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.

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

Each small group of students researches one aspect of the same big topic, such as the Gold Rush, and teaches what they have learned to the rest of the class.

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.

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 use text sets to research a topic inspired by a fiction book they have read. A text set is a collection of multiple text genres with a single focus.

This lesson uses Ben's Dream by Chris Van Allsburg to highlight ten major landmarks of the world. Students research the landmarks and present their findings to the class.

After exploring several question and answer books on a variety of topics, students research a topic and create their own class question and answer book.

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.

Students adopt a skeptical stance and become weather detectives who ask "Why?" and "Why not?" as they investigate the history and validity of some common weather sayings.

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.

Students explore a variety of sources for information about voting. They evaluate the information to determine if it is fact or opinion, and then create a graffiti wall about voting.

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 write resumes for historical fiction characters. They first explore help wanted ads to see what employers want, and then draft resumes for the characters they've chosen.

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.

Students observe animals using one of the many webcams broadcasting from zoos and aquariums around the United States and the world, with a focus on observation, discussion, questioning, and research.

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.