Ninth graders read Romeo and Juliet. They complete a character analysis on one of the major players and present it in an informative and entertaining way. They rewrite and perform one scene from another character's point of view.

Students participate in activities to determine their macro process and elaborative process abilities. During macro processes readers organize and summarize ideas as they read. They look at the big picture of the entire text as well as...

Young scholars are challenged to make three-dimensional time lines of story events from stories they have read. They practice sequencing events and writing sentences correctly. In addition, they write sentences that correspond with...

Students compare Noh drama to western drama and trace the influence of Japanese theater on modern western drama.  In this Noh drama lesson, students read the play Black Tomb (Kurozuko) defining the elements and conventions of Noh...

Students know the meaning of a given list of figures of speech and stylistic devices. They identify examples of these terms in the music and songs with which they are familiar. They examine how to apply the knowledge of these terms to...

Eighth graders create an informational card for a selected author. They read and analyze a book by their chosen author, conduct research about the author, and create an author card that includes a written critical response to the...

Students read and analyze books about elders and develop a set of interview questions. They define respect and ways to show respect to elders and conduct an interview with elders. Finally, students write an oral history of a senior...

Third graders, in groups, select and research a favorite studenT author or illustrator. They answer questions about the author, conduct research and prepare a PowerPoint presentation with their findings.

The "Big Book Project" provides special-needs learners with the opportunity to develop, write, and publish "Big Books" for Kindergarten-Grade 3 classrooms. Students also go to classrooms and read the book they wrote to the younger students.

Students discuss which values are most important to them and their families. They read poetry and fairy tales to find a story that has the same value they find most important. They create a presentation and share it with the class.

Eighth graders listen Steven Kellog's, Jack and the Beanstalk, and Raymond Briggs, Jim and the Beanstalk. They use a Venn diagram to compare the two elements of the two stories. They write and publish an original contemporary fairy tale...

Students describe human anatomy by reading a children's book. For this heart health lesson, students examine illustrations of heart images and several organ related children's stories. Students discuss ways to keep a healthy heart and...

Students discuss the criteria for the Lewin Project. They practice writing using their emotions and feelings. They write to find a voice in their pieces. They share their ideas with the class.

Eighth graders practice the techniques of color, face proportion, emotion through color, and how to integrate handheld applications in Art projects in this Art lesson for the 8th grade classroom. Self-Portraits are used and emphasized in...

Students solve problems based on sharing scenarios. In this sharing lesson plan, students listen to a book on sharing and answer questions. Then the teacher presents different scenarios to the class and they have to problem solve to come...

Fifth graders read and analyze the novel, 'Dancing Feathers.' They identify the main story elements, develop personal and fictional narratives, retell the story from a different point of view, create a mask, and design a postcard.

Students create a ten slide Powerpoint presentation as the culminating project for their Language Arts class. Slides include information based on a school related topic or question. Powerpoint presentations are peer reviewed by the class.

Learners make connections with cultures (their own and others'), their identity, heritage, traditions, and symbols and examine the richness that diversity brings to communities.

Students read and discuss the story "John's Dilemma". As a class, they answer discussion questions related to peer pressure and responsibility. They compare a quote by Anne Frank to the situation John is going through in the story to...

Students discuss how their journal is going to be used throughout the semester and its purpose. Throughout activities, they reflect on their experiences following a journal guideline. They share which entries they feel comfortable with...

Students discuss the use and misuse of email and identify six new technology terms. After opening a word document, they experiment with fonts and sentence writing before pasting it into their email. The lesson concludes with students...

Students create comic strips in groups and explain to the class the Latin and Greek roots of their superhero names. In this Latin and Greek root lesson plan, students get into groups and come up with superhero characters to integrate...

Students draw a map of their local community using a drawing program. Using the internet, they locate various landmarks and identify famous people living or coming from their town. They participate in interviews with the community...

Learners, after reading The Giver, create a PowerPoint presentation, a Web page, and a newsletter or brochure demonstrating their understanding of the novel?