One of the most interesting aspects of Pepys' diary is that we can read about the details of this person's life and then make assumptions about life in general for the people of that time period.

Ask students to write diary entries that recap everything they did the day before. They should write about what they ate, the clothes they wore, activities they did, and so on, making their diary entries as detailed and descriptive as possible. Then, have each student switch diary entries with another student, who will read the entry as if he or she were living a hundred years from now. Direct students to underline words and phrases that describe what life must have been like for teenagers in the year 2013.

As a class, brainstorm a list of defining characteristics of life in the early 21st century, and ask students to write paragraphs that summarize these details.

Older students can read a section of Pepys' diary and write paragraphs to summarize life in the 17th century.

This would be a great day for students to practice their skills in using poetic devices. Have students find examples of each type of figurative language below, and then write an original example using each device, each time employing the word love:

• Simile: Love is like an ocean rolling over me.
  
  
• Metaphor: Love is a tree with many branches.
  
  
• Personification: Love whispers in your ear.
  
  
• Rhyme: Love sure can stink/Anyone in it might be a fink.
  
  
• Alliteration: Love lightly leaps.
  

When they have finished, students can illustrate their examples, share them with the class, and post them around the room.

In addition to being a poet, Robert Burns collected traditional Scottish ballads. To celebrate his birthday, introduce students to the ballad form. Share elements of the ballad with students. Ballads are a part of oral tradition. They celebrate a desirable attribute, tell a story, or herald a significant event, and they often contain a refrain. The metrical and rhyming structure of ballads can take many forms. Here is one type of ballad stanza, which follows a strict formula:

The second and fourth lines of each stanza rhyme.
Line one has 8 beats
Line two has 6 beats
Line three has 8 beats

Read some examples of traditional Scottish ballads to familiarize yourself with their basic characteristics.

Next, have students brainstorm two lists: one should include qualities they admire in people they know, and the other should contain significant events that have happened recently. Have students choose one item from either list as a subject for a ballad. A good way to start is for students to try writing the refrain first and then try writing a stanza, adhering to the formula above. You may want to have students read-or perform-their ballads aloud.

Introduce students to the Chinese New Year by having them explore the Chinese zodiac. Begin the activity by having each student write five to eight adjectives or phrases that describe his or her personality traits. These should not be physical characteristics like hair color or height, but qualities such as "a good sense of humor," "honest," or "a risk-taker."

Then, have students look at the Chinese zodiac to find a description of the attibutes people would have if they were born in the same year they were. For younger students, try the Chinese Calendar, and for older students, try Chinese Horoscopes.

Once students have read their animal's attributes, have them explain how the animal does or does not seem to represent them. They should use specific examples from their own experiences to support what they say. For example, if the zodiac says that they have difficulty with authority, students should write about a time when they resisted (or did not resist) an authority figure.

Next, students can look through the other animal signs to see which one best represents them and write a persuasive piece describing why that sign fits them best.

Students are always fascinated to learn that the fairy tales associated with the Brothers Grimm to which they have been exposed most of their lives are not, in fact, the original Grimm versions; they have most likely only read or seen softened or "Disney-fied" versions. This activity has students encounter the original versions, so it may not be appropriate for younger students.

Have a student tell the story of Cinderella, starting from after the Ball. Then, have students read the end of the original version of the story and use the ReadWriteThink Venn Diagram interactive to compare and contrast this version with the more familiar retelling they heard from their classmate. Encourage students to discuss why certain changes might have been made and what the effects of those changes are on readers.

Next, print out a copy of a lesser-known Grimm story (see Web Links below) for students to read. Ask students to rewrite this story for an audience of elementary school children. Students should be able to explain what changes they made and the intended effects of those changes. Alternatively, students can use the Fractured Fairy Tales interactive to write alternative versions of fairy tales.

With the film versions of The Lord of the Rings and The Hobbit having become so popular in recent years, there is a good opportunity to compare the differences between print and nonprint media. Start with a brainstorming session on how movies tell their stories. Students may need prompting, but eventually they will generate a list that will likely include music, characters, costumes, settings, and acting. Then, ask students to think about how books or novels tell their stories; some things on this list will overlap with the first.

Next, have students read an excerpt from a Tolkien novel. One that works well is the scene from the first chapter of The Fellowship of the Ring in which Gandalf convinces Bilbo to leave the ring behind. Then, view the corresponding scene in the film version. This scene can be found at roughly 0:25.00 on the time counter. After viewing, have students write about changes the filmmakers made and, most important, why they made these changes.

As a final step, have students return to any text that they are currently reading in class and imagine how a particular scene might be filmed. Ask students questions such as the following: What music would be used? What actors would play the roles? What costumes would they wear?

Provide students with a copy of Hughes' poem "Dreams." Each stanza of the poem is one sentence, and each sentence contains a metaphor for a dream. Tell students that a metaphor compares two objects or ideas that are not generally associated with one another. Have them identify the metaphor in each sentence, and then ask them to think about what Hughes was trying to convey about dreams by using these metaphors. What kind of dream would a "broken-winged bird" represent? How about a "field frozen in snow"?

Brainstorm with the class some other metaphors for dreams that Hughes might have considered for his poem. Conversely, have the class brainstorm metaphors for dreams that people may have that they hope will come true. Working in groups, students can then compose poems using metaphors for dreams coming to fruition.

The African American Read-In will again be celebrated for the entire month of February, beginning February 1 and ending on February 28.

Schools, churches, libraries, bookstores, community and professional organizations, and interested citizens can make literacy a significant part of Black History Month by hosting and coordinating community Read-Ins.

Hosting a Read-In can be as simple as bringing together family and friends to share a book or as elaborate as arranging public readings and media presentations that feature professional African American writers.

To be counted as a participant, simply:

• Select books authored by African Americans;
• Conduct your Read-In(s) on the days designated; and
• Report your results by submitting the African American Read-In Host Report Card.

Make a list of the newspapers your students see their parents read. Discuss how different newspapers offer different points of view that appeal to different audiences.

Choose a current event, and have each student read a different editorial on the topic. The Internet Public Library has online newspapers from around the world and throughout the United States. After everybody has had a chance to read their editorials, have students share them with the class. Students should be able to identify the editor's point of view in each one.

Ask students whether they think the newspapers they examined were impartial, and what, if any challenges exist in reporting the news impartially.

In addition to his role as an athlete, Robinson fought publicly to end racial discrimination for others. The U.S. National Archive collection Beyond the Playing Field-Jackie Robinson, Civil Rights Advocate includes messages Robinson sent to the White House from 1957 to 1972. After reading these messages, have students discuss Robinson's attributes as both an athlete and a civil rights activist. They can use the interactive Bio-Cube to organize the information about Robinson. More tips are available for use with the Bio-Cube.

Once your students have a sense of who Robinson was, expand your discussion to the more general issue of the role of athletes in society. Brainstorm a list of attributes important to being a good athlete in any sport at any level of play. Then, in groups, have students select one of the attributes and write about how that character trait would be useful in other areas of life. For instance, a high degree of dedication certainly translates outside of the sports arena. In what other walks of life might dedication be an essential characteristic?