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 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.

In this lesson, students analyze similarities and differences among depictions of slavery in The Adventures of Huckleberry Finn, Frederick Douglass' Narrative, and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

Adapted from Sheryl L. Finkle and Tamara J. Lilly's Middle Ground: Exploring Selected Literature from and about the Middle East, this variation on traditional literature circles exposes students to a variety of young adult fiction from and about the Middle East. Students read and share research and responses in collaborative groups. At the end of the lesson, they write a letter to welcome an immigrant student to their school and community.

Nikki Giovanni's poem "The Funeral of Martin Luther King, Jr." is paired with Dr. King's "I Have a Dream" speech, taking students on a quest through time to the Civil Rights movement.

Readers are often transported to the places mentioned in texts through words and descriptions. This lesson invites students to create travel brochures about the setting of texts they have read.

Students research the items listed in the song "We Didn't Start the Fire" by Billy Joel, noting their historical relevance, and then document their findings using an online chart.

Students stage a mock trial for a literary character, with groups of students acting as the prosecution, defense, and jury.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

Students read Avi's Nothing But the Truth and examine the First Amendment and student rights, and then decide whether the rights of the novel's protagonist, Philip, are violated.

Students analyze stylistic choices and grammar use in authentic writing, focusing on the use of the semicolon in Martin Luther King Jr.'s "Letter from Birmingham Jail."

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.

After researching famous people of the American Revolution, students create Facebook-like PowerPoint presentations to share their knowledge with classmates.

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

Students will develop their summarizing skills while learning about local history. They will learn to consider audience while selecting topics, conducting research and interviews, and writing historical markers for their town.

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.

In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson. After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.