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

Students engage in a rich study of vocabulary words from the song "America the Beautiful," using music and art.

Students craft comic scripts using clear, descriptive, and detailed writing that shows (illustrates) and tells (directs). After peers create an artistic interpretation of the script, students revise their original scripts.

Through this lesson, students will learn how to use the literary term "allusion" in discussing how and why authors and artists draw on and transform subject material.

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.

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.

Students read thematically related texts, scaffolded from simple to complex, to help them gather necessary concept vocabulary and background knowledge in a content area. They then write acrostic poems to organize and present their learning in a creative way.

Students can utilize this printout to organize their writing as they learn to use the RAFT strategy. This printout enables students to clearly define their role, audience, format, and topic for writing.

In this strategy guide, you'll learn how to determine the level and type of support you need to provide students based on careful preparation as a content area expert.

In this Strategy Guide Series, you'll find creative and compatible ways to build, maintain, and extend students' vocabulary across academic disciplines.

The book offers a practical approach to Hurston using a range of student-centered activities for teaching Hurston's nonfiction, short stories, and the print and film versions of Their Eyes Were Watching God.

Carmaletta M. Williams provides high school teachers with background on Hughes and the Harlem Renaissance as well as help in teaching Hughes's poetry, short stories, novels, and autobiography.

In this guide, you will learn how to use Word Walls to support vocabulary development and retention.

In this guide, you will learn how to use generative sentences to give students opportunities to apply their knowledge of new words in writing.

In this lesson, students use blogs to hold discussions about the effect of the factors of culture, history, and environment on Latino poetry.