Students study Chaucer's Canterbury Tales not just for its rich language, but also for the insights it provides into the Middle Ages. Using wikis, students collaborate to study both literature and history on their own terms. They create meaning and build information networks using tools Chaucer himself would have loved.

Students use social networking sites to trace the development of characters by assuming the persona of a character on the class Ning and sending a set number of tweets, or status updates.

This lesson capitalizes on students' interest in social networking by asking students to build an online profile for a minor character in Charles Dickens' David Copperfield.

Students first analyze Walt Whitman's "I Hear America Singing," then use Whitman's poem as a model as they create their own list poems.

Students work together to create their own utopias, using blogs as the primary source of publication.

Through listing and observation, students identify the many texts that they read and compose—including books and magazines, television shows, movies, audio broadcasts, hypertexts, and animations.

Explore the modern significance of an older text, such as Shakespeare's Romeo and Juliet, by asking students to create their own modern interpretation of specific events from the drama.

This lesson takes advantage of students' interest in music and audio sharing. Students investigate multiple perspectives in the music downloading debate and develop a persuasive argument for a classroom debate.

Students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.

Students research the effects of the Vietnam war on a specific group of people who were involved. They then create Internet scavenger hunts to share with the class.

Students capture scraps of information from a variety of Web resources and use them to create an electronic scrapbook. Emphasis is placed on evaluating and citing resources.

This lesson plan asks students to pay attention to the technologies they use. They graphically map their interactions with technology and compose narratives of their most significant interactions with technology.

Students explore how active and passive voices are appropriate to different audiences. They examine online resources, and then draw conclusions about verb use, which they apply to their own writing.

Students analyze the elements of a novel in many different genres and then hyperlink these pieces together on student-constructed Websites.

Students engage in a brief writing assignment that concretely illustrates how language and gender stereotyping interact causally.

Let the students be the vocabulary experts! Prior to whole class instruction, students create online flashcards and teach the class the new vocabulary.

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.

In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.

Though teachers usually caution students against using sentence fragments, Edgar Schuster's work demonstrates that professional writers often use fragments effectively. This lesson helps students understand that there are reasons that they can and should use sentence fragments to become effective writers.