Using different writing/drawing materials (e.g., markers, color pencils, pastels, etc.), students learn how to communicate different moods and/or feelings to support their written ideas and how authors do the same through their work.

Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.

In this lesson, students read Henry and Mudge and the Starry Night as a whole group as the teacher models a questioning strategy. In subsequent sessions, students practice the questioning strategy and reread for fluency.

Students explore book covers of a variety of books then create a new cover for a book they have read.

In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.

Students write persuasive letters to their librarian requesting that specific texts be added to the school library. As they work, students plan their arguments and outline their reasons and examples.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

The list of ten things about Opal's absent mother that her father shares in Because of Winn-Dixie serves as inspiration for students to create their own lists describing literary characters.

During interactive read-aloud sessions, students identify how an author conveys mathematical information about animals' sizes and abilities. They then conduct research projects focusing on the same mathematical concepts.

After reading a piece of math-related children's literature aloud, students pose and solve new problems by asking what-if questions about the events in the story.

Students read picture books to explore the concepts of plot development and conflict resolution. They first learn about the connections between reading and writing, and then revise their own writing.

Students work on a guided characterization project, using a graphic map to illustrate the ways a character from a book series grows and evolves over the course of the story.

Using the alphabet as an organizing structure, students analyze literary elements in a book they have read and organize their observations in an alphabet book.

Students use graphic organizers to explore plot in circular stories while focusing on prediction and sequencing. After exploring the features of circular plot stories, students write their own stories.

Students explore multiple genres through genre studies. They record evidence of genre characteristics on bookmarks as they read, and finish by giving a book review for their classmates.

Comic frames are traditionally used to illustrate a story in a short, concise format. In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element (such as setting or character) from the story.

This lesson uses comic strip frames to define plot and reinforce the structure that underlies a narrative. Students finish by writing their own original narratives.

Multidimensional, challenging, and popular with students, comics provide an excellent way to introduce the concept of genres.

This lesson uses One Green Apple by Eve Bunting to teach how characters change across a text. It will also guide students through writing an epilogue to accompany their independent book.

In this series of four lessons, students will explore key elements of design in Little Blue and Little Yellow to learn about setting, character relationships, and plot.