamiliar words.
Grades K – 12 | Student Interactive | Organizing & Summarizing
Students generate descriptive timelines and can include images in the description.
Grades 3 – 8 | Calendar Activity |  August 14
In small groups or individually, students make baseball cards for the players in the poem "Casey at the Bat." Students can use a word processor or the Character Trading Cards interactive to create their cards.
Grades 5 – 12 | Calendar Activity |  October 6
Students think about the sound in a movie they have seen multiple times. Then students predict what sounds they expect to hear in a short scene from a film with the sound turned down.
Grades 5 – 12 | Calendar Activity |  May 16
Students make lists of their favorite and least favorite movies and brainstorm qualities that make a film good or bad. Next, students write a movie review for a film they have seen.
Grades 9 – 12 | Professional Library | Book
In this practical guide, John Golden makes direct links between film and literary study by addressing reading strategies (e.g., predicting, responding, questioning) and key aspects of textual analysis.
Grades K – 8 | Professional Library | Journal
Argues that elementary language-arts teachers should expand their definition of "text" to include film, a valuable instructional material. Notes that today's elementary students come to class with a great deal of knowledge about films--prior experiences which teachers can tap into. Discusses the application to film of reader-response theories.