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

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.

After critiquing a list of conventions for the genre, students read, view, or listen to a classic mystery, and then produce a mystery of their own, reflecting on the purposeful ways in which they adhered to or altered the genre conventions.

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.

Students imagine the possibilities afforded by text messaging technology in The Catcher in the Rye; They compare and contrast major forms of communication, select points in the novel to represent with text messages, and share and discuss their creative work.

After reading several examples of how a published author incorporates facts in fiction writing, students research a topic of their choice and write fictional diary entries that incorporate factual information.

Students examine three examples of revisionist fairy tales in which female characters act in empowered roles rather than behaving helpless and submissive.

Using their prior knowledge of books containing letters, students show their understanding of genre by rewriting a story and reflecting on how traditional stories differs from stories told in letters.

Students use fractured fairy tales to practice revision and editing as separate activities when they write their own versions of fairy tales.

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

Students write a persuasive letter to the editor of a newspaper from a selected fictional character's perspective, focusing on a specific issue or situation explored in the novel.

This activity, inspired by the paintings of Edward Hopper and the stories of Raymond Carver, challenges students to get inside contemporary life and characters through the creation of monologues.

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.

Students write persuasive letters to their librarian requesting that specific texts be added to the school library. As they work, students plan their arguments and outline their reasons and examples.

Students read and analyze fairy tales, identifying their common elements. They then write their own "fractured" fairy tales by changing one of the literary elements found in the original.

Students identify, explore and apply the elements of circle plot structures to their own stories by using graphic organizers, reading and writing stories, and using checklists to assess their work.

Students read picture books to explore the concepts of plot development and conflict resolution. They first learn about the connections between reading and writing, and then revise their own writing.

Students write a narrative of place, a character sketch, an extended metaphor poem and a persuasive essay then link all four texts to quotations they have selected from a novel.