Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
Allow students to become active learners and even teachers as they read and understand Great Expectations.
Encourage students to find the voice in the novel and to experience it through various projects.
The goal of this lesson is to help students recognize that reading books can help them understand their own lives
Research topics related to three works by James Baldwin and collaborate to produce group web sites.
See a mural that depicts struggles of Mexican Americans and stimulate questioning, discussion, and research about Anaya's work.
Students question the translator of ...y no se lo tragó la tierra... (And the Earth Did Not Devour Him) by Tomás Rivera, conduct Internet research, and interview Mexican immigrants who work in their school.
Invite an author to read their work and answer students’ questions. Also invite community members to discuss experiences similar to those in the novel.
Read two books on the same theme, record questions and responses and meet with others reading the same book.
Choose books and read in class. Review how to act during a discussion and meet in literature circles to discuss the books.
Choose from several texts offered. Record individual reactions and share them during discussion groups.
Take students on a field trip to a laboratory or bring in a guest speaker. Construct a creature/robot/monster/automaton/machine.
Use discussions of rap music to encourage the class to develop and articulate their opinions in persuasive writing pieces.
Use Post-It™ Notes to record reactions while reading and share these notes during discussion.
James Welch's work is further understood by focusing on specific compelling and significant words.
Small groups discuss several of the poems, and create their own visual "poemographies" in response to Gilyard's work.
In a traditional "lodge," students become part of a clan and members of a tribe who create and tell stories of their own.
Poems written in response to Pat Mora's collection My Own True Name are shared at a local café.
The class works on individual goals, preparing literature log entries in writer's notebooks and developing a literary poster and a presentation based on a novel.
Small book groups select their own book, read them aloud, discuss them, write letters to a "Book Buddy" and produce a culminating project.
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