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.

This lesson supports third-through-sixth grade students as they communicate story setting to their readers through the use of visual image prompts. Activities include individual and cooperative learning group work, as well as whole class discussion.

Students read and discuss literature about intolerance and diversity. They work with a partner to write two-voice poems that illustrate situations of intolerance at their school and suggest a step toward acceptance.

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

In this graphical mapping project, students assign a value to the events, characters, and themes in a novel and think about how the elements of the story are all interconnected.

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.

Students read and analyze fairy tales, identifying their common elements. They then write their own "fractured" fairy tales by changing one of the literary elements found in the original.

In this lesson, students build classroom community by exploring environmental print and a teacher-created display that focuses on a favorite book. They then create and share their own presentations.

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.

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.

Using Snowflake Bentley as a model, students create a working definition of multigenre text and then use that definition to create their own multigenre piece about winter or another theme.

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 read The Jolly Postman, in which a postman delivers letters to storybook characters. They explore different types of mail and categorize letters from the book and their own mail.

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.

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.