Students analyze characterization by creating their own superheroes or super-villains, complete with related gadgets and settings.

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 rework their forgotten/abandoned drafts by cutting and covering up selected words. By creatively manipulating text, they explore portal writing, a strategy for envisioning a new story or story direction.

Students practice writing detailed, sensory-rich descriptions by framing a small piece of nature and freewriting about it. From this minilesson, students can develop a variety of types of writing.

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.

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 use fractured fairy tales to practice revision and editing as separate activities when they write their own versions of fairy tales.

Students explore a range of resources on fair use and copyright then design their own audio public service announcements (PSAs), to be broadcast over the school's public address system.

Students analyze their past readings and use that knowledge to create reading plans for the future.

Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.

To prepare for literature circles featuring historical novels, students research the decades of the 1930s to the 1990s and share their information using Prezi, a web application for creating multimedia presentations.

After researching political platforms of past presidents through primary sources and other resources, students create commercials for these presidents using Voki, an online web tool that produces speaking avatars.

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.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.