The authors guide high school teachers in developing skills in promoting and facilitating authentic discussion in the English language arts classroom.

This book provides practical, research-based strategies that can help secondary-level English language learners meet the challenges of both language and content learning.

This collection of essays by classroom teachers demonstrates how to pair graphic novels with classic literature (including both canonical and YA lit).

Amy Benjamin challenges the idea of "skill and drill" grammar instruction, and Tom Oliva provides a teacher's journal chronicling how the concepts in this book can work in a real classroom.

Katie Wood Ray explains in practical terms the theoretical underpinnings of how elementary and middle school students learn to write from their reading.

Students explore poetry about sports, looking closely at the use of onomatopoeia. After viewing a segment of a sporting event, students create their own onomatopoeic sports poems.

Everyone knows that Star Wars character Darth Vader is a villain. This lesson asks students to explore how they know such things about heroes and villains they encounter in texts.

After reading The Tempest or any other play by William Shakespeare, students work in small groups to plan, compose, and perform a choral reading based on a character or theme.

Students compare attending a performance at The Globe Theater with attending a modern theater production or movie. They then create a commercial for an Elizabethan audience promoting a modern product.

Students explore the ballads genre by reading medieval ballads to deduce their characteristics, acting out the ballads, comparing medieval and modern ballads using Venn diagrams, and composing their own ballads.

Students investigate how and why copyright law has changed over time, and apply this information to recent copyright issues, creating persuasive arguments based on the perspective of a particular group.