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.

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 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.

Students imagine and storyboard their own vision of the transformation of Dr. Jekyll into Mr. Hyde and then evaluate movie portrayals.

In this series of four lessons, students will explore key elements of design in Little Blue and Little Yellow to learn about setting, character relationships, and plot.

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.

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.

This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their 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.