Nikki Giovanni's poem "The Funeral of Martin Luther King, Jr." is paired with Dr. King's "I Have a Dream" speech, taking students on a quest through time to the Civil Rights movement.

Students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events.

This lesson provides ideas for celebrating Martin Luther King, Jr. Day by encouraging students to explore the connections between Dr. King and themselves through journaling and inquiry-based research.

In this lesson, students examine and create holiday/event cards, analyze holiday elements, and create their own. The activities help students focus on the reasons for composing messages as they do.

After examining recipes written based on students' favorite fairy tales, students research a recipe related to their favorite story, book, or fairy tale and include it in a classroom recipe book.

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.

After researching various human-made disasters such as the BP oil spill, the sinking of the Titanic, and the Great Chicago Fire, students share their research in oral presentations. Then students pair up to compare and contrast their disasters using the Venn Diagram Student Interactive or the Venn diagram Mobile App.

After taking a field trip that students document using mobile app Instagram, students become new reporters as they use the interactive Printing Press to tell about their experiences.

Using haiku, students focus on themes in literature and demonstrate their understanding of an author's message. Writing haiku to accompany an analytical paper hones analytical skills and fosters creative expression.

Using a mobile app or Interactive activity, students write haikus describing various types of clouds that they have studied.

Using mobile devices, students capture images to represent literary devices. Students then reflect on why their images depict the literary devices.

By exploring myths and truths surrounding Independence Day, students think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day holiday.

After listening to haiku poetry, students use seasonal descriptive words to write their own haiku, following the traditional format. They then publish their poems by mounting them on illustrated backgrounds.

After reading and analyzing short examples of travel writing and discussing conventions of the genre, students write their own travel articles.

Students in grades 5 through 12 read and respond to electronic books by using e-book tools and features, including digital note-taking capabilities.

Students use various tools and features of digital readers to develop vocabulary, support comprehension, respond to text, improve fluency, and enhance the reading experience.

What's that sound? Students participate in a Directed Listening–Thinking Activity (DLTA) using "The Tell-Tale Heart," make predictions, and respond in the form of an acrostic poem or comic strip.

Students' groans about studying poetry may disappear with this lesson in which students read poetry from various writers and use these poems to examine the sounds and sense of language.