Writing gets personal when students interview family members in order to write a personal narrative about that person.

Students create a Detective's Handbook based on a detective mystery they have read. The handbooks include expository and descriptive writing, as well as a letter.

The activity includes a series of exercises, in which students view the literal representations of idioms and then examine the metaphorical meanings of the idioms.

"Focus on 'Henry V'" is a peer-reviewed, multimedia, digital Open Educational Resource co-authored and co-produced by faculty, graduate students, and undergraduates on the innovative digital publishing platform Scalar. Chapters include guides to early printed editions, sources, and performance and cinematic histories of the play, as well as teaching resources and in-depth case-studies of particular scenes. All chapters include rich multimedia and audio recordings of body text and image captions. In addition to a traditional Table of Contents, the digital book allows users to navigate the materials through multiple pathways and visualizations. In this way the book offers not only a cutting-edge, renewable OER for college and K-12 teachers but also a model for maximizing the affordances of the digital medium.

Fact Fragment Frenzy provides elementary students with an online model for finding facts in nonfiction text, then invites students to find facts in five sample passages.

Picture books provide the basis for an analysis of fairy tale elements before students write their own original tales.

Social injustice occurs every day all over the world. In this lesson, students research a few historical examples of social injustice, including the Holocaust, the Trail of Tears, and Japanese internment.

Students read literary and informational texts about knowledge and intelligence to understand what happens when humans try to manipulate the minds of others and how our understanding of intelligence has evolved over time. Students express their understanding of these ideas by exploring how authors draw on traditional stories and develop characters and themes to teach us about ourselves and others.

Students gather factual information about frogs and toads to create nonfiction and fiction stories. Drawing is used for prewriting.

Students bring the print-rich environment of the community into the classroom through the use of environmental print, enabling emergent readers to delight in the realization that they are indeed readers.

After the Great Depression struck, Ford especially wanted to support ailing farmers. For two years, Ford and his team researched ways to use farmers’ crops in his Ford Motor Company. They discovered that the soybean was the perfect answer. Soon, Ford’s cars contained many soybean plastic parts, and Ford incorporated soybeans into every part of his life. He ate soybeans, he wore clothes made of soybean fabric, and he wanted to drive soybeans, too. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Think about the people in your community and the challenges they face. List three challenges that affect their daily life. Consider something you use every day and brainstorm how it could be repurposed or modified to address this problem.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

Colorful mosaics, playful flowing forms, imaginative facades—Barcelona shines with the buildings of Antoni Gaudí. How did the son of a Catalan blacksmith become a world-famous architect? The first years of Gaudí's life were challenging. Because of an illness, young Gaudí couldn’t attend school and was often alone. Many of his days were spent out in nature, which he would later call his great teacher. Even during his training as an architect in Barcelona, his teachers were puzzled, wondering: is he a “genius or a fool?” Many considered his unusual ideas eccentric, sometimes even crazy. But Gaudí was simply ahead of his time. His buildings are now a UNESCO (United Nations Educational, Scientific and Cultural Organization) World Heritage Site.

Students read "The Jolly Postman", in which a postman delivers letters to storybook characters. They explore different types of mail and categorize letters from the book and their own mail. Children find favorite words, phrases, and sentences from familiar stories. Working together, they combine their words and phrases to create a poem. The poem is then shared as performance poetry.

Teachers and students come to school bringing a wide range of backgrounds, languages, abilities, and temperaments. Get things off to the best start by asking them to respect their differences and make the most of their similarities. By sharing information on their lives and dreams, students and teachers can build community in the classroom that will support literacy instruction throughout the school year.

Students build classroom community as they get to know each other and their teacher better by sharing what they like to do outside school.

This resource from CommonLit offers this lesson based on the work of American author O. Henry. To support student's understanding of the themes in the story, teachers can access guiding questions, assessment questions and discussion prompts as well as texts with similar themes literary devices, topics and writing style.

Students present monologues in the "voice" of someone involved in child labor in England, respond to questions, and then discuss contemporary child laborers and compare them to the past.

Students write and record their own essays for a class blog by first completing a series of activities designed to get them thinking and writing about their experiences.

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.