Students learn about the life and music of John Lennon, write a short story from their lives integrating lyrics from some of their favorite songs, and create a class book of stories.

Students use illustrations from The Mysteries of Harris Burdick as a guide to write mysteries and then present their stories to the class for students to discuss to which illustration each story corresponds.

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.

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 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.

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.

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.

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.

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool to produce slideshows that blend text and music.

After researching various natural disasters, students share their findings with each other using glogs, or through poster presentations.

By being present and mindful on nature walks, students write haiku using vivid sensory language; and explore body movement, music and art as visual and kinesthetic representations of their poetry.

In this alternative book report, students identify the elements of fiction in books they have read by creating glogs, interactive multimedia posters, and then share their glogs.

In this lesson students research Greek gods, heroes, and creatures and then share their findings through digital storytelling.