This book examines ways of engaging students as they study Harper Lee's novel. Included are collaborative learning, discussion, writing, and inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird.

This book is intended to help middle and secondary school English language arts teachers integrate literature study and composition instruction.

Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers incorporate authentic forms of assessment into the middle and high school curriculum.

Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms.

Dakin explores different methods for getting students engaged--and excited--about Shakespeare's plays as they learn to construct meaning from the texts' sixteenth-century language and connect it to their twenty-first-century lives.

Through teacher-friendly language and classroom examples, Deborah Dean takes a close look at effective, research-based practices for writing instruction.

Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts.

Edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau, this sequel to What Is "College-Level" Writing? (2006) highlights the practical aspects of teaching writing.

Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum.

Offering advice from a host of experts in adolescent literacy, this book helps answer real questions from parents across the country about how to best support their teens as readers and writers.

The authors describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"—the self-imposed student segregation and silencing of voice.

As part of the NCTE High School Literature Series, Tim O'Brien in the Classroom focuses on opportunities for classroom discussion and writing assignments, including lessons, open-ended prompts, and student writing samples.

This article reports on the meaning potential of daily access to drawing/writing media for widening and deepening meaning construction.

This article discusses the imaginative activities and assignments that teachers often assign that violate the text around which the lesson is focused and that mislead students about its meaning.

This book isn't about technology. It's about the teaching practices that technology enables. This book addresses the ways in which teachers and students work together to navigate continuous change and what it means to read, write, view, listen, and communicate in the twenty-first century.

Colleen A. Ruggieri offers a multigenre, mulltiple intelligences unit on transcendentalism complete with suggested texts and an assessment plan.

Research comes alive when students explore a range of alternate genres instead of writing the traditional research report.

Describes a research paper in the author's high school English classroom which connected to the lives and interests of students, who delved into community problems with as much rigor (and using many types of research as traditional essays exploring arcane philosophical questions). Describes creating a context for exploration, and students' final projects.

This science inquiry in a fourth-grade classroom affirms the importance of observation, questioning, reading, and writing to the inquiry process.

Kenneth Lindblom and Patricia A. Dunn teach language awareness and use through published complaints about the teaching of grammar. Students are able to recognize issues of race and class that determine acceptable usage and learn the importance of audience in their own language use.