Access these sites through your computer’s Internet connection. Open the underlined address (URL). Information can be printed or downloaded to your computer. Be sure to follow links to other sites and find your way back with the "Back" button.
All of the sites listed were active as of June 2011. The evaluation is by the AVA Center staff according to the amount of information given, the general appearance of the site and its potential use in the classroom.
This is a new list
. A few of these sites are also listed on the African-American/Black History Website List http://www.cumbavac.org/Black_History.htm and the Poetry Website List http://www.cumbavac.org/Poetry.htmLooking for a particular book or author? Use
Ctrl F to bring up a page search box. Use the Next button to find additional sites. Also check the compilation sites.
http://www.americanliterature.com/
A huge collection of classic novels and short stories. Includes online version of classic novels and 1000s of short stories. Great gateway site. Sections: Authors, Books, Short Stories, Short Story of the Day, and Children’s Section. Excellent
BIG DADDY’S LI’L SHELF OF BLACK MEN IN LITERATURE
Links to web pages featuring African American male writers. For grade 7 and up. Excellent
CAROL HURST’S CHILDREN’S LITERATURE: BOOKS IN THE CLASSROOM
NEW!http://www.carolhurst.com/
"This is a collection of reviews of great books for kids, ideas of ways to use them in the classroom and collections of books and activities about particular subjects, curriculum areas, themes and professional topics." Sections: Children’s Books (Featured Books, All Reviewed Books), Subjects in Children’s Books (Curriculum Areas, Themes and Other Subjects), Professional Resources, and Getting Around Our Site. Excellent
CHILDREN’S LITERATURE
NEW!http://edtech.kennesaw.edu/web/childlit.html
Websites and lesson plans on children’s literature. Excellent
CLASSIC AFRICAN AMERICAN LITERATURE
A long list of classic African American literature. Includes the title and author and a link to the full text of the book. Approx. 50 books. For grade 7 and up. Excellent
THE COMPLETE WORKS OF WILLIAM SHAKESPEARE ONLINE
The complete works of William Shakespeare online. The links here take you to the full text of the 1914 Edition of the Oxford Shakespeare. Includes links to Criticisms and much more. Excellent
JACOB LAWRENCE: EXPLORING STORIES
An online exhibit from the Whitney Museum on artist Jacob Lawrence. Includes information on his life and works, views of his works, and learning opportunities including webquests and lesson plans. A huge site. Outstanding. Excellent
KNOWING POE
An extensive resource on Edgar Allan Poe. Includes his life and works. Click on Classroom Connections for lesson plans and more. Also in the Lesson Plans section. Excellent
THE LITERARY ENCYCLOPEDIA
NEW!http://www.litencyc.com/
"The Literary Encyclopedia is an all-new reference work written by university teachers around the world. It is also a unique digital environment designed to integrate current knowledge of literature and culture and facilitate understanding of historical contexts and connections. Scope, Contents and Use in Teaching Entries in The Literary Encyclopedia are divided into three databases, People, Works and Topics & Events. All articles are aimed at a "higher introductory" level for university / college reading - neither too long nor too short; neither too simple nor too complex. We offer very good coverage of English, American, Canadian, German and Russian literatures as well as substantial and increasing coverage of French, Italian, Japanese, Classical Greek, Latin, Hispanic and East European. (Other major literatures to be added as resources permit.) So far we have published about 6021 completed articles, with a total of about 12.18 million words. We are currently adding around 40 articles to the Encyclopedia every month.
People – includes basic data on over 6807 people (2632 with full profiles), mainly writers, but also philosophers, scientists, artists, historical figures and others of note. You can browse a list of completed profiles.
Works – includes over 29641 works (2780 completed), mainly literary, but also philosophical and scientific, which are indexed by date, genre and country. A large part of these are listed for bibliographical purposes, while others will be profiled as the Encyclopedia expands and develops. You can browse a list of completed profiles.
Topics & Events – provides 8603 short notes (comprising major acts of parliament, wars, battles, epidemic diseases scientific and technological inventions, cultural shifts, concepts etc.) and 609 major essays on literary, critical, philosophical and historical concepts, themes and events, as well as on major historical events; short notes on most other historical events listed (comprising major acts of parliament, wars, battles, epidemic diseases scientific and technological inventions, cultural shifts etc.), as well as explanations of critical terms and issues in critical theory. You can browse a list of completed entries." A huge resource on literature from around the world. Excellent
LITERATURE AND POETRY – THEMED RESOURCES – LIBRARY OF CONGRESS – ALSO IN LESSON PLANS
NEW!http://www.loc.gov/teachers/classroommaterials/themes/literature/
"Access historic documents related to literature and poetry including selected Walt Whitman notebooks, digitized rare books, and presentations on a variety of literary figures ranging from Anne Bradstreet and Phillis Wheatley to Edgar Allan Poe and Ernest Hemingway." Sections: Primary Source Sets, Lesson Plans, Exhibitions and Presentations, Collection Connections, Search Terms and For Students. Excellent
THE LITERATURE NETWORK
NEW!http://www.online-literature.com/
"We offer searchable online literature for the student, educator, or enthusiast. To find the work you're looking for start by looking through the author index. We currently have over 3000 full books and over 4000 short stories and poems by over 250 authors. Our quotations database has over 8500 quotes." Includes quizzes on popular titles such as "Animal Farm", "Macbeth", and "The Great Gatsby". Sections: Authors, Shakespeare, Bible, Quotes, Forums, Search, and Periods & Movements. A gateway to a wealth of information. Excellent
LUMINARIUM: ANTHOLOGY OF ENGLISH LITERATURE
A resource on Medieval, Renaissance, 17th Century and Restoration English Literature. Click on Metaphysical Poets and Cavalier Poets for the poetry sections. Each section has a list of authors with biographical information, works, quotes, timelines, and more. An outstanding site. Excellent
MAMA’S BLACK BOOKCASE OF WOMEN IN LITERATURE
Links to web pages featuring African American woman writers. For grade 7 and up. Excellent
PAINTED VOICES – PORTRAITS OF 20 CELEBRATED AFRICAN
AMERICAN WRITERS
Artist Gilbert Fletcher discusses how he came to create portraits of 20 of the most celebrated African American writers in US history. Scroll down to links to all of the portraits with a short bio of each writer. Outstanding site. Excellent
POETS.ORG – ONLINE CLASSROOM
"Welcome to the Online Poetry Classroom. Here you will find a wealth of resources, including Discussion Forums where teachers can share ideas and seek help from colleagues; Pedagogical & Critical Essays about poetry; extensive links to relevant websites; Curriculum Units & Lesson Plans; biographies of hundreds of poets; and over 2,000 poems." Also in Lesson Plans section. Excellent
ROBERT MUNSCH
The official site for author Robert Munsch. Sections: The Books, What’s New, Biography, Poems, Photos of Robert, Kids Art, Something Special, Class Pictures, Mail Robert, Unpublished Stories, Storytime with Robert Munsch (audio clips of Robert Munsch reading his stories), and Class Visits. Lots of the poems are about students who have written him. A fun site. Excellent
SHAKESPEARE ONLINE
NEW!http://www.shakespeare-online.com/
A huge gateway site on Shakespeare. This site is massive and a must for any teacher focusing on Shakespeare. Includes several quizzes on different works. Outstanding. Excellent
VOICES FROM THE GAPS – WOMEN WRITERS OF COLOR
"An instructional Web site focusing on the lives and works of North American women writers of color." Designed as a classroom component in literature classes on the works and lives of women writers of color. Contributors are encouraged to choose writers from the list provided and contribute a page on that author. Author pages include excerpts, biographical information and more. For grade 7 and up. Excellent
WEB ENGLISH TEACHER
NEW!http://www.webenglishteacher.com/
A gateway site for English teachers. Sections include: Book Reports, Children’s Literature, Literature (Prose), Poetry, Professional Resources, Reading/Literacy, Shakespeare, Study Guides, Technology Integration, Young Adult Literature and more. The Just for Fun section includes jokes, puns, For Teacher (Teacher Tales) and more. Outstanding. Excellent
WRITING BLACK: LITERATURE ON AND BY AFRICAN
AMERICANS
A list of black authors and some of their works. Some include the full text. For grade 7 and up. Excellent
ABSOLUTE SHAKESPEARE
NEW!http://absoluteshakespeare.com/
A gateway site to a wealth of resources on Shakespeare. Very Good
AMERICAN POEMS.COM
Showcases American poets and poems, both modern and early. Includes a Poem of the Day, biographies, works and more. Very Good
BARTLEBY.COM – GREAT BOOKS ONLINE
NEW!http://bartleby.com/
A major source for online books, poems, and more. Search by Author, Subject, Title. Very Good
CHARLES DICKENS
NEW!http://www.victorianweb.org/authors/dickens/index.html
A gateway site for information on Charles Dickens and his works. Very Good
CHILDREN’S AUTHORS AND ILLUSTRATORS
NEW!http://webtech.kennesaw.edu/jcheek3/authors.htm
A huge list of children’s authors and illustrators with links to guides and activities. We found a lot of broken links, though. Very Good
THE COLUMBIA GRANGER’S WORLD OF POETRY
NEW!http://www.columbiagrangers.org/
"Columbia Granger's World of Poetry is the definitive source in English for locating a poem in anthologies. Currently includes 13,000 poems in full text, and 250,000 poetry citations indexed by title, first line, last line, author, subject, and searchable by keyword and by author category (Asian-American, Irish, Polish, etc.). Contains commentaries, biographies, bibliographies, notes on form, and a glossary of prosodic terms. The Columbia Granger's Index to Poetry is included from the 8th edition (1986) forward. Earlier poetry may be searched in preceding print indexes beginning in 1904." Sections: Subjects, Biographies, History & Criticism, Poetry Sources, Glossary, Listening Room and Browse. Very Good
EDGAR ALLAN POE – POESTORIES.COM
NEW!http://www.poestories.com/
Poe’s short stories, poems and much more. Sections: Biography, Quotes, Summaries, Stories, Poetry, Forum, Gallery, Timeline, World List, Links and more. Very Good
EDGAR ALLAN POE SOCIETY OF BALTIMORE – POE ONLINE
NEW!http://www.eapoe.org/works/tales/index.htm
"The following list contains at least one entry for all sixty-nine of what may properly be designated as Poe’s tales (both short fiction and novels). Because Poe often revised his work, sometimes quite heavily, the same story might have been printed under more than one title. In the case of multiple titles, all of the titles have been listed, with an indication of the later name. (See, for example, "Epimanes.") Each entry on this list links to a page dedicated to the individual tale, with a listing of various printings and texts. In addition to these items that are assigned to Poe’s pen with confidence, two doubtful items have been included because there were at one point suggested by a credible authority as possibly having been by Poe. (In the list below, they are noted as "doubtful.") Some printed collections, such as the high-regarded one edited by Thomas Ollive Mabbott, have chosen to bring together a broader definition of what might be termed Poe’s imaginative prose, including such miscellaneous items as "Autography," "Instinct vs. Reason" and "The Philosophy of Furniture." For this website, these items have been placed in what seem to be more suitable categories. For a combined list of all the texts of Poe’s tales, see the original index…" Very Good
EDWARD LEAR HOME PAGE
A site on well-known humorous poet Edward Lear. Sections: About Edward Lear, Edward Lear’s Nonsense Works, Edward Lear’s Art, The Limerick Before Edward Lear, Essays on Lear and the Limerick, and Nonsense Links. Very Good
INTERNET SHAKESPEARE EDITIONS
NEW!http://internetshakespeare.uvic.ca/
"On this website, you will find one of the web's widest varieties of Shakespeare-related resources, including fully annotated texts of his plays and poems, exciting multimedia materials and records of his plays in performance, and thousands of searchable pages devoted to the history, arts, politics, society, and stage of Shakespeare's world, as well as biographical details of his life. You will find a map of the site here." Sections: Plays & Poems, Life &Times, Performance and Resources. Very Good
JANE AUSTEN
NEW!http://www.janeausten.org/
A gateway site on the life and works of Jane Austen. Very Good
KIDSREADS.COM
NEW!http://www.kidsreads.com/index.asp
Information about children’s books, authors and more. Sections: Reviews, Authors, Cool & New, New in Paperback, Features, Series, Books into Moves, and Podcasts/Audio. The For Librarians & Teachers section features a newsletter on children’s books. Very Good
LIBRARY OF CONGRESS POETRY RESOURCES
NEW!http://www.loc.gov/rr/program/bib/lcpoetry/
A wealth of resources on poetry from the Library of Congress. Very Good
MARK TWAIN IN HIS TIMES
NEW!http://etext.lib.virginia.edu/railton/index2.html
"This interpretive archive, drawn largely from the resources of the Barrett Collection, focuses on how "Mark Twain" and his works were created and defined, marketed and performed, reviewed and appreciated. The goal is to allow readers, scholars, students and teachers to see what Mark Twain and His Times said about each other, in a way that can speak to us today. Contained here are dozens of texts and manuscripts, scores of contemporary reviews and articles, hundreds of images, and many different kinds of interactive exhibits. For a quick overview, you can go to "Sample This Site." If you'd like help navigating the site, start with "Piloting Lessons" in "About This Site."" Very Good
MR. WILLIAM SHAKESPEARE AND THE INTERNET
NEW!http://shakespeare.palomar.edu/
"Welcome to the latest edition of Mr. William Shakespeare and the Internet. Newcomers should read the Introduction for an explanation of the way things are arranged. The What’s News page describes new links, ideas and features, along with current events and other Shakespearean news.
This site attempts two things:
1. To be an annotated guide to the scholarly Shakespeare resources available on the Internet. Admittedly, some of the resources are not so scholarly, but that's as may be. Usefulness to students (in the broadest sense) is most often the guiding principle. The truly un-scholarly sites are linked on the "Other Sites" page. With respect to current performances, a very popular feature is a listing of Shakespeare Festivals.
2. To present unique Shakespeare material unavailable elsewhere on the Internet, such as
A Shakespeare Timeline which gives the key events of Shakespeare's life and work along with related documentary evidence. There are several supporting pages to the timeline:
A Shakespeare genealogy. A chart showing the relevant family relationships and dates.
A Shakespeare Timeline Summary Chart, showing the events of Shakespeare's life in outline along with important contemporary events and publications.
A Shakespeare Biography Quiz If you are brave enough, you may take the quiz before reading the timeline. Primary documents relating to the life of Shakespeare." Very Good
SHAKESPEARE RESOURCE CENTER
NEW!http://www.bardweb.net/
"Welcome! Thank you for visiting the new and slightly improved Shakespeare Resource Center. You'll find here collected links from all over the World Wide Web to help you find information on William Shakespeare. There are millions of pages that reference Shakespeare on the Internet. This site aims to make it a little easier to find your sources." Very Good
PAUL LAWRENCE DUNBAR
Paul Lawrence Dunbar was the first African-American poet to gain prominence. This site discusses his life and works. It includes audio files of readings of his poems. Very Good
ROBERT FROST ONLINE RESOURCES
NEW!http://www.loc.gov/rr/program/bib/frost/
"This guide compiles links to resources on Robert Frost throughout the Library of Congress Web site, as well as selected links to external Web sites that include features on his life or selections of his work." Very Good
TED SCHEU – THAT POETRY GUY
Funny poems for children by children’s author and teacher Ted Scheu. A fun site. The Teacher’s section has ideas for inspiring children to create their own. Very Good
VANDERGRIFT’S CHILDREN’S LITERATURE PAGE
NEW!http://comminfo.rutgers.edu/professional-development/childlit/ChildrenLit/
A comprehensive look at the importance of children’s literature, the role of stories in their development, authors, lists of books and much more. Very Good
WOMEN WRITERS
NEW!http://womenshistory.about.com/od/writers/Writers_Authors_Poets_Publishers.htm
A gateway to links on women writers from the Ancient World to the present as well as other search topics. A good place to start. Very Good
100 BEST NOVELS (MULTIPLE LISTS)
NEW!http://www.modernlibrary.com/top-100/100-best-novels/
Two lists of the 100 best novels since 1900. Also includes 100 Best Non-Fiction and more. Good
1000 NOVELS EVERYONE MUST READ
NEW!http://www.guardian.co.uk/books/series/1000novels
Britain’s Guardian newspapers list of 1000 novels "everyone must read" as well as book reviews, genres, and much more. Good
AFRICAN AMERICAN PLAYWRIGHTS - WOMEN OF COLOR,
WOMEN OF WORDS
Information on African American women writers and playwrights. Includes information for teachers. Good
AFRICAN WRITERS SERIES
NEW!http://collections.chadwyck.com/marketing/home_aws.jsp
"For over 40 years, Heinemann's African Writers Series published the key texts of modern African literature. It has a unique importance in the history of postcolonial writing. This online edition includes over 250 volumes of fiction, poetry, drama and non-fictional prose, including works by Chinua Achebe, Ama Ata Aidoo, Steve Biko, Buchi Emecheta, Nadine Gordimer, Bessie Head, Doris Lessing, Nelson Mandela, Dambudzo Marechera, Christopher Okigbo, Okot p'Bitek and Tayeb Salih." Good
ALL-TIME BESTSELLING BOOKS AND AUTHORS
NEW!http://www.ipl.org/div/farq/bestsellerFARQ.html
Links to lists of bestselling books and authors. Includes children’s authors. Good
AMERICAN WOMEN WRITERS – 17TH-20TH CENTURIES
NEW!http://www.library.unt.edu/rarebooks/exhibits/women/introduction.htm
View by century or click on Catalogue for information on American women writers of previous centuries. There is brief biographical information and a summary of the title or titles. Good
AUTHORS AND ILLUSTRATORS OF CHILDREN’S BOOKS
NEW!http://childrensbooks.about.com/od/authorsillustrato/Authors_and_Illustrators_of_Childrens_Books.htm
"This page contains articles by your About Children's Books Guide about authors and illustrators of children's books in English, as well as links to author and illustrator sites, and information about library and school visits." A starting point for searching for children’s book authors. Good
THE "BASIC" PLOTS IN LITERATURE
NEW!http://www.ipl.org/div/farq/plotFARQ.html
"People often say that there are only a certain number of basic plots in all of literature, and that any story is really just a variation on these plots. Depending on how detailed they want to make a "basic" plot, different writers have offered a variety of solutions. Here are some of the ones we’ve found:" Good
BEST CHILDREN’S BOOKS
NEW!http://www.best-childrens-books.com/index.html
A site on children’s books featuring good books children should read, how to write a children’s book and more. Check the Parents/Teachers section for Stories That Teach, Reviews, Magazines, Books and Behavior, Reading Toolbox, Literate Coloring (coloring book for sale), Books by Category and more. Good
BIBLIOMYSTERIES
NEW!http://www.bibliomysteries.com/
An extensive bibliography of mystery books for students. Good
THE BRONTË FAMILY
NEW!http://www.brontefamily.org/
A site on the three Brontë sisters. Good
CHILDREN’S LITERATURE
NEW!http://www.childrenslit.com/
Reviews and author information for children’s books. Good
CHILDREN’S LITERATURE: CHIEFLY FROM THE NINETEENTH CENTURY
NEW!http://library.sc.edu/spcoll/kidlit/kidlit/kidlit.html
"The Historical Children's Literature Collection at Thomas Cooper Library is primarily a teaching collection. Much more than most collections in the Department of Rare Books, the Children's Literature Collection supports classroom teaching, giving both undergraduates and graduate students the opportunity for hands-on experience of primary source materials. The collection covers children's literature up through about World War I, charting the growth and transformation of books for children during the golden age of the genre in the nineteenth century.
Successful children's books are frequently read to pieces, and are just as frequently reprinted. This exhibit includes some pretty books, but not all are in pretty condition. A few of the items on display are first editions; some of the reprints even show the gold-stamping and bright pictorial cloth bindings popular in the late Victorian period, but the others--worn, tattered, dog-eared--are just as historic, reflecting in their condition the enjoyment they gave to their original owners. Now the collection is established, we try to be more selective as to condition in the material that is added, especially in the later nineteenth century.
The core of the collection is a large and miscellaneous collection of late nineteenth-century children's books, many of them reprints of well-known titles, that was built up for the College of Education. In the nineteen-seventies, when USC added degree programs in library science, the first Dean of that college, Dr. Wayne Yenawine, acquired for the library a complementary collection that had been assembled by the children's literature scholar Ruth Baldwin." Good as a reference for teachers. Good
CHILDREN’S LITERATURE: DIGITAL LIBRARIAN
NEW!http://www.digital-librarian.com/childlit.html
A large number of links to sites on titles, genres, articles, and more on children’s literature. A good reference for teachers. Good
CHILDREN’S LITERATURE NETWORK
NEW!http://www.childrensliteraturenetwork.org/index.php
A gateway site for children’s literature. Sections: Authors, Magazines, Events, Books, Resources, Organizations, Creative Life, and more. Good
THE COMPLETE WORKS OF WILLIAM SHAKESPEARE
NEW!http://shakespeare.mit.edu/
Web editions of his plays. No other information, just the text. Good
CONTEMPORARY AUTHOR PROFILES
NEW!http://contemporarylit.about.com/od/authorprofiles/Authors_Profiles.htm
Brief profiles of contemporary authors. Use the alphabet links at the top for the full list. Good
DATABASE OF AWARD-WINNING CHILDREN’S LITERATURE (DAWCL)
NEW!http://www.dawcl.com/
"The purpose of this database is to create a tailored reading list of quality children's literature or to find out if a book has won one of the indexed awards. I expect the user to be a librarian or a teacher intervening for a child-reader, however anyone may make use of it to find the best in children's literature including parents, book store personnel, and children and young adults themselves." Good
D. H. LAWRENCE
NEW!http://www.dh-lawrence.org.uk/
"Welcome to the world of DH Lawrence. Here you can explore the life of a great writer, and see how the people and places of Nottinghamshire inspired a miner's son to become one of the 20th century's most important and controversial writers." Biographical information on the British poet and novelist. Good
ELECTRONIC ARCHIVES FOR TEACHING THE AMERICAN LITERATURES
NEW!http://www9.georgetown.edu/faculty/bassr/tamlit/tamlit-home.html
"The Electronic Archives contain essays, syllabi, bibliographies, and other resources for teaching the multiple literatures of the United States. The Archives are designed as a complementary resource to the electronic discussion list, T-AMLIT. The Electronic Archives are created and maintained by the Center for Electronic Projects in American Culture Studies (CEPACS) at Georgetown University's American Studies Program." A reference for teachers. Good
THE ERNEST HEMINGWAY FOUNDATION OF OAK PARK
NEW!http://www.ehfop.org/
A gateway site on Hemingway. Good
GEOFFREY CHAUCER
NEW!http://www.courses.fas.harvard.edu/~chaucer/
The life and works of Chaucer including "The Canterbury Tales" online. Good
HORRORMASTERS
NEW!http://www.horrormasters.com/sub-genre.htm
A huge resource on horror stories and books including book lists, author information, horror history, and much more. Good
JONATHAN SWIFT
NEW!http://www.online-literature.com/swift/
Biographical information and links to the works of Jonathan Swift including "Gulliver’s Travels". Good
KURT VONNEGUT
NEW!http://www.vonnegut.com/
The official site of author Kurt Vonnegut. Includes biographical information and a book list. Good
THE LIBRARY OF AMERICA - AUTHORS
A huge list of authors and their works. Good
THE LIFE AND WORKS OF HERMAN MELVILLE
NEW!http://www.melville.org/
Biographical information and links to the works of Herman Melville. Good
LITERATURE.ORG – THE ONLINE LITERATURE RESOURCE
NEW!http://www.literature.org/authors/
A collection of online literature classics. Good
LITLINKS/AUTHOR LINKS
NEW!http://bcs.bedfordstmartins.com/litlinks/Pages/Main.aspx
Biographical information and annotated links to over 700 writers. Good
LOIS LOWRY
NEW!http://www.loislowry.com/
The official site for author Lois Lowry. Sections: Books, Speeches, Biography, and FAQ. Good
THE MARK TWAIN HOUSE AND MUSEUM
NEW!http://www.marktwainhouse.org/
Sections: The Man, The House, and the Museum. Click on Education Programs for lesson plans on Twain. Good
MARK TWAIN QUOTES
NEW!http://www.twainquotes.com/
Quotes, articles and more about Twain. Good
THE NATIONAL STEINBECK CENTER
NEW!http://www.steinbeck.org/
The official site of the Steinbeck Center focusing on the life and works of John Steinbeck. Good
NPR BOOKS PODCAST
NEW!http://www.npr.org/rss/podcast/podcast_detail.php?siteId=89697155
Podcasts on books and authors from National Public Radio. Good
PAL: PERSPECTIVES IN AMERICAN LITERATURE – A RESEARCH AND REFERENCE GUIDE
NEW!http://www.csustan.edu/english/reuben/pal/TABLE.HTML
Links to literary criticism and book lists of hundreds of American authors. Good
PATRICIA POLACCO
NEW!http://www.patriciapolacco.com/
Information about children’s author Patricia Polacco and her books. The Fun Stuff section has games and puzzles based on the books. Good
THE PENGUIN PODCAST
NEW!http://thepenguinpodcast.blogs.com/
Podcasts of authors reading their works plus blogs. "The Penguin Podcast is a regular episode of book extracts, author interviews and features from Penguin Books UK. From debut writers to much loved prize winning authors; from your favourite celebrities to cutting edge thinkers; popular science to historical fiction and much more ...You can subscribe to future episodes of the Penguin Podcast via the iTunes podcast directory or using an RSS reader." Good
PROJECT GUTENBERG – FREE ONLINE BOOKS
NEW!http://www.gutenberg.org/wiki/Main_Page
The world’s first and largest collection (36,000 +) of books online to download to your PC, Kindle or other e-readers. Good
PULP FICTION CENTRAL
NEW!http://www.vintagelibrary.com/pulpfiction/PulpFictionCentral.php
A good resource for the rip-roaring adventures of pulp fiction from the mid-decades of the 20th century. Good
THE PURPLE CRAYON: WRITING, ILLUSTRATING AND PUBLISHING CHILDREN’S BOOKS
NEW!http://www.underdown.org/
A resources for lists, reviews and much more on children’s books. Good
RAY BRADBURY
NEW!http://raybradbury.com/index.html
The official site of science fiction author Ray Bradbury. Good
THE REAL MOTHER GOOSE
NEW!http://www.fidella.com/trmg/
"The Real Mother Goose is one of the larger collections of rhymes for children. It has wonderful pen and watercolor illustrations by Blanche Fisher Wright. This book was originally published in 1916. Here is a complete transcription both in HTML and plain text formats." Good
SHAKESPEARE BOOKSHELF
NEW!http://www.ipl.org/div/shakespeare/
Links to the works of Shakespeare, study guides, glossary and criticism. Good
TIMELESS HEMINGWAY
NEW!http://www.timelesshemingway.com/
Articles, books, and more on the influential 20th century author Ernest Hemingway. Good
TODAY IN LITERATURE
NEW!http://www.todayinliterature.com/index.asp
""Today in Literature features a new original biographical story each calendar day about the great writers, books, and events in literary history. Our articles are supplemented with links to recommended websites where you fill find author biographies, electronic texts, reviews, quotes and other reference materials of interest to avid readers,…" This is a subscription service. You can get a two week free trial or pay $25/year for a daily newsletter. Good
TOMIE DE PAOLA
NEW!http://www.tomie.com/main.html
Information about children’s author Tomie DePaola and his books. Check the Artwork section for coloring pages. Good
VICTORIAN WOMEN WRITERS PROJECT
NEW!http://webapp1.dlib.indiana.edu/vwwp/welcome.do;jsessionid=F9DDFA918A1C3EE9054BF16A6E696EC0
"primarily concerned with the exposure of lesser-known British women writers of the 19th century. The collection represents an array of genres - poetry, novels, children's books, political pamphlets, religious tracts, histories, and more. VWWP contains scores of authors, both prolific and rare." Good
THE VIRGINIA WOOLF SOCIETY OF GREAT BRITAIN
NEW!http://www.virginiawoolfsociety.co.uk/
A resource for the works of Virginia Woolf. Good
THE VONNEGUT WEB
NEW!http://www.vonnegutweb.com/
A site on Vonnegut including his life, chronology, complete writings and more. Good
THE WEB OF AMERICAN TRANSCENDENTALISM
NEW!http://www.vcu.edu/engweb/transcendentalism/index.html
"This site contains a wealth of information about the roots, influences, and works of the American Transcendentalist writers. Includes a thorough list of links to Transcendentalist authors and their texts, extensive background information and criticism on their ideas and philosophy, and links to additional web resources and bibliographies." Includes links to authors such as Emerson and Thoreau. Sections: Authors & Texts, Roots & Influences, Ideas & Thought, Criticism, and Resources & Bibliographies. Good
WORLD BOOK CLUB PODCASTS
NEW!http://www.bbc.co.uk/podcasts/series/wbc
A monthly podcast from the BBC World Book Club with authors discussing their best known book. Good
Lesson Plans & Classroom Activities
10 WAYS TO USE THE NEW YORK TIMES TO TEACH LITERATURE – TEACHER’S GUIDE
NEW!http://learning.blogs.nytimes.com/2010/08/06/10-ways-to-use-the-new-york-times-for-teaching-literature/
"Certain classics have appeared on a majority of high school English lists every year since the 1960’s, and many, if not most, are likely somewhere in your own school’s curriculum. We have made special Teaching Topics pages of Times and Learning Network resources for many of these, including: • major plays by Shakespeare, including • "Romeo and Juliet" and "Hamlet" • 50 Years of ‘To Kill a Mockingbird’ • J.D. Salinger and ‘The Catcher in the Rye’ • "The Odyssey" • "The Great Gatsby" • "Frankenstein" • "The Lord of the Flies" • Mark Twain and "Huckleberry Finn" • "The Grapes of Wrath" • "The Crucible" " Excellent
ACTIVE READING THROUGH SELF-ASSESSMENT: THE STUDENT-MADE QUIZ – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/active-reading-through-self-30702.html
A lesson plan for grades 6-12 on reading self-assessment. "While reading often feels like a solitary activity, teachers can introduce active reading strategies that are social to help students better comprehend their reading. This recurring lesson encourages students to comprehend their reading through inquiry and collaboration. They work independently to choose quotations that exemplify the main idea of the text, come to a consensus about those quotations in collaborative groups, and then formulate "quiz" questions about their reading that other groups will answer. By the end of this lesson, students will have a better understanding of what to focus on in their reading and how to ask good questions." Excellent
AFRICAN AMERICAN POETRY: MISS WEDNESDAY AND FRIENDS TAKE US ON A JOURNEY OF FEELINGS AND FRIENDSHIP – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2001/3/01.03.01.x.html
A curriculum unit for 1st grade students on using African American poetry to explore feelings. "African American Poetry becomes the basis of analysis for enrichment and enlightenment as young children are challenged to look not only for beauty within their own lives but also for the beauty that surrounds them and those individuals whose paths cross theirs on a daily basis. In her book, No Mirrors in My Nana's House, Ysaye M. Barnwell gives the reader a picture of beauty as she so eloquently tells a story poetic style as seen through Nana's eyes. There are no mirrors reflecting the unsightly trash in the hallway, the cracks on the walls, and the clothes that do not fit are. Like the rising of the sun, the world becomes a magical place of love and beauty through the eyes of a loved one. Are children able to grasp the meaning of love and compassion in a world where mirrors are found on all of their walls reflecting hate and crime, injustice and injury, competition and revenge? Or can today's child find beauty and magic in the rising of the sun through the eyes of a friend, teacher, family member or perhaps through the eyes of a poet? Can they reflect that beauty from their own soul and help others to see the magic of love and joy in the rising of the sun? With these thoughts in mind, I will explore strategies in which poetry and the art of puppetry can be integrated into a unit for helping children capture the beauty and magic of feelings and emotions, instilling those positive experiences within their young lives to help them express love on life's pathway. The unit whose primary emphasis is poetry would also integrate various art forms such as literature (African American), writing, song, drama, and crafts." Excellent
AFRICAN AMERICAN POETRY UNIT
A curriculum unit on African American poets for grades 10-12. Contains 5 lesson plans. Very thorough. Excellent
AN AMERICAN WIT: APPROACHING MARK TWAIN’S LIFE AND WORKS – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/09/30/a-american-wit-approaching-mark-twains-life-and-works/
A lesson plan for grades 7-12 on Mark Twain. "Who was Mark Twain? How do Twain’s characters and works reflect his sometimes contradictory view of the world? In this lesson, students mark the Twain centennial by reading about the man and then investigating and choosing a Twain project to further learn about the author, his times and his relevance to our world." Excellent
ANALYZING ADVICE AS AN INTRODUCTION TO SHAKESPEARE – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-advice-introduction-shakespeare-372.html
A lesson plan for grades 6-8. "Students read and analyze the advice given in Mary Schmich's 1997 Chicago Tribune column "Advice, Like Youth, Probably Just Wasted on the Young," which inspired the popular recording "Everybody’s Free (to Wear Sunscreen)" by Baz Luhrmann. Exploring the column and its recording, students focus on both content and style through the following central questions: What advice is being given? To whom is it given? How good is this advice? Using similar analytical techniques, students then explore the advice that Polonius gives to Laertes in Shakespeare's Hamlet. Based on this exploration, students write their own advice poems as a final activity." Excellent
ANALYZING CHARACTER DEVELOPMENT IN THREE SHORT STORIES ABOUT WOMEN – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-character-development-three-1006.html
A unit for grades 9-12 on character development. "In this lesson, students will read three short stories about women, written in different historical periods. Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations. To understand and make sense of the story, students will also get to know each author. During the last session, students will compare all women characters in the three stories and will bring them to life by having the characters meet and discuss similarities and differences in their lives." Contains 9 lessons. Excellent
ANALYZING CHARACTER IN HAMLET THROUGH EPITAPHS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-character-hamlet-through-956.html
A lesson plan for grades 9-12 on ‘Hamlet". "Students compose epitaphs for deceased characters in the play Hamlet, paying particular attention to how their words appeal to the senses, create imagery, suggest mood, and set tone. Using three-paneled poster board, students design gravestones to display their epitaphs. Students must capture the essence of their characters in their epitaphs, and their poster boards must reflect the themes that support their character's personality and station in life. The resulting projects make compelling hallway displays and provide students with an audience for their writing. This activity can be easily adapted to another tragedy by changing the characters students write epitaphs about. For instance, students can write epitaphs for Romeo, Juliet, Mercutio, and Tybalt in Romeo and Juliet or write epitaphs for Macbeth, Lady Macbeth, Duncan, and Banquo in Macbeth." Excellent
AND THE BEAT GOES ON: AMERICAN ART AND LITERATURE FROM 1950 TO PRESENT – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2009/2/09.02.11.x.html
A curriculum unit for grades 10-12 on American literature. "This unit explores the work of the small group of American modernist writers collectively known as the Beat Generation. Although members of this group's writing styles varied greatly, they shared a common vision; they recognized the problems facing modern Americans and believed that the solutions were to be found in the creation of a uniquely American art and literature.
Students participating in the implementation of this unit will be able to do the following: work individually and cooperatively in defining the terms Beat, American Dream and other related terms and read and appreciate works by the Beat Generation's core members (Kerouac, Ginsberg, Burroughs and Corso), as well as the works of its precursor, Thomas Wolfe, and one of its ancillary members, LeRoi Jones AKA Amiri Baraka. Additionally students will analyze both literary elements (e.g. onomatopoeia, allusion, personification, etc.) contained in and the historical significance of these works and develop theories that relate these works of prose and poetry to their own lives and to the current American sociopolitical landscape. The culminating project is a multi-genre paper (a written or multi-media presentation that incorporates a common theme across a number of genres and or styles). This student work relates most closely to that of William S. Burroughs whose "cut-ups" incorporated common themes in non-linear prose." Excellent
ANIMAL FARM: CRITICAL APPROACHES – UNPEELING THE LAYERS – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2008/2/08.02.03.x.html
A curriculum unit for grades 7-10 on "Animal Farm". "This unit is designed for an urban, middle-school class using Animal Farm, by George Orwell, as its main text. The purpose of this unit is to bridge the gap between my students’ cursory examination of a text and a more highly developed assessment, where they dig deeper and demand more of what they experience. It is my goal to get them to a place where they can consider a piece of literature on several levels, being able to "unpeel" the structure and expose the complexities and sophisticated nuances of the text. In other words, they will learn to see and appreciate literature as a multi-layered construct of meaning. I will use an interdisciplinary, differentiated modality of instruction to accomplish my goals.
In order to present this idea effectively, I begin with the familiar, a visual scene that they can "read" without words and then use incremental steps through metaphoric poems and short stories, finally arriving at the novel itself. Along the way, students are offered essential questions to get them to understand that stories are more than just plot. These questions lead to the introductions to the historical, biographical, feminist, and formalistic approaches to literature." Excellent
ASSESSING CULTURAL RELEVANCE: EXPLORING PERSONAL CONNECTIONS TO A TEXT – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/assessing-cultural-relevance-exploring-1003.html
A lesson plan for grades 9-12 on cultural relevance in fiction and non-fiction. "As a class, students evaluate a nonfiction or realistic fiction text for its cultural relevance to themselves personally and as a group. They first write about a story that they identify with and share their responses as a group. As a class, they then analyze the cultural relevance of a selected text using an online tool. After completing this full-class activity, students search for additional, relevant texts; each choose one; and write reviews of the texts that they choose. Selected texts can be any nonfiction or realistic fiction piece—books, documentaries, television programs, and films and students are encouraged to choose texts that are personally relevant to themselves and their peers. This lesson is an especially powerful choice for English language learners." Excellent
AUTHOR STUDY: IMPROVING READING COMPREHENSION USING INFERENCE AND COMPARISON – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/author-study-improving-reading-906.html
A unit for grades 3-5 on reading comprehension. "Drawing inferences is an important component of reading comprehension, so students need to be aware of both its benefits and its limitations. Beginning with several picture books by Paul Goble, students draw inferences about the author and apply them as they try to detect the errors in an inaccurate biography of the author. They refine their initial impressions through Internet research and correct the inaccuracies through critical comparison of biographical texts. Students then engage in a similar exercise as they study another author or illustrator of their choice, this time creating an author biography with deliberate errors, which will be corrected by a fellow student." Excellent
AUTHORING AN EPILOGUE THAT HELPS OUR CHARACTERS LIVE ON – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/authoring-epilogue-that-helps-30753.html
A lesson plan for grades 3-5 on epilogues. "This lesson will teach how characters evolve across a story, and that often times the important changes are subtle. This lesson uses accountable-talk during a read aloud of One Green Apple by Eve Bunting to demonstrate how, as readers, students can use the traits of their character as a lens through which to interpret deeper, more significant changes stirring within. They will ultimately use those observations about their characters to author an epilogue for their books. The epilogue will allow students to demonstrate what they have learned about their main character, and it will allow the teacher to assess how well the students understand their characters and the changes their characters experienced across the text." Excellent
BECOME A CHARACTER: ADJECTIVES, CHARACTER TRAITS AND PERSPECTIVE- LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html
A lesson plan for grades 9-12 on character in fiction. "Students use an online chart to match the character traits of a character in a book they are reading with specific actions the character takes. Students then work in pairs to "become" one of the major characters in a book and describe themselves and other characters, using Internet reference tools to compile lists of accurate, powerful adjectives supported with details from the reading. Students read each other's lists of adjectives and try to identify who is being described.
The lesson uses The Scarlet Letter as an example, but this activity is effective with any work of literature in which characterization is important. A list of alternate characters and novels that will work with this lesson are included." Excellent
BECOMING HISTORY DETECTIVES USING SHAKESPEARE’S SECRET – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/becoming-history-detectives-using-1037.html
A lesson plan for grades 6-8 on "Shakespeare’s Secret". "Students use Shakespeare's Secret, a featured title on the Teachers' Choices Booklist (International Reading Association, 2006), as a springboard to exploration of the controversy regarding the authorship Shakespeare's works. The novel makes liberal use of the historical details surrounding William Shakespeare's life, and exposes students to the possibility raised by some theorists that Edward de Vere, Earl of Oxford, was the true author of the works that have long been attributed to the Bard. Students explore the historical references in the novel and generate questions for further research. As they research these questions on suggested websites, they organize their findings with the help of the ReadWriteThink Notetaker. Then they work in small groups to create and present short dramatic skits that creatively connect the novel with the historical facts." Excellent
BEYOND THE STORY: A DICKENS OF A PARTY – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/beyond-story-dickens-party-238.html
A lesson plan for grades 6-8 on Dickens’ "A Christmas Carol". "Students are invited to attend a 19th Century party as a character from Charles Dickens' A Christmas Carol. To play this role, students must understand the values and customs Dickens' characters represented in Victorian society. This lesson is divided into three stages: Group Investigative Roles, Individual Characterizations, and Individual Presentations. Students collaboratively research the life and times of Charles Dickens as it relates to a character, and write and present a first-person character analysis." Excellent
A BIOGRAPHY STUDY: USING ROLE-PLAYING TO EXPLORE AUTHORS’ LIVES – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/biography-study-using-role-398.html
A lesson plan on authors for grades 9-12. "Dramatizing life stories provides students with an engaging way to become more critical readers and researchers. In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate on teams to design and perform a panel presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay." Excellent
BLENDING FICTION AND NONFICTION TO IMPROVE COMPREHENSION AND READING SKILLS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/blending-fiction-nonfiction-improve-262.html
A lesson plan for grades 3-5 on comprehension and reading skills. "This lesson supports the use of a text set (paired fiction and nonfiction texts on a similar topic) to increase student interest in and understanding of content area material and to develop critical writing skills. The more familiar format of narrative fiction introduces the topic and generates confidence in exploring the less familiar genre of nonfiction. Students then demonstrate what they have learned about the topic and about genre by writing an original piece that blends together narrative and expository elements." Excellent
BOOK BURNING: IT’S NOT JUST SCIENCE FICTION – WEBQUEST
NEW!http://projects.edtech.sandi.net/roosevelt/bookburning/
A webquest for 9th grade students on Ray Bradbury’s "Fahreneheit 451". "Maybe you think book burning only takes place in science fiction novels, but you'll soon find out there are many instances in history when burning books was used as a form of oppression. Book burning has been used since at least the 16th century. Why does it happen? What does it mean? Why should it be important to you? Let's go on a search and find out." Excellent
BOOK REPORT ALTERNATIVE: WRITING RESUMES FOR CHARACTERS IN HISTORICAL FICTION – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-writing-295.html
A lesson plan for grades 3-5 on characters in historical fiction. "Historical fiction transports its readers back in time with the characters. Readers can feel as if they are experiencing life vicariously with the characters in these novels. Invite your students to engage even more with the characters and setting of the historical fiction that they read by helping a character from their reading choose and apply for a job. What would it be like to search for a job in the past? What qualifications would be needed? Students explore help wanted ads, in print and online, to see what employers want. Then, students draft a resume so their characters can apply for jobs." Excellent
BOOK REPORT ALTERNATIVE: THE ELEMENTS OF FICTION – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-elements-138.html
A lesson plan on fiction for grades 3-5. "In this lesson students review the elements of fiction and key components of a book report. They are then given an opportunity to identify and share these concepts by writing and illustrating their own mini-book based on a fiction book they have chosen to read. They use the online Stapleless Book tool to publish their mini-books. This activity offers an alternative to the traditional book report and an opportunity for students to share their work in pairs or small groups and learn from each other." Excellent
A "BRIEF, URGENT MESSAGE" : THEME IN SLAUGHTERHOUSE FIVE - LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/brief-urgent-message-theme-1164.html
A lesson plan for grades 9-12 on "Slaughterhouse Five". "In Slaughterhouse-Five, author Kurt Vonnegut describes Tralfamadorian literature as "brief, urgent message[s]—describing a situation, a scene"; when seen all at once, they produce an image of life that is beautiful and surprising and deep" (111-112). Students use this literary perspective to analyze passages from Slaughterhouse-Five and then apply that perspective by creating a compilation album, CD cover, and liner notes that demonstrate their interpretation, understanding, and evaluation of the themes and ideas in the novel." Excellent
A CASE FOR READING: EXAMINING AND CHALLENGING BANNED BOOKS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged-410.html
A lesson plan for grades 6-8 on banned books. "Any work is potentially open to attack by someone, somewhere, sometime, for some reason. This lesson introduces students to censorship and how challenges to books occur. They are then invited to read challenged or banned books from the American Library Association’s list of the 100 most frequently challenged books. Students decide for themselves what should be done with these books at their school by writing a persuasive essay explaining their perspectives. Students share their pieces with the rest of the class, and as an extension activity, can share their essays with teachers, librarians, and others in their school." Excellent
CHARACTERS IN BECAUSE OF WINN-DIXIE – MAKING LISTS OF TEN – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/characters-because-winn-dixie-866.html
A lesson plan for grades 3-5 on the book "Because of Winn-Dixie". "In Kate DiCamillo’s book Because of Winn-Dixie, the protagonist, Opal, learns about her absent mother when her father shares ten things about her. Working as a class, students match items from the list of ten things describing Opal's mother in the novel with the basic elements of characterization. Next, they work in small groups to go through the same process with the list of ten things describing Winn-Dixie. Students then create an individual list describing another character in the book. Finally, students extend this process to another book they are reading by recording ten characteristics on a printable bookmark, ranking those characteristics in terms of importance, and then publishing them in a flip book format." Excellent
CHARLOTTE IS WISE, PATIENT AND CARING: ADJECTIVES AND CHARACTER TRAITS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/charlotte-wise-patient-caring-176.html
A lesson plan for grades 3-5 on character traits. "Students explore adjectives through a read-aloud and develop a working definition of the term. They list as many adjectives as they can, then combine them with "to be" verbs to create simple sentences. Next, they are introduced to character traits by putting the adjectives from their list in the context of a character from a shared reading. They then use an online chart to equate the character traits with specific actions the character takes. Finally, students "become" one of the major characters in a book and describe themselves and other characters, using Internet reference tools to compile lists of accurate, powerful adjectives supported with details from the reading. Students read each other's lists of adjectives and try to identify who is being described. The lesson uses Charlotte's Web as an example, but this activity is effective with any work of literature in which characterization is important." Excellent
CHILDREN’S LITERATURE IN THE CLASSROOM – CURRICULUM UNIT COLLECTION
NEW!http://www.yale.edu/ynhti/curriculum/units/2004/2/
A collection of 10 curriculum units ranging from grades 2-12 on children’s literature in the classroom. Excellent
COMICS IN THE CLASSROOM AS AN INTRODUCTION TO GENRE STUDY – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/comics-classroom-introduction-genre-188.html
A lesson plan for grades 3-5 on comics as a genre. "This lesson capitalizes on the popular appeal of comics by using them to introduce the concept of genre. Students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. They then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool." Excellent
COMPARING FICTION AND NON-FICTION WITH "LITTLE RED RIDING HOOD" TEXT SETS – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-889.html
A unit for grades K-2 on "Little Red Riding Hood". "This lesson plan features an example of a cumulative literary experience or "literature unit" structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading.
Beginning with a comparative study of selected, illustrated retellings of the traditional folktale "Little Red Riding Hood," including versions from several different cultures, this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the "villain" in the "Little Red Riding Hood" tales. The unit culminates in a class-written version of the folktale." Excellent
CULTURAL DISTINCTIONS OF THE CENTRAL THEMES IN ROMEO AND JULIET – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2005/1/05.01.02.x.html
A curriculum unit on the relevance of "Romeo and Juliet" to today’s youth for grades 8-12. "Using an interdisciplinary approach to investigate the "drama" of warring families and love, the students are asked to consider their own culturally diverse backgrounds as a backdrop to this play. Review of basic elements of literature in tandem with film language sets the foundation of the unit. Students are asked to hone computer skills in a creative and cooperative way so as to learn about the "real" Shakespeare. Building the Globe Theatre will conclude this section of the unit. They are asked to read scenes of the play both in "the language of Shakespeare" as well as a side-by-side version with a modern translation so that they will learn to enjoy Shakespeare for all that it is. Different film versions of the play are viewed to provide the visual representation that my students so desperately need. Using graphic organizers will help students to actively isolate, process, and reorganize key information at the same time allowing them to approach the themes cognitively. They will be able to see relationships as well contrasts as they apply to various activities. Finally, students are asked to write an original scene complete with stage direction and costumes, to help develop cooperation, communication, and perseverance." Excellent
CULTURAL PLURALISM IN YOUNG ADULT LITERATURE – ROLL OF THUNDER, HEAR MY CRY – CURRICULUM UNIT
NEW!http://www.learningtogive.org/lessons/unit19/
A unit for grades 6-12 on "Roll of Thunder, Hear My Cry". "This unit contains a variety of role-play activities that tackle discrimination in 1933 Mississippi, utilizing Mildred Taylor’s Roll of Thunder, Hear My Cry. Students will determine the importance of family and community in socializing children and helping others through hard times. The effects of discrimination on community capital and self-worth are analyzed." Excellent
CURRICULUM UNITS AND
ACTIVITIES BOOK LIST – ALL GRADES
START HERE!
NEW!
A huge list of book titles (with grade designation). Each has curriculum units and activities. Outstanding. Excellent
DARK MATERIALS: REFLECTING ON DYSTOPIAN THEMES IN YOUNG ADULT LITERATURE – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2011/01/06/dark-materials-reflecting-on-dystopian-themes-in-young-adult-literature/
A lesson plan for grades 8-21 on themes in young adult literature. "Are today’s young adult novels darker in theme than in years past? What’s behind the current wave of dystopia in young adult literature? In this lesson, students reflect on some of the reasons dystopian and post-apocalyptic stories appeal to young readers by engaging in one of six different activities." Excellent
DISCOVERING A PASSION FOR POETRY WITH LANGSTON
HUGHES – LESSON PLAN
A lesson plan for grades 9-12 on Langston Hughes and his poetry. "Poetry is written to convey the essence of a greater meaning. Much like the youth of today, poetry can bundle a great deal of passion in a small package. After analyzing examples of contemporary youth poetry as well as the poetry of Langston Hughes, students use the Internet to conduct research on how events in the world have shaped Hughes' work. They cite specific examples that link their interpretation of the poem to the sociohistorical context in which it was written. Finally, each student creates an original poem that communicates a personal view on a current world issue." Excellent
EACH ONE, TEACH ONE – CURRICULUM UNIT
NEW!http://www.learningtogive.org/lessons/unit24/
A 3-lesson unit on literacy and reading for intermediate students and up. "Three lessons, two of which are experiential-based service learning, inculcate values of literacy and the legacy of dynamic reading. Learners investigate learning expectations and outcomes for younger learners, analyze early childhood literature, learn skills necessary to become successful readers and participate in a Reading Buddies Program. The unit culminates with learners creating their own books to be given to new parents or the library." Excellent
ESCAPING SLAVERY: SWEET CLARA AND THE FREEDOM QUILT – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/escaping-slavery-sweet-clara-127.html
A lesson plan for grades 3-5 on "Sweet Clara and the Freedom Quilt". "When visiting the recommended website in this lesson, students learn about the Underground Railroad and "walk in the shoes" of an escaping slave. Using the picture book Sweet Clara and the Freedom Quilt, students create a problems/solutions/events chart to help them understand the relationships between Clara's problems and how she solves them. Similar to Clara's map that shows the path north to freedom, students create their own map, designing a key, a compass, and landmarks surrounding their home and school." Excellent
EVERYONE LOVES A MYSTERY: A GENRE STUDY – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/everyone-loves-mystery-genre-796.html
A lesson plan for grades 6-8 on mysteries as a genre. "Students examine story elements and vocabulary associated with mystery stories through Directed Learning–Thinking Activities and then track these features as they read mystery books from the school or classroom library. Several activities at the Millennium Mystery Madness website, plus a story map project, add to their understanding and appreciation of the mystery genre. Students plan their own original mystery stories with the help of the interactive Mystery Cube, peer edit and revise their stories, and publish them online." Excellent
EXAMINING ISLAND OF THE BLUE DOLPHINS THROUGH A LITERARY LENS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/examining-island-blue-dolphins-1068.html
A lesson plan for grades 6-8 on Scott O’Dell’s "Island of the Blue Dolphins". "In this lesson, students connect with Island of the Blue Dolphins by looking at the text through three literary lenses: a mirror that allows them to find themselves in the text world, a microscope through which to understand the text’s literary elements, and a telescope that helps them see beyond the text. Students first reflect on the meanings of courage and adversity through journal writing and skits. They then read the novel with a focus on Karana’s character, setting, and vocabulary. Next, students reflect on the story by imagining how they would have reacted in the same situations faced by Karana. After sharing journal responses, students look outwards to their community for people who have overcome adversity with courage, and brainstorm ways they could recognize these people. The lesson works well with English Language Learners (ELLs) and includes strategies for working with students at all levels of English proficiency." Excellent
EXAMINING PLOT CONFLICT THROUGH A COMPARISON/CONTRAST ESSAY – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/examining-plot-conflict-through-802.html
A unit on plot conflict for grades 3-5. "Students explore picture books to identify the characteristics of four types of conflict: character vs. character, character vs. self, character vs. nature, and character vs. society. Next, students write about conflict in their own lives and then look for similarities among all the conflicts shared by the class, ultimately classifying each conflict into one of the four types. Finally, after investigating the compare and contrast format, students conclude with a compare and contrast essay that focuses on two conflicts—one from their own experience and one from a picture book or story that they have read." Excellent
AN EXPLORATION OF THE CRUCIBLE THROUGH SEVENTEENTH-CENTURY PORTRAITS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/exploration-crucible-through-seventeenth-30513.html
A lesson plan for grades 9-12 on "The Crucible". "Act 1 is always the most difficult for the students to understand, as 13 out of the 21 characters are introduced within this section alone. After reading act 1 of The Crucible, students create Trading Cards to describe and analyze an assigned character. Then, they explore portraits of Puritans online to assist them in creating a portrait of the character and present a rationale to explain their work of art. A "Portrait Gallery" is set up around the classroom, so the students are able to refer to portraits during later acts and better understand the characters’ motives and relationships." Excellent
EXPLORE POETRY WITH EMILY DICKINSON – UNIT
A unit for middle school students using the poetry of Emily Dickinson to teach poetry. Contains several different activities. Excellent
EXPLORING AUTHOR’S VOICE USING JANE ADDAM’S AWARD-WINNING BOOKS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-author-voice-using-914.html
A lesson plan for grades 6-8 on books that have won Jane Addam’s Book Awards. "This lesson uses Jane Addams Award-winning books to explore author's voice and style. The Jane Addams Book Awards are given to children's books that effectively promote the cause of peace, social justice, world community, and the equality of the sexes and all races. After reading and examining The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy, a Jane Addams Honor Book in 2001, students choose another Jane Addams Award-winning book for personal investigation of author's voice. This lesson is designed for students in grades 6 to 8, but can be adapted for other grade bands as well." Excellent
EXPLORING FRIENDSHIP WITH BRIDGE TO TERABITHIA – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-friendship-with-bridge-981.html
A lesson plan for grades 3-5 on Katherine Paterson’s "Bridge to Terabithia". "Katherine Paterson’s novel Bridge to Terabithia follows the relationship of fifth graders Jess Aarons and Leslie Burke as they meet and become friends. The book can be used as a means for students to understand and explore the value of friendship. In this lesson, which is most appropriate for use in fourth- through sixth-grade classrooms, students make predictions about the book and its main characters, complete character studies as part of an in-depth look at Jess and Leslie’s friendship, and relate the characters’ experiences to their own as they define friendship and identify ways to make and keep friends" Excellent
EXPOSITORY ESCAPADE: DETECTIVE’S HANDBOOK – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/expository-escapade-detective-handbook-40.html
A lesson plan on expository writing for grades 6-8. "This lesson combines the reading of detective fiction with written expository analysis in the form of a Detective’s Handbook. Each student reads a detective mystery, and the class watches and analyzes Murder She Purred to establish a collective example. Students create a Detective's Handbook based on the mystery they read, adding a new entry every two days. A PowerPoint presentation provides a series of lessons, each of which explain one handbook entry, using Murder She Purred as a concrete example. Handbook entries include expository writing about the sleuth, the mystery, and the sidekick; descriptive writing about the crime scene; a wanted poster of the villain; a detective's log; a "how-to" paragraph describing how the mystery was solved; and a persuasive letter to the local Chief of Police. Finally, students record an overview of the book they read, making a case for its inclusion in the detective mystery genre." Excellent
FANTASTIC CHARACTERS: ANALYZING AND CREATING SUPERHEROES AND VILLAINS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/fantastic-characters-analyzing-creating-30637.html
A lesson plan for grades 6-8 on creating characters in fiction. "In this lesson, students analyze and discuss familiar superheroes and super-villains to expand their understanding of character types and conventions. Then students consider social issues that confront their everyday reality and respond by incorporating those issues into the creation of their own superheroes or super-villains as well as the settings the superheroes or super-villains operate in." Excellent
FEMALES IN THE SPOTLIGHT: STRONG CHARACTERS IN PICTURE BOOKS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/females-spotlight-strong-characters-1000.html
A lesson plan for grades 3-5 on characters in picture books. "Students practice critical thinking skills as they identify character traits displayed by strong female protagonists in selected texts. The teacher first models the process through a read-aloud of The Legend of the Bluebonnet by Tomie de Paola. Students then read additional titles and work in small groups to distinguish character traits that contributed to their understanding of the main characters. Using the online Character Trading Cards tool, each student creates a trading card to share with classmates. Suggested discussion questions encourage students to make personal connections with the text and examine the evolution of their own attitudes toward strong female characters." Excellent
FINDING FIGURATIVE LANGUAGE IN THE PHANTOM TOLLBOOTH – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/finding-figurative-language-phantom-79.html
A lesson plan for grades 6-8 on figurative language. "To understand a text, students need to know how to decode words and make inferences. Students in grades 6-8 are usually adept at decoding words, but many still have difficulty using context clues and making inferences to comprehend meaning. Figurative language is often difficult for this age group because many still grasp only the literal meanings of words. This lesson provides hands-on differentiated instruction by guiding students to search for the literal definitions of figurative language using the Internet. It also guides students in understanding figurative meanings through the use of context clues and making inferences." Excellent
FINDING THE SCIENCE BEHIND SCIENCE FICTION THROUGH PAIRED READINGS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/finding-science-behind-science-927.html
A lesson plan for grades 6-8 on science fiction. "Science fiction has the potential to spark lively discussions while inviting students to extrapolate from their own working knowledge of scientific principles. This genre offers a human lens to what can otherwise be a complex science concept. In this lesson, students will be able to explore the genre of science fiction, while learning more about the science integrated into the plot of the story using nonfiction texts and resources. They first define the science fiction genre and then read and discuss science fiction texts. Next, they conduct research to find science facts that support or dispute the science included in the plot of the science fiction book they read. Students then revisit their definition of the genre and revise based on their reading. Finally, students complete a project that examines the science fiction genre in relation to real-world science concepts and topics." Excellent
FOCUSING READER RESPONSE THROUGH VOCABULARY ANALYSIS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/focusing-reader-response-through-837.html
A lesson plan for grades 6-8 on vocabulary analysis. "Adding one word at a time, students compile a list of words associated with a novel they have recently read, ranging from details about the plot to feelings about a character. Small groups of students then arrange the collected words into at least four categories using an online tool. Finally, students share their work by creating and presenting posters, which are discussed by the whole group. The discussion ranges from vocabulary and comprehension to literary analysis and reader response. Words from The Hobbit are used in the lesson as an example, but the lesson would work with any text students have read." Excellent
FOLKLORE IN ZORA NEALE HURSTON’S THEIR EYES WERE
WATCHING GOD – LESSON PLAN
A lesson plan for grades 9-12 on how Hurston’s Their Eyes Were Watching God incorporates the southern folk tradition. "In tribute to Hurston's fusion of social science and the author's art, this lesson plan focuses on the way Hurston incorporates, adapts, transforms, and comments on black folklife in Their Eyes Were Watching God. Students will read the novel, explore Hurston's own life history and collection methods, listen to her WPA recordings of folksongs and folktales, and compare transcribed folk narrative texts with the plot and themes of Their Eyes. Along the way, the history of black autonomy in the post-Civil War South (especially the town of Eatonville, where Hurston grew up and which is the setting for much of the novel) is available for interdisciplinary connections or simply as a potent reminder of the vital relationship between place, tradition, history, and story. In short, the idea is to understand, both as formal analysts of voice and style and as historians of literature, the crucial role of oral folklore in Hurston's written canon." Excellent
A GENRE STUDY OF LETTERS USING THE JOLLY POSTMAN - LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-letters-with-322.html
A lesson plan for grades 3-5 on "The Jolly Postman". "In this lesson, The Jolly Postman is used as an authentic example to discuss letter writing as a genre. Students explore the letters to the storybook characters delivered by The Jolly Postman. They then learn how to categorize their own examples of mail. The Jolly Postman uses well-known storybook characters, from fairy tales and nursery rhymes, as recipients of letters. This children's storybook is therefore ideal for using as a review of these genres of literature and as a means of helping children begin to explore rhyme and a variety of writing styles. Several pieces of literature appropriate for use with this lesson are suggested." Excellent
GRAPHING PLOT AND CHARACTER IN A NOVEL – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/graphing-plot-character-novel-869.html
A lesson plan for grades 3-5 on plot and character. "As a class, students create a basic plot diagram of a book they have read. They discuss the use of symbols to represent major events, and assign a positive or negative rating to each plot event they listed. The teacher then turns their ideas into a graphical map of the story to introduce the concept to the class. In the next session, students discuss an example graphic map from The Watsons Go To Birmingham—1963, created from Kenny's point of view, and use a rubric to score it. Students then work in small groups, using an online tool to create a graphic map following another character in the book. Finally, students work independently to create a graphic map for another book they have read." Excellent
THE GREAT GATSBY: PRIMARY SOURCES FROM THE ROARING TWENTIES – CURRICULUM UNIT
NEW!http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/
A unit on "The Great Gatsby" for grades 9-12. "In order to appreciate historical fiction, students need to understand the factual context and recognize how popular culture reflects the values, mores, and events of the time period. Since a newspaper records significant events and attitudes representative of a period, students create their own newspapers utilizing primary source materials from the American Memory collections." Sections: Overview, Preparation, Procedure and Evaluation. Excellent
THE GRAPES OF WRATH : SCRAPBOOKS AND ARTIFACTS – CURRICULUM UNIT
NEW!http://www.loc.gov/teachers/classroommaterials/lessons/grapes/
A unit on "The Grapes of Wrath" for grades 6-12. "Students use ethnographic research to enhance their reading and understanding of The Grapes of Wrath. The ability to identify and locate specific cultural artifacts in a piece of literature helps students to understand the symbolic connotations of those elements. Specific objects and activities have stories of their own which support the larger, more global themes of a piece of literature. Ethnographic research helps students to see the connection between the social, cultural and literary contexts of literature." Sections: Overview, Preparation, Procedure and Evaluation. Excellent
GUIDED COMPREHENSION IN ACTION: TEACHING SUMMARIZING WITH BIO-CUBE – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-action-teaching-1028.html
A lesson plan on biographies for grades 6-8. "Using biographies to engage students in active learning provides teachers with many opportunities for motivation. Biographies of current, well-known figures can help students draw parallels to their own lives, while biographies of figures from the past can help students make connections to content area subjects in meaningful ways. In this lesson, students learn about how biographies are constructed using the Guided Comprehension model developed by Maureen McLaughlin and Mary Beth Allen. They use self-selected subjects to fill out an online summarizing tool and then analyze potential applications for summarizing in other academic areas." Excellent
HEARING LATINO VOICES IN AMERICAN LITERATURE AS A WAY FOR STUDENTS TO UNDERSTAND THEIR OWN HISPANIC IDENTITY – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2007/1/07.01.10.x.html
A curriculum unit for 4th grade bilingual students on Hispanic identity in literature. "This unit is designed for fourth-grade bilingual students (with origin from Latin American countries) who receive Language Transitional Support Services in English in the mainstream classroom. It focuses on teaching how to find a distinctive writer's voice through appealing to one's cultural background. Along with this, reading Latin American authors is incorporated to bring students to identify themselves with the narrators who speak very explicitly about their Latino culture. The ultimate goal of the unit is for each student to be able to communicate his or her cultural experience to the audience through pieces of writing portraying his or her own unique image. This goal is based on the fact that one's voice serves as a vital part of his or her identity, so one obviously cannot conceal his or her cultural and family belonging when he or she has a chance to use voice. The unit guides students to realize that when they speak passionately, they reveal something about their family and their culture. As writers, they should capitalize on this fact and learn how to make their voice an integral part of their writing." Excellent
HENRY WADSWORTH LONGFELLOW: AN AMERICAN STUDIES APPROACH FOR MIDDLE SCHOOL – CURRICULUM UNIT
NEW!http://www.mainememory.net/bin/Features?t=fp&feat=180&supst=Longfellow
A curriculum unit for grades6-12 on Longfellow. "The following unit plan introduces and demonstrates an American Studies approach to the life and work of Longfellow. Because the collaborative work that forms the basis for this unit was partially responsible for leading the two of us to complete the American & New England Studies Masters program at University of Southern Maine, we returned there for a working definition of "American Studies approach" as it applies to the grade level classroom. Joe Conforti, who was director at the time we both went through the program, offered some useful clarifying comments and explanation. He reminded us that such a focus provides a holistic approach to the life and work of an author. It sets a work of literature in a broad cultural and historical context as well as in the context of the poet's life. The aim of an American Studies approach is to "broaden the context of a work to illuminate the American past" (Conforti) for your students." Excellent
HEROISM IN LITERATURE – CURRICULUM UNIT
NEW!http://www.learningtogive.org/lessons/unit141/
A curriculum unit for grades 7 and up on heroism in literature. "Identifying qualities of a hero in life and literature will enable students to conclude that heroic figures are often depicted as, but do not need to be, "larger than life." Through readings and becoming familiar with the characters portrayed in Greek mythology and British tales of King Arthur and the Round Table, they will recognize elements of heroism as acts of philanthropy and advocacy for the common good. Students will demonstrate the importance public advocacy for the common good has in developing civic virtue and core democratic values by successfully writing a research based persuasive essay.
Students will reflect cognitively and effectively upon concepts acquired. Knowledge and skills acquired through their service activity will enable students to conduct a needs assessment and design, produce and publish a manual, or service organizations in their community." Excellent
A HIGH-INTEREST NOVEL HELPS STRUGGLING READERS CONFRONT BULLYING IN SCHOOLS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/high-interest-novel-helps-390.html
A lesson plan for grades 9-12. "In many of today’s schools, bullying and violence are prevalent. After completing this lesson, students will have a more in-depth understanding of these problems. Using a realistic, high-interest novel (The Bully by Paul Langan) and interactive reading strategies, students discuss many issues that surround bullying and consider what they themselves can do to prevent bullying. In a multisession lesson, students read The Bully in stages, discuss the story events and issues related to bullying, and complete graphic organizers to help them organize story information. As students read, they write reflective journals and perform Readers Theatre in groups. Students are continuously asked to put themselves in the characters' shoes and explain how they would respond and react in similar situations." Excellent
HIGH SCHOOL STUDENTS RESEARCH, READ AND WRITE CHILDREN’S LITERATURE – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2001/4/01.04.04.x.html
A curriculum unit for high school students on children’s literature. "This unit is designed for at-risk high school students, some of whom already have a child, and many of whom have young siblings, nieces and nephews. At a time when literacy among school children is of grave concern, it seems crucial to teach teens not only the importance of reading to children but how to do it. It also goes without saying that many at-risk teens were short-changed when it came to being read to and reading storybooks when they were children.
This unit is designed around storybooks whose themes are about being excluded and being different. It uses storybooks that focus on the many issues that arise when a person is or feels that he/she is excluded. It explores why people exclude others. It explores what happens to characters who do not conform to the status quo. Through a children’s story it introduces students to different ways of listening and hearing what another person is saying.
The unit is rich with skills such as: using the Internet to research articles that focus on the importance of reading to young children, learning how to use a graphic organizer to make observations and gather evidence that one can turn into the formula five-paragraph essay, learning to use the children’s department in the public library, and last but not least, writing and illustrating a children’s storybook. There will be myriad opportunities to learn the craft and magic of reading storybooks out loud, and there will be several opportunities actually to read to young children in schools.
There are two hands-on art projects, which are especially important for students who often do not get an opportunity to take art classes, and therefore never discover their own creativity. I have found that hands-on art enhances and enriches almost every unit I teach, even though I am an English teacher." Excellent
HISTORICAL REPRESENTATIONS OF AMERICAN DEMOCRACY THROUGH LITERATURE AND FILM – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2008/4/08.04.06.x.html
A curriculum unit for grades 10-12 on democracy in literature and film. "This unit will focus on understanding various representations of democracy using different genres and authors. These will include excerpts from Thomas Paine’s The Rights of Man, excerpts from Alexis de Tocqueville’s Democracy in America, John Steinbeck’s Grapes of Wrath, Langston Hughes’ "Let America be America Again", and John Ford’s film "Grapes of Wrath". Students will use this range of texts to analyze and synthesize the original idea of American democracy and how it has changed over the course of American history.
In order to begin analyzing and interpreting democracy, students will identify what democracy is. As students begin to realize that the idea of democracy is more complicated than a mere definition, students will read different interpretations of what American democracy is and where and why it originated.
Then students will begin to evaluate how these original ideals of what democracy was changed over the course of American history. They will be expected to analyze the process of the change and its effects on the American people. I will ask students to include past and current events along with any experiences of their own. The main text of the unit will be The Grapes of Wrath. Students will analyze, evaluate and discuss the failures of democracy throughout the novel." Excellent
AN INTRODUCTION TO BEOWULF: LANGUAGE AND POETICS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/introduction-beowulf-language-poetics-813.html
A lesson plan on "Beowulf" for grades 11-12. "This lesson provides an introduction to the language and poetics of the epic poem Beowulf. Although this lesson assumes students will read Beowulf in translation, it introduces students to the poem’s original Old English and explains the relationship between Old, Middle, and Modern English. Students are introduced to the five characters in the Old English alphabet that are no longer used in Modern English. As a class, they translate a short, simple phrase from Old English, and then listen to a passage from the poem being read in Old English. Next, students are introduced to some poetic devices important to Beowulf. They learn about alliteration by reading an excerpt from W. H. Auden’s modern English poem "The Age of Anxiety," then listen for alliteration in the Old English version of a passage from Beowulf. Finally, students explore the poetic functions of kennings, compounds, and formulas in Beowulf." Excellent
KNOWING POE – LESSON PLANS
An extensive resource on Edgar Allan Poe. Includes his life and works. Click on Classroom Connections for lesson plans and more. Also in the Websites section. Excellent
LANGUAGE ARTS CYBERGUIDES FOR GRADES K-3
NEW!http://www.sdcoe.net/score/cyk3.html
A collection of cyberguides containing student activities on authors and individual titles. Excellent
LANGUAGE ARTS CYBERGUIDES FOR GRADES 4-5
NEW!http://www.sdcoe.net/score/cy45.html
A collection of cyberguides containing student activities on authors and individual titles. Excellent
LANGUAGE ARTS CYBERGUIDES FOR GRADES 6-8
NEW!http://www.sdcoe.net/score/cy68.html
A collection of cyberguides containing student activities on authors and individual titles. Excellent
LANGUAGE ARTS CYBERGUIDES FOR GRADES 9-12
NEW!http://www.sdcoe.net/score/cy912.html
A collection of cyberguides containing student activities on authors and individual titles. Excellent
LEADING TO GREAT PLACES IN THE ELEMENTARY CLASSROOM – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/leading-great-places-elementary-12.html
A lesson plan for grades 3-5 on leads in children’s literature. "A story’s lead begins the reader’s adventure; yet it can just as likely end that odyssey if those opening words do not immediately entrance the reader. This lesson examines examples of leads in children's literature, focusing on strategies such as setting, action, character, reflection, event, and dialogue in a shared reading experience. Students rank several leads from novels as they are read aloud and discuss their rankings. They then generate different leads for a read aloud book in the classroom, using different strategies for each. Finally, they write or revise a lead in one of their pieces of writing." Excellent
"LEAP, PLASHLESS": EMILY DICKINSON & POETIC IMAGINATION – LESSON PLAN
http://edsitement.neh.gov/view_lesson_plan.asp?id=604
A lesson plan on the poetry of Emily Dickinson for grades 3-5. "In this lesson, students will read and explore one of Dickinson's nature poems, "A Bird came down the Walk—" through interaction with other art forms. First, they will listen to clips of a hymn to help them hear Dickinson's meter. Then, they will view 19-century bird images and describe what they see, just as a poet would, and they will observe how a poet plays with language and imagery to create a scene by acting out verse lines. Finally, they will write a brief poem of their own using what they have learned and their own observations." Excellent
LIGHTS, CAMERA, ACTION!: INTERVIEWING A BOOK CHARACTER – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/lights-camera-action-interviewing-140.html
A unit for grades 6-8 on characters in books. "While reading, students closely examine the different characters in a novel by keeping journal entries, meeting for group discussions, and using an online graphic organizer. This extensive character examination helps them prepare for a final project that involves creating an interview-style television show in which students write the script and assume the roles of the television host and the characters on the show. Questions can be about events from the novel as well as other topics that were not explicitly covered in the novel. Answers are based on students’ knowledge of the characters and their personalities." Excellent
LITERARY CHARACTERS ON TRIAL: COMBINING PERSUASION AND LITERARY ANALYSIS – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/literary-characters-trial-combining-799.html
A unit on literary characters for grades 6-8. "After reading a work of literature as a class, students will brainstorm "crimes" committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students will use several sources to research for their case, including the novel and internet resources. All the while, students will be writing a persuasive piece to complement their trial work.
While this lesson uses Shakespeare's The Tempest, there are several other text options. Handouts (except for the model case handout) are generic so that they can be used with any text." Excellent
LITERARY EXPLORER GUIDES – ALSO IN WEBQUESTS
NEW!http://drb.lifestreamcenter.net/Lessons/#Literary
Links to study guides and webquests on literary topics. Excellent
LITERATURE & LANGUAGE ARTS LESSON PLANS
NEW!http://edsitement.neh.gov/subject/literature-language-artsA huge collection of lesson plans (179) for grades 1-12 on literature and language arts. Excellent
LITERATURE AND POETRY – THEMED RESOURCES – LIBRARY OF CONGRESS – ALSO IN WEBSITES
NEW!http://www.loc.gov/teachers/classroommaterials/themes/literature/
"Access historic documents related to literature and poetry including selected Walt Whitman notebooks, digitized rare books, and presentations on a variety of literary figures ranging from Anne Bradstreet and Phillis Wheatley to Edgar Allan Poe and Ernest Hemingway." Sections: Primary Source Sets, Lesson Plans, Exhibitions and Presentations, Collection Connections, Search Terms and For Students. Excellent
LITERATURE AS A CATALYST FOR SOCIAL ACTION: BREAKING BARRIERS, BUILDING BRIDGES – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/literature-catalyst-social-action-105.html
A lesson plan for grades 3-5 on literature as a catalyst for social action. "Picture books engage students in critical discussion issues of race, class, and gender, challenging them to examine how prejudice and stereotypes sustain social barriers. After a read-aloud of passages from The Story of Ruby Bridges, students listen to and discuss The Other Side. Students discuss both texts, which deal with race and segregation issues. In following read-aloud sessions, students discuss The Royal Bee, the story of a Korean boy who breaks socioeconomic barriers, and Virgie Goes to School with Us Boys, which deals with gender issues in the post-Civil War South. After each read-aloud, students record their thoughts in journals. Next, students read biographies dealing with "breaking social barriers" and write related questions that students who read this book subsequently will respond to in their journals. Finally, students come together as a class to discuss their journal responses and make connections between the stories and their own lives." Excellent
LITERATURE AS A JUMPING OFF POINT FOR NONFICTION INQUIRY – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/literature-jumping-point-nonfiction-845.html
A unit for grades 3-5 on nonfiction. "This lesson uses text sets, collections of multiple text genres with a single focus, to facilitate student inquiry inspired by a fiction book they have read. Students begin by brainstorming a list of symbols and themes in the book. They select a topic on which to focus and search the text for specific references to that topic. Next, they work in small groups to research subtopics within their main topic using text sets. After a brief exploration of the text sets, they generate a list of questions they want to answer about that topic. Finally, students use the text sets to answer the questions they generated, publish their results using an online tool, and present their work to the class.
This lesson uses Tuck Everlasting as an example, but can be adapted for use with any novel students have read or listened to during read aloud sessions." Excellent
LITERATURE E-CIRCLES – CURRICULUM UNIT
NEW!http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/LiteratureECircles/
A curriculum unit for grades 6-8 based on the book by Louis Sachar "Holes". "Students in different middle schools read the novel Holes, by Louis Sachar, and meet in virtual literature circles (or e-circles) to discuss their interpretations of the novel. Comprehension questions and a modified Socratic discussion method promote deep thinking about characterization, plot, style, author intent, and personal interpretation. Students meet face-to-face to create technology-supported projects that demonstrate their understanding and appreciation of the text. An online survey marks changes in attitudes about reading and the ethical questions the novel presents." Excellent
LOOKING FOR THE HISTORY IN HISTORICAL FICTION: AN EPIDEMIC FOR READING – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/looking-history-historical-fiction-404.html
A lesson plan for grades 3-5 on historical fiction. "Students brainstorm what they know about communicable disease and epidemics. They are then introduced to historical fiction and select a historical fiction novel to read from a booklist. They use a set of guiding questions to prompt critical thinking as they read. After they finish the novel, students use nonfiction books and Websites to gather facts about the infectious disease, illness, or epidemic discussed in their piece of historical fiction. Students then find examples of both verifiable fact and fiction in the historical fiction novels they read and write a reflection paper. Finally, students complete a project of their choice from a list of possible projects, including literary analysis, plot analysis, research about disease outbreaks, a disease prevention poster, and more." Excellent
MAKING PERSONAL AND CULTURAL CONNECTIONS USING A GIRL NAMED DISASTER – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/making-personal-cultural-connections-166.html
A lesson plan for grades 6-8 on Nancy Farmer’s "A Girl Named Disaster". "This lesson is intended to help students experience both "efferent" (reading for information) and "aesthetic" (reading as a personal, emotional experience) responses to the story A Girl Named Disaster by Nancy Farmer. Students work as a whole class and with partners to explore the main character Nhamo as she struggles to survive in her extended family and on her many travels alone. Students can make geographic, economic, cultural, religious, ethnic, and personal connections. Suggestions are given for a wide array of interactions and activities to help your students develop a rich transaction with this text." Excellent
MAPPING CHARACTERS ACROSS BOOK SERIES – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/mapping-characters-across-book-409.html
A lesson plan for grades 3-5 on characters in book series. "In this lesson, students are introduced to a character from a literature series. The class critically looks at the character and his or her development over the course of the story. Students read critically to learn about the character’s growth, challenges, and successes. In a guided activity, using an online interactive, students assist in mapping out the character throughout the story. Finally, on their own, students read another book from the same literature series and create their own graphic map, including symbols and descriptions of the character’s life." Excellent
MARK TWAIN’S HANNIBAL – CURRICULUM UNIT
NEW!http://www.loc.gov/teachers/classroommaterials/lessons/twain/
A unit on Mark Twain for grades 9-10. "Writers are influenced by their environment including their family, community, lifestyle, or location. One such writer was Mark Twain. In this project the learner will become familiar with and analyze life around Hannibal, Missouri, during the latter half of the nineteenth century using various resources to determine what effects this location had on the writings of Mark Twain. The curriculum context will be within a Lesson on Mark Twain's The Adventures of Huckleberry Finn. Segments of this lesson might also be integrated into a study of Twain's The Adventures of Tom Sawyer. The lessons could be presented with introductory material prior to reading The Adventures of Huckleberry Finn or integrated while reading the novel. Even though these activities center on Mark Twain and his writings, they could easily be adapted to almost any author and his environment." Sections: Overview, Preparation, Procedure and Evaluation. Excellent
MODELING READING AND ANALYSIS PROCESSES WITH THE WORKS OF EDGAR ALLAN POE – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/modeling-reading-analysis-processes-411.html
A unit on Edgar Allan Poe for grades 6-8. "Explore reading strategies using the think-aloud process as students investigate connections between the life and writings of Edgar Allan Poe. The unit, which begins with an in-depth exploration of "The Raven," then moves students from a full-class reading of the poem to small-group readings of Poe’s short stories ("The Black Cat," "Hop-Frog," "Masque of the Red Death," and "The Fall of the House of Usher"). The unit concludes with individual projects that explore the readings in more detail. Students have the opportunity to choose among the following four activities: write a narrative in Poe’s style; design a sales brochure for the House of Usher; complete a WebQuest on Poe; or investigate the author further by exploring biographical and background information in more detail. The lesson includes options for both students who need direct instruction and those who can explore with less structure" Excellent
THE MYSTERIES OF HARRIS BURDICK: USING ILLUSTRATIONS TO GUIDE WRITING – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/mysteries-harris-burdick-using-30606.html
A lesson plan on "The Mysteries of Harris Burdick" for grades 6-8. "Mysteries are a great way to hook students into writing about fictional happenings. In this lesson, students engage themselves in The Mysteries of Harris Burdick by examining the illustrations in the book and choosing one for which to create a Mystery Cube and then a creative writing piece. Finally, students present their mysteries to the class and allow students to guess to which illustration their mystery corresponds." Excellent
ONCE THEY’RE HOOKED, REEL THEM IN: WRITING GOOD ENDINGS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/once-they-hooked-reel-995.html
A lesson plan for grades 3-5 on story endings. "Student writers may start out with a catchy beginning, only to get bogged down and just stop at the end. By exploring endings from children’s literature, students learn that a good ending leaves the reader with something to think about and that it often refers back to the beginning through repetition of words or ideas. This lesson encourages students to recognize literary techniques and use them in their own writing to create a conclusion that will keep readers hooked until the end of the story. This lesson is a logical follow-up to the lesson "Fishing for Readers: Identifying and Writing Effective Opening "'Hooks,'" in which students are taught how to write effective openers." Excellent
OPENING THE DOOR FOR READING: SHARING FAVORITE TEXTS TO BUILD COMMUNITY – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/opening-door-reading-sharing-852.html
A lesson plan for grades 3-5 on sharing favorite texts. "Use literacy skills to make connections among those in your classroom with this lesson that focuses on building classroom community by sharing favorite texts with one another. In this lesson, the class explores environmental print then focuses specifically on a teacher-created display on a favorite book. After exploring the teacher’s display, students write about their own favorite book, genre, or author. Students then select one of several options for making a display of their favorite book to share with the class. After creating their own presentations, students share them with the class and complete peer- or self-assessments. The lesson presents a fun way for teachers to share their love of literature with students and for the students to get to know their teachers as a reader." Excellent
PAINTING PORTRAITS WITH WORDS – A LANGUAGE ARTS LESSON BASED ON AN EXHIBITION ON WILLIAM BUTLER YEATS – LESSON PLAN
NEW URL!http://learning.blogs.nytimes.com/1999/08/06/painting-portraits-with-words/
A lesson plan for grades 6-12 on Yeats. "In this lesson, students examine how an exhibition of an author's writings can become a portrait or biography of that author by first learning about an exhibit on William Butler Yeats and what it reflects about this famous poet. Students then work in small groups, analyzing various poems by Yeats using varied written forms. After 'curating' an exhibition of these responses to the Yeats poems, students reflect on what their process and the exhibition itself reveals about Yeats." Excellent
THE PEARL (STEINBECK) – IS MORE EVER ENOUGH? – CURRICULUM UNIT
NEW!http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/ThePearl/
A curriculum unit for grades 6-9 on Steinbeck’s "The Pearl". "Can I ever be content with my place in life? Is more ever enough? Poverty, greed, living for the future instead of accepting what I have now—these are part of the human condition in The Pearl.
Appreciating the writer’s craft is this unit’s second major component. This unit helps middle school students appreciate John Steinbeck’s novella, The Pearl, as an engaging story and a way to address the timeless question all middle school students seek to understand, "Who am I?" As students read, they consider the universal qualities represented in the story. Students study the writer’s craft and find specific ways Steinbeck brings his story to life." Excellent
PHOTOGRAPHS FROM THE GREAT DEPRESSION: THE WORLD OF JACOB HAVE I LOVED – CURRICULUM UNIT
NEW!http://www.loc.gov/teachers/classroommaterials/lessons/jacob/
A unit for grades 6-8 on "Jacob Have I Loved". "Images from the collection, America From the Great Depression to World War II, provide visual images to introduce and spark curiosity about Jacob Have I Loved by Katherine Paterson, a novel about jealousy set on an island in the Chesapeake Bay in the early 1940s." Sections: Overview, Preparation, Procedure, and Evaluation. Excellent
PLANNING STORY CHARACTERS USING INTERACTIVE TRADING CARDS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/planning-story-characters-using-932.html
A lesson plan for grades 3-5 on story characters. "The boundaries of literacy are expanding to include many different popular culture texts. Finding classroom applications for these texts can motivate students as they develop important literacy strategies and skills. This lesson uses trading cards to support students' literacy development in planning for writing. Using an online, interactive Character Trading Cards tool, students first explore the way that the questions on it apply to a character in a familiar story. Students then use the tool to plan a character's development. An extension for this lesson is to have students use these cards to write their own stories." Excellent
POEMS THAT TELL A STORY: NARRATIVE AND PERSONA IN THE POETRY OF ROBERT FRONT – LESSON PLAN
NEW!http://edsitement.neh.gov/lesson-plan/poems-tell-story-narrative-and-persona-poetry-robert-frost
A lesson plan on Robert Frost for grades 6-8. "In the suggested activities below, students explore such questions and mysteries in journal entries that build upon narrative hints in poems chosen from an online selection of Frost's most frequently anthologized and taught works. By analyzing what a speaker (or persona) in one of Frost's poems includes or omits from his narrative account, students make inferences about that speaker's motivations and character, find evidence for those inferences in the words of the poem, and apply their inferences about the speaker in a dramatic reading performed for other class members." Excellent
THE POET’S VOICE: LANGSTON HUGHES AND YOU – LESSON
PLAN
A lesson plan for grades 6-8 on poet Langston Hughes. "But what is meant by voice in poetry, and what qualities have made the voice of Langston Hughes a favorite for so many people?" Excellent
THE POETRY OF LANGSTON HUGHES – TEACHER CYBERGUIDE
A teacher’s guide to activities on the poetry of Langston Hughes. Contains six activities. Excellent
THE POETRY OF 20TH CENTURY BLACK AMERICA
– CURRICULUM UNIT
An examination of 20th century Black poetry through a curriculum unit for middle school students. Excellent
PLOT STRUCTURE: A LITERARY ELEMENTS MINI-LESSON – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements-904.html
A lesson plan for grades 6-8 on literary elements. "Freytag’s Pyramid is a tool for mapping plot structure, which allows readers to visualize the key features of stories. Students whose experience with text is limited have internalized the pattern described by Freytag’s Pyramid through oral storytelling and television viewing. They need help seeing that the patterns they are familiar with are the same ones writers use to construct a short story, play, or novel. This lesson plan provides a basic introduction to Freytag's Pyramid and to the literary element of plot. After viewing a brief presentation about plot structure, students brainstorm the significant events in a story with which they are all familiar and place those events on Freytag’s Pyramid. They work in small groups to map the plot of another story. For homework, they map the plot of a favorite television show. Finally, they apply their knowledge of Freytag's Pyramid to map the plot of a narrative poem." Excellent
POSTMODERN PICTURE BOOKS IN MIDDLE SCHOOL – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/postmodern-picture-books-middle-66.html
A lesson plan for grades 6-8 on postmodern picture books. "Picture books are typically thought of as texts for young readers. This lesson uses the postmodern picture book Black and White, by David Macaulay, to engage students in a deep analysis of writer's craft. Macaulay's book presents four separate story lines that playfully interact with one another throughout the text. Students explore ways in which authors use words and illustrations to create unexpected plots and connections within a text. Students also study relationships between words and illustrations represented in the text." Excellent
PRINT VS. DIGITAL: ANALYZING AND DESIGNING BOOK APPS FOR WORKS OF LITERATURE – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/10/28/print-vs-digital-analyzing-and-designing-book-apps-for-works-of-literature/
A lesson plan for grades 7-12 on literature in print vs. digital formats. "How has digital technology changed the way we read? How might e-books and book applications enhance our reading experiences? In this lesson, students consider the ways that new ways of reading have changed the nature of reading and design book apps for literature they have read in print. They then reflect on and compare the experiences of reading in print and in digital formats." Excellent
QUESTIONING: A COMPREHENSION STRATEGY FOR SMALL-GROUP GUIDED READING – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/questioning-comprehension-strategy-small-408.html
A lesson plan for grades 3-5 on reading comprehension. "In this lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions and monitor their comprehension by using question webs in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension." Excellent
READING AND ANALYZING MULTIGENRE TEXTS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/reading-analyzing-multigenre-texts-293.html
A lesson plan for grades 6-8 on multigenre texts. "At their most basic, multigenre works are texts comprised of a variety of genres (poems, diary entries, letters, and so forth). At the same time, these works are highly sophisticated by the relationships among the sections of the text. To understand multigenre texts, students need an awareness of both their basic and sophisticated features. In this lesson plan, students develop a definition of multigenre texts by exploring a multigenre picture book, short chapter books, and, if desired, multigenre novels. They analyze several examples, identifying the different genres represented in each. Students brainstorm alone and together what they need as readers to read and understand multigenre texts successfully. Students share findings and discuss strategies needed to comprehend, and by extension to write, these texts." Excellent
READING AND WRITING WORKSHOP: FREAK THE MIGHTY - CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-workshop-freak-41.html
A unit on Rodman Philbrick’s "Freak the Mighty" for middle school students. "This unit revolves around Rodman Philbrick’s Freak the Mighty. Lessons include teaching and practicing pre-, during, and after reading comprehension strategies. Before reading, students are guided to make personal connections with the story by jotting down words and phrases as they read the back cover. During reading, students make predictions about the text and skim recently read passages to find one sentence that stands out to them. After reading, student discuss why the author chose the title. Students connect the book to their own writing by focusing on the use of voice in one’s writing, figurative language, vocabulary development, and word study. A multiple choice of culminating activities with an accompanying rubric is also included." Excellent
ROBERT FROST’S MENDING WALL: A MARRIAGE OF
POETIC FORM AND CONTENT – LESSON PLAN
A lesson plan for grades 9-12 on Robert Frost. "In this lesson, students will study both the content and the intriguing poetic form of Frost's famous poem "Mending Wall." Upon completing the suggested activities below, students will understand the intricate relationship between a poem's content and its form. This lesson will enable students to approach Frost's poetry in a new way and will provide them with analytical skills for reading poetry at large." Excellent
ROBERT FROST PROMPTS THE POET IN YOU – LESSON PLAN
A lesson plan for grades 6-8 on poetry. "In this lesson, students write poems similar in form and style to one of three poems by Robert Frost. First, students learn key details about the life of Frost. They then read and discuss three Frost poems. Together with the teacher, students create a poetry prompt for one of the three poems. This involves having students brainstorm ideas for a writing assignment that connect to one of the poems. Finally, students use their poetry prompt to write their own poems reminiscent of the form and style of the selected Frost poem." Excellent
ROMEO AND JULIET – INSIGHT INTO OURSELVES – CURRICULUM UNIT
NEW!http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/RomeoAndJuliet/index.htm
A curriculum unit for grades 8-12 on "Romeo and Juliet". "Students research the historical background of Romeo and Juliet as well as Shakespeare’s time to better understand the play. After reading the play, students apply the themes and issues within the play to modern life, and they work on solutions to age-old problems, such as communicating with parents, combating hate crimes/violence, and preventing suicide. Students work in teams to make plans and products targeting their chosen issues to positively impact their communities. Each team researches the current needs and resources of the community, and determines a course of action." Excellent
SCALING BACK TO ESSENTIALS: SCAFFOLDING SUMMARIZATION WITH FISHBONE MAPPING – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/scaling-back-essentials-scaffolding-277.html
A unit for grades 6-8 on fishbone mapping of texts. "What's important and what's not? Students in grades 6 to 8 explore this question in pairs and cooperative groups as they complete fishbone maps that highlight the main ideas and relevant details from a cause-effect text. The lesson includes explicit instruction on how to use repeated references as a strategy for determining important information in a text and how to generalize main ideas from related details. Modeling and guided practice prepare students to use the strategies independently. As a final exercise, students write summaries of a content area text." Excellent
A SCHEMA-BUILDING STUDY WITH PATRICIA POLACCO – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/schema-building-study-with-996.html
A lesson plan for grades 3-5 on the works of Patricia Polacco. "Looking for meaningful vocabulary instruction that enhances comprehension? Patricia Polacco can help. This lesson uses Chicken Sunday and Rechenka's Eggs to teach second- through fourth-grade students new words while deepening their comprehension, encouraging text-to-self and text-to-text connections, and helping them study characters. Students use the Semantic Impressions and Possible Sentences strategies to write about the books. Then, after a read-aloud and comparison of the texts, they complete a character study using the vocabulary words and an online tool to create character trading cards. Finally, students apply the words they have learned to write about the author as part of a WebQuest." Excellent
THE SEARCH FOR SELF: VOICES OF ADOLESCENCE IN LITERATURE – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2007/1/07.01.01.x.html
A curriculum unit for 8th grade students on adolescence in literature. "In her novel Bronx Masquerade, Nikki Grimes explores the struggle of adolescence though a fictional "open mic" project set up by the classroom English teacher, Mr. Ward. One by one students enter the novel, explaining their struggles and conflicts first in narrative and then in poetry which they share with the class. All of the characters seem to benefit from the program as each student tries to work through his or her problem through the "open mic" sessions and the sharing of their ideas through poetry. This unit will attempt to do in real life what Grimes has attempted to do in fiction with her characters: explore and sift through the inner conflict and confusion that many students feel when they reach the middle school years. Something magical happens to all of us when we reach the confusing and often traumatic teen years. I am not referring to the physical change or the hormonal explosion that teachers and adults continuously use as an explanation for behavior that is often deemed as less than civil. There are also changes going on mentally that reveal a natural search for an identity that makes each of us so unique and individual. This struggle that goes on in adolescence signals the beginnings of the shaping of an adult personality. The adolescent years are transitional ones in which children either consciously or unconsciously struggle to grasp at what or who they will be for the rest of their lives. This search for self, a search for an identity in literature is nothing new. Grimes' Bronx Masquerade is exploring themes that have been explored in literature for ages. Shakespeare's young Prince Hal in Henry the IV, Part One, loves to play the prankster, but at the same time he begins to realize that he will soon be leaving behind his pranks, and some of his closest friends, as he grows into his role as a prince and a leader. Yet herin will I imitate the son, Who doth permit the base contagious clouds To smother up his beauty from the world, That, when he please again to be himself, Being wanted, he may be more wondered at By breaking through the foul and ugly mists Of vapors that did seem to strangle him. (Act I, sc.iii, 220-226) The young prince knows that he will be king, that he will have to leave his youth behind. But for now he relishes his youth and will play and play. There is maturity in his voice as he seems to simply repress or put off the strains of adulthood that will later come with his coronation. In Twain's The Adventures of Huckleberry Finn, Huck, not unlike Prince Hal, is very satisfied with his youth. Huck has escaped the adult world, an abusive father, clothes that are too tight, conformity. Huck has run from his conflicts and problems and will find his way through the turbulent times at his own pace. Jim and Huck cannot avoid the hardships of life altogether, but like Hal they are very good at putting off adulthood. At times the raft is a refuge where Jim and Huck haven't a care in the world. Soon as it was night, out we shoved; when we got her out to the middle, we let her alone, and let her float wherever the current wanted her to go; then we lit the pipes, and dangled our legs in the water and talked about all kinds of things-we was always naked, day and night, whenever the mosquitoes would let us- the new clothes Buck's folks made for me was too good to be comfortable, and besides I didn't go much on clothes, nohow (Twain, 131). Huck escapes the problems of his life by taking to the river. Here he is free to remain a youth, carefree in a world where even the discomfort of nice clothing can be eliminated by simply being "naked." No matter what grade level you are teaching there are examples of literature that can be used in place of the material I use in this unit. In The Catcher in the Rye, Holden Caulfield's trip to New York City becomes a maddening rush to find some meaning, to explore some elements of himself that he cannot find in the boarding school that he despises. His journey to the big city, his search for some sanity in his confused life just makes him more confused. The examples are endless: Doctorow's Billy Bathgate; Squeaky from Toni Cade Bambara's "Raymond's Run" and more than a dozen characters in Nikki Grimes' Bronx Masquerade. Adolescent voices lead us through their struggle in literature that reflects the reality of the adolescent search for self. As writers over the years have sought to discover the voices of adolescents in literature, so too will I attempt to help students discover their own voices through their own writing. This search for identity has become more desperate in the technologically advanced 21st Century American society. Children seem to be leaping into adulthood at a much earlier age. They are taking on more adult problems, getting sexually active at a younger age and being pushed into a sometimes ruthless world where time for working through adolescence seems to have shortened, leaving them with little chance to develop an identity, to find themselves. It is not unusual for me to hear stories of my eighth graders getting themselves and siblings off to school on their own due to a parent working early. How many of my eighth grade students wear buttons symbolizing loss of loved ones, family members, cousins lost to the mean streets? Some students don't really have a chance to be children as they grapple with adult problems like loss, drug abuse and pregnancy. In my opinion eighth grade is the most important grade in the psychological development of students because it is really a turning point for them. Students are not only stepping from middle school to high school; they are really going from childhood to young adulthood, from playful children to more serious students and young adults. Eighth grade gives us one of the best times in a student's development for them to latch onto some piece of their changing identity. Like Hal they are playful, like Holden confused, and like Huck, they simply want to be left alone. As eighth grade teachers we have a chance to help students discover an identity that is just aching to be heard." Excellent
SEQUENCING: A STRATEGY TO SUCCEED AT READING COMPREHENSION – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/sequencing-strategy-succeed-reading-315.html
A lesson plan on sequencing for grades 3-5. "In Steve Kellogg's version of the classic tall tale Paul Bunyan, the title character travels the country wreaking havoc and creating national landmarks. Like most stories, Paul Bunyan has a definite sequence of events. Students gain a deeper understanding of the story by exploring this sequence. In this lesson, students listen to a reading of the story and take notes about the sequence of events as they follow along. After reading the story, students are invited to the chalkboard or flipchart to write one story event. All the events are assigned to student pairs, and students work together to put these events in sequential order on an informal timeline. Students then further explore sequence by writing a journal entry about how sequence can help increase their comprehension when reading." Excellent
A SEPARATE PEACE: PEACE WHILE THE WORLD IS IN PIECES – CURRICULUM UNIT
NEW!http://www.title3.org/Products/fmcdonlu2.htm
A curriculum unit for 10th grade students on "A Separate Peace". "This following learning unit and learning experiences serve as a CULMINATING EXPERIENCE to help students draw connections between a piece of literature in English Language Arts and the content taught in World History 10. All necessary classroom course work needs to be taught prior to using the activities listed here. The materials are laid out in the "Dimensions of Learning" model and reference specific strategies from that model. The specific text studied is A Separate Peace by John Knowles. The historical information centers around the world at war during the first 50 years of the 1900’s. The activities herein will be compiled to create a final presentation by the students demonstrating and illustrating the shared content gleaned from the novel and the history textbook." Excellent
SHARING FAVORITE BOOKS USING INTERACTIVE TRADING CARDS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/sharing-favorite-books-using-959.html
A lesson plan for grades 3-5 using character trading cards. "Good readers recommend books to others and read books based on recommendations. This lesson uses trading cards-a popular culture text-as a means of encouraging students to make and receive these kinds of recommendations. Students work collaboratively to create a trading card based on a character from a familiar text. They create their own cards, which are placed with the classroom library for reading and using when making book selections. Students are encouraged to think about why a book and character are appealing to them as well as what they can say to make the book appealing to someone else." Excellent
SHORT STORIES: FINDING OURSELVES IN THE FICTION – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2008/2/08.02.06.x.html
A curriculum unit for grades 9-12 on short stories. "This four-to-five-week unit explores how decisions that fictional characters make about interacting with other characters are driven by their identities: their cultures (and sometimes subcultures), their personal ethics, their capacities for empathy, sometimes their fears and anxieties, their sense of justice, and their race and race consciousness. These interactions result in outcomes, some promising, some disquieting, and some unresolved. Some of the protagonists learn from their decisions, interactions, and outcomes, and some don’t. Of course, the question is, "What does the reader learn from tracking these decisions, actions, and outcomes?"
Students will use two graphic organizers to answer the Language Arts CAPT questions, "How does the main character change from the beginning of the story to the end and, equally important, why?" Once they have recorded their observations about the protagonist’s character "At first," "But then," and "Finally," they will record evidence from the story to support their observations.
Examining fictional characters in four very short stories, students ultimately will see themselves reflected back, as they identify and challenge their own personal ethics, and their own capacities for empathy, their own cultures and in some cases subcultures, their own fears and anxieties, and their own racial consciousness, through decisions they make about how they interact with others, and the outcomes of these interactions. Following their exploration of each of the four stories, and reflecting on their own identities, they will craft fiction or nonfiction stories, and complete the two graphic organizers for each piece they write." Excellent
SONGS IN THE KEY OF LIT: WAYS TO USE MUSIC TO STUDY LITERATURE – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/11/04/songs-in-the-key-of-lit-ways-to-use-music-to-study-literature/
A lesson plan for grades 7-12 on using music to study literature. "How can music help illuminate literature? And how can literature teach us about music? In this lesson, students read a review of a musical performance based on Plato’s dialogues and then set a literary work they have studied to music in order to bring out or enhance its meaning." Excellent
STILL I RISE – LESSON PLAN
A lesson plan for grades 9-12 using Maya Angelou’s "Still I Rise". "A lesson plan using the famous poem, "Still I Rise" by Maya Angelou. I created this lesson plan to expose students to Maya Angelou’s powerful poem, "Still I Rise" as well as to enhance their understanding of the power of poetry. In addition, it informs students on how poetry has its own unique format, language, and poetic devices such as metaphors, similes, and personification and how these poetic conventions can add a tremendous punch to a poet’s message. This lesson conforms to the learning concept of "Thematic Learning." The major theme (Thematic Learning) of this poem is the undeniable and unbreakable strength and spirit of the African American people, past and present; however, students will begin to formulate their own identification with the poem's message by seeing beyond the cultural relevance and finding a connection to their own teenage lives, in spite of race or culture. Many students will respond by saying that in spite of peer pressure, trends, or negative situations that they have been confronted with, they, too, have found ways to rise above the adversities that often plague those to conform to the negative standards and trends set by other teenagers." Excellent
STORY CHARACTER HOMEPAGE – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/story-character-homepage-50.html
A unit for grades 6-8 on story characters. "Students look at a variety of student and family homepages and make a list of common elements. They then make a list of elements unique to them that would be found on their homepages. Next, students select a character from a novel they have read. They use an online tool to gather basic information about their character and analyze the character to determine what he or she might include on a homepage. Students make a list of graphics and links they might incorporate into their character's homepage, then plan the page using a storyboard. Finally, students create their character's homepage using a Web-authoring or word-processing program." Excellent
STORY ELEMENTS ALIVE! – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/story-elements-alive-1073.html
A lesson plan for grades 3-5 on story elements. "What are the elements of narrative writing? How do authors describe people and places in their writing? From exposure to this lesson, students will gain a clear understanding of setting, characters, problem/solution, and plot. Each day students listen to a read-aloud of a story and are guided by discussions related to the focus story element for the lesson. After working collaboratively, students engage in independent activities such as completing a character map; a setting illustration; a problem/solution chart; a beginning, middle, and ending activity; and a story map. Activities can be modified for early readers by allowing them to work with partners." Excellent
THE TALE OF DESPEREAUX: FACT OR FICTION? – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/tale-despereaux-fact-fiction-30561.html
A lesson plan for grades 3-5 on fact or fiction in fiction stories. "In this lesson, after reading the book The Tale of Despereaux, students choose a section of the book and research medieval times to make comparisons between the events that occur in the book and what they learn about this time in history from other web and print sources. Students will then choose a project based on their learning style to showcase the information they learned about medieval times." Excellent
TEACHING "FRANKENSTEIN" WITH THE NEW YORK TIMES – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/08/04/teaching-frankenstein-with-the-new-york-times/
A lesson plan for grades 7-12 on "Frankenstein". "There are many discoveries to be made when students read "Frankenstein" for the first time – that "Frankenstein" is the name not of a created "monster" but of the scientist who creates him, that the nameless creation himself is a sympathetic, lonely nature-lover, and that the novel raises ever-relevant questions about a range of issues including bioethics, the meaning of life and "the deepest mysteries of creation," as Mary Shelley herself put it.
Whether you’re introducing Shelley’s gothic masterpiece in a literature, science, ethics and/or philosophy context, here are some resources to complement the reading of the novel. And may you and your students continue to make discoveries as you read it." Excellent
TEACHING POETRY IN THE PRIMARY AND SECONDARY SCHOOLS – CURRICULUM UNIT COLLECTION
NEW!http://www.yale.edu/ynhti/curriculum/units/2003/3/
A collection of 9 curriculum units for teaching poetry from grades 3-12. Excellent
TEACHING POINTS OF VIEW WITH TWO BAD ANTS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-point-view-with-789.html
A lesson plan for grades 3-5 on points of view. "This lesson provides students with the opportunity to use illustrations and text to develop an understanding of the point of view of the characters. Students read the story Two Bad Ants by Chris Van Allsburg, work in pairs to analyze the illustrations and text, and compare and contrast points of view. After rereading the story, students apply their knowledge of point of view by writing a short story from an ant's perspective." Excellent
TEACHING SCIENCE THROUGH PICTURE BOOKS: A RAINFOREST LESSON – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-science-through-picture-31.html
A lesson plan for grades 3-5 on science in picture books. "This lesson introduces third- through fifth-grade students to a study of the tropical rainforest. Prereading activities, which allow students to access and build upon prior knowledge, include listening to sound effects of the rainforest, writing, and drawing. During reading, students use simple note-taking strategies, vary the reading structures, find patterns in text structure, and learn vocabulary in context. During postreading activities, students demonstrate synthesis of the text by writing efferent and affective responses to the text. As an extension to this lesson, students generate a list of questions to be pursued in small group research on the Internet." Excellent
TEACHING SHAKESPEARE WITH
THE NEW YORK TIMES – LESSON PLAN
NEW!
A lesson plan for teaching Shakespeare for grades 7-12. "If you’re always looking for creative ways to refresh your teaching of Shakespeare and help students make connections between the Bard’s works and the world, this collection can help. Scroll or click down to find New York Times articles and Learning Network lesson plans that can be used or adapted for teaching Shakespeare’s plays in general, and particularly "Romeo and Juliet," "Macbeth," "Hamlet," "Othello" and "A Midsummer Night’s Dream." Excellent
TEACHING "THE CRUCIBLE" WITH THE NEW YORK TIMES – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-new-york-times/
A lesson plan for grades 8-12 on the play "The Crucible". "What is "The Crucible" telling audiences now? How have fears about terrorism created modern-day "witches"? What is it about human nature that makes such hysteria possible? How and why does John Proctor embody the American tragic hero? What does it take to do the right thing? Why is doing the right thing so often the hardest thing? What is the true meaning of integrity?
These questions and Mr. Miller’s story of how fear and suspicion up-end 17th-century Salem continue to fascinate readers and audiences. Use the following New York Times resources to explore the play with your students and make connections to life and the world. And for more resources like this for other often-taught works, visit our "10 Ways to Use The New York Times for Teaching Literature."." Excellent
TEACHING "THE LORD OF THE FLIES" WITH THE NEW YORK TIMES – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/08/05/teaching-the-lord-of-the-flies-with-the-new-york-times/
A lesson plan for grades 7-12 on "The Lord of the Flies". "Earlier this year, we asked students and teachers to name the books they love to read and teach. Books like "The Catcher in the Rye" and "To Kill a Mockingbird" were favorites among teachers and students alike.
Teachers also weighed in on the books they least enjoyed teaching. And "The Lord of the Flies" made the short list. Yet William Golding’s 1954 novel, which has been published in 26 languages and inspired two films, endures as required reading on high school and college campuses.
So, here are some resources to complement your reading of this classic text that we hope will help move it off of your, and your students’, "least favorite" lists. And teachers, we would love to hear how you teach "Lord of the Flies." What works well? Please share your ideas and experiences!" Excellent
TEACHING "THE GRAPES OF WRATH" WITH THE NEW YORK TIMES – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/08/19/teaching-the-grapes-of-wrath-with-the-new-york-times/
A lesson plan for grades 7-12 on "The Grapes of Wrath". "Though "The Grapes of Wrath" has been a staple of the high school curriculum for years, the current "Great Recession" is making it more relevant than ever — for English and history classes." Excellent
TEACHING TWAIN AND "HUCKLEBERRY FINN" WITH THE NEW YORK TIMES – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/12/09/teaching-twain-and-huckleberry-finn-with-the-new-york-times/
A lesson plan for grades 7-12 on Mark Twain and the relevance of his works. Excellent
TEXTING A RESPONSE TO LORD OF THE FLIES – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/texting-response-lord-flies-1174.html
A lesson plan on William Golding’s "Lord of the Flies" for grades 6-8. "Students engage in a review of Lord of the Flies by looking at various ways the boys used communication while stranded on the island. Using an online graphic map, they chart the ways that communication was—or could have been—used in several key sections of the book, focusing imaginatively on when modern communication (such as text messaging) could have been successful. Once students have focused on when and how more high-tech contact could have been successful, they create a summary of the book from one character's perspective by creating five text messages to an imagined audience off the island composed by that character." Excellent
"THREE SHOTS": ERNEST HEMINGWAY’S NICK ADAMS – LESSON PLAN
NEW!http://edsitement.neh.gov/lesson-plan/three-shots-ernest-hemingways-nick-adams
A lesson plan on Hemingway for grades 6-8. "In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s "Three Shots" as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection." Excellent
THRILLS! CHILLS! USING SCARY STORIES TO MOTIVATE STUDENTS TO READ – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/thrills-chills-using-scary-407.html
A unit scary stories for grades 6-8. "This lesson taps into students' desire to read scary stories and, at the same time, helps them explore story structure and develop critical thinking skills. Students examine story elements (e.g., character, setting, plot) through teacher read-alouds and independent reading. Reader-response journals and graphic organizers prepare students for the culminating activity-the creation of their own scary stories. While this lesson uses the Goosebumps series as a model, it can be conducted using any scary story. Goosebumps books should be an easy read for most students at this level, so even struggling readers can actively participate in this lesson." Excellent
TIMELINES AND TEXTS: MOTIVATING STUDENT TO READ NON-FICTION – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/timelines-texts-motivating-students-319.html
A lesson plan for grades 6-8 on reading non-fiction. "Nonfiction texts, in many students' opinion, lack the excitement, energy, and adventure of fictional stories. In this lesson, students use timelines to help motivate them to read more nonfiction, which will, in turn, help increase their comprehension of nonfiction. Students begin with a discussion about timelines and their use to prepare for the research activity. Using a historical timeline and the students' prior knowledge of events, students predict when specific inventions were produced and take notes describing their reason for identifying that particular year. Students then work in pairs or small groups to add to their notes, indicating how this portion of the activity confirmed, refined, or changed their thinking about the timelines they are developing. Next, students consult Web resources about inventions to help them revise their timelines for accuracy. Through discussion, they verify the dates and consider the connections between historical events and when inventions were created." Excellent
TO KILL A MOCKINGBIRD – A HISTORICAL PERSPECTIVE – CURRICULUM UNIT
NEW!http://www.loc.gov/teachers/classroommaterials/lessons/mockingbird/
A curriculum unit for grades 6-12 from the Library of Congress on "To Kill a Mockingbird". "Students gain a sense of the living history that surrounds the novel To Kill a Mockingbird. Through studying primary source materials from American Memory and other online resources, students of all backgrounds may better grasp how historical events and human forces have shaped relationships between black and white, and rich and poor cultures of our country.
This unit guides students on a journey through the Depression Era in the 1930s. Activities familiarize the students with Southern experiences through the study of the novel and African American experiences through the examination of primary sources." Sections: Overview, Preparation, Procedure, and Evaluation. Excellent
TO WHAT WRITER WOULD YOU GIVE A PRIZE? – LESSON PLAN
NEW!http://learning.blogs.nytimes.com/2010/10/08/to-what-author-would-you-award-a-prize/
A lesson plan for grades 7-12 on writers. "This week, the Nobel Prize in Literature was awarded to the Peruvian writer Mario Vargas Llosa. If you were in charge of giving a prize to a writer, what would the prize be for and to whom would you give it? Pretend that you could give it to any writer you like for any reason at all. For instance, you might choose to give a prize for "best characters" to a favorite children’s book writer, or you might give an award for "best play-by-play" to a sportswriter, or "most realistic dialogue" to a writer of young-adult books. Whom would you like to honor? Why?" Excellent
TOWARD A DEMOCRATIC LITERATURE: THE STUDY OF MILLER’S DEATH OF A SALESMAN AND WILSON’S TWENTIETH CENTURY CYCLE IN THE 21ST CENTURY – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2008/4/08.04.05.x.html
A curriculum unit for grades 10-12 on democracy in literature. "This unit explores the history of American dramatic arts. Students participating in its implementation will be able to do the following: work individually and cooperatively in defining democracy and related terms, understand and appreciate the development of the institution of theatre in the United States of America, read and appreciate multiple works by playwright August Wilson (i.e. Fences, The Piano Lesson and King Hedley II) as well as Arthur Miller’s Death of a Salesman, analyze both literary elements contained in and the historical significance of these works and develop theories that relate these dramas to their own lives and to the current American sociopolitical landscape.
Extending the theme of democracy to democracy in the classroom there will be a limited number of choices for students regarding their culminating activity. Each final project will include a written component, either an essay or a one-act play. The culminating project will also include at least one other medium to be presented in class. Other media include visual art, performance, oral presentation/public speaking, etc." Excellent
THE TRAGIC GENRE FROM CLASSICAL TO CONTEMPORARY: KING LEAR AND A THOUSAND ACRES – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/2001/4/01.04.06.x.html
A curriculum unit on the tragic genre using "King Lear" and Jane Smiley’s "A Thousand Acres". "The study of tragedy occurs in both courses, and usually includes a study of classical tragedy with Oedipus, Antigone, and Agamemnon; a study of Shakespearean tragedy with Hamlet and/or King Lear; and a study of contemporary tragedy with Death of a Salesman. While the worth of these works is not at question, it would be helpful to have texts of similar quality and theme that would better represent and engage our students. Our school materials are somewhat diverse, but I have not been successful in developing the sort of learning experience that I would like: bringing a classic to life through the use of contemporary works which feature diverse characters and themes. When works of similar worth but vastly different culture, period, and theme are paired, the students will have more reason to like - and to successfully analyze - both. They are fairly adept at identifying theme in works, but are less likely to see elements of genre, and this skill is one that I would like to hone for my Advanced Placement and Honors students. They can see books as works of art unto themselves, as instigation for thought, or as a reflection of the real world, but they are less adept at comparing works in a search for common elements and structure within a genre. My thought has been that if students were given works of similar merit, structure, theme, and genre, they may begin to recognize and categorize shared qualities. By the time that we begin our study of King Lear and A Thousand Acres, my students will have learned about Aristotle's elements of tragedy and A.C. Bradley's thoughts on the qualities of the tragic man. This, I feel, is very important to the understanding of the text, and while I will introduce it earlier in the year with Greek tragedy, we will continue to address the elements of tragedy and qualities of the tragic man as we read King Lear and A Thousand Acres. I have included some lessons on tragedy here, but I feel it is important to note that the bulk of my teaching on this would have occurred earlier, and that the lessons included here are built on that foundation. I would suggest that any teacher attempting to use this unit do so only after introducing the concept of tragedy as a genre, and in particular the differences between classic, Shakespearean, and modern tragedy." Excellent
TRAVELING THE ROAD TO FREEDOM THROUGH RESEARCH AND HISTORICAL FICTION – CURRICULUM UNIT
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-road-freedom-through-864.html
A unit on historical fiction for grades 6-8. "In this lesson, middle-school students read historical fiction to gain an understanding of an important period in American history. Understanding the beliefs and motivations of people from the past helps students make sense of historical events and the circumstances leading up to these events. Students also have the opportunity to work together through online research (i.e., WebQuest) and book discussion groups to analyze different historical perspectives and to use this information to create a fictional character for an original piece of historical fiction." Excellent
UNDERSTANDING FAHRENHEIT 451 - A RESEARCH GUIDE – ALSO IN WEBQUESTS
NEW!http://www.bydewey.com/451.html#451lesson
A collection of study guides, website links, lesson plans and webquests on Ray Bradbury’s "Fahrenheit 451".
A huge resource. Excellent
THE USE OF FIGURATIVE
LANGUAGE TO CONVEY DETAIL AND CHARACTER FEELINGS IN TEXTS – CURRICULUM UNIT
NEW!
A curriculum unit for 5th grade students on using figurative language in text. "This unit is designed to enhance the Language Arts curriculum. This unit will educate students on the importance of being descriptive by using imagery and similes to convey details to the reader, so the reader can form a powerful visual image while reading. The unit will also educate students on the use of personification to convey a character’s feelings or perspective to the reader. This unit is divided into five parts. Each part is followed by a lesson plan. The introduction to the unit consists of general review of the previously taught concepts; that is personification, similes, and imagery. The first part of the unit will focus on the portrayal of animal characters with realistic emotions. The second part of the unit will focus on making personification literal. The third part of the unit will focus on the use of similes to create comparisons in the reader’s mind. The fourth part of the unit will focus on the use of imagery in descriptive writing. During the above four parts of the unit the students will be asked to keep and maintain a writer’s log. This writer’s log will serve as a note-taking journal and a means for reflection on learning. The fifth part of the unit is the overall goal of the unit. The goal of the unit is for students to work cooperatively in groups of three to write and illustrate a children’s book using figurative language to convey character feelings, character physical descriptions, and create powerful visual descriptions." Excellent
USING HISTORICAL FICTION TO LEARN ABOUT THE CIVIL WAR – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/using-historical-fiction-learn-779.html
A lesson plan for grades 3-5 on historical fiction. "This lesson uses the book Meet Addy by Connie Porter to teach the characteristics of historical fiction, making inferences and using visualization, and Civil War history. The book tells the story of a young girl who escapes from slavery during the war. Students learn how to visualize and infer events from the author's choice of words and then refine their comprehension by questioning the text together." Excellent
USING SNOWFLAKE BENTLEY AS A FRAMING TEXT FOR MULTIGENRE WRITING – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/using-snowflake-bentley-framing-774.html
A lesson plan for grades 3-5 on multigenre writing. "Snowflake Bentley, a Caldecott Medal-winning book about Wilson Bentley, is an example of a multigenre picture book. Along with the biographical text are large, colorful woodcuts and sidebars describing Bentley's experiments with microphotography and other biographical data. In this lesson, students examine and sort multiple texts about snow, discuss the multiple genres represented in the Snowflake Bentley text, and develop a working definition of the term multigenre. Using that definition, they then work in pairs or small groups to create their own multigenre piece about winter using the Multigenre Mapper interactive and related resources for guidance." Excellent
WALT WHITMAN TO LANGSTON HUGHES: POEMS FOR A
DEMOCRACY – LESSON PLAN
A lesson plan for grades 9-12 on the poems of Walt Whitman and Langston Hughes. "In this lesson, students will explore the idea of "democratic poetry" by reading Whitman's words in a variety of media, examining daguerreotypes taken circa 1850, and comparing the poetic concepts and techniques behind Whitman's I Hear America Singing and Langston Hughes' Let America Be America Again. Finally, using similar poetic concepts and techniques, students will have an opportunity create a poem from material in their own experience." Excellent
WHAT ABOUT STEINBECK’S THE PEARL? - CURRICULUM UNIT
NEW!http://alex.state.al.us/lesson_view.php?id=8104
A curriculum unit on John Steinbeck’s "The Pearl" for grades 8 and up. "In this three week unit on the novel The Pearl, by John Steinbeck, students examine and discuss the characteristics of a novel, compare and contrast the novel to folk tales and short stories, write chapter summaries and essays, and conduct Internet research to prepare slideshow presentations on related topics, including both those reflecting cultural differences of the novel's characters and those issues involving the economic principle of supply and demand." Excellent
WHAT IF WE CHANGED THE BOOK? PROBLEM POSING WITH SIXTEEN COWS – LESSON PLAN
NEW!http://www.readwritethink.org/classroom-resources/lesson-plans/what-changed-book-problem-815.html
A lesson plan for grades 3-5. "A piece of math-related children's literature, Sixteen Cows, is used to demonstrate the strategy of problem-posing. After hearing the story read aloud, students are invited to brainstorm some literary and mathematical observations to the story. With the teacher’s guidance, students then turn those observations into "what-if" mathematical extensions. These extensions become mathematical problems that students solve, both individually and as a whole class. Since this strategy highlights changing attributes of a story, it underscores for children the range of choices that authors have." Excellent
WOMEN WRITERS AND DISSENT IN 20TH AND 21ST CENTURY LITERATURE – CURRICULUM UNIT
NEW! http://www.yale.edu/ynhti/curriculum/units/2000/4/00.04.02.x.htmlA curriculum unit on women writers for grades 9-12. ""Women Writers and Dissent in 20th and 21st Century American Literature" is a unit that introduces students to the works of a wide variety of American women writers from various times, races and cultures. The unit analyzes three major ways in which these writers have expressed their dissent: 1) the theme of feeling trapped by society's expectations and/or stifled by traditional female roles; 2) the theme of anger and/or alienation; and 3) the theme of searching for identity, power and a voice. In addition to having a strong literary component, this unit also includes significant information about the history of American women over the past century, as they fought for equality with men, and for political and social rights. The unit will connect major events and ideas in women's history with the themes that occur in the literature on the syllabus." Excellent
WRAPPED IN MYSTERY – CURRICULUM UNIT
NEW!http://www.yale.edu/ynhti/curriculum/units/1999/4/99.04.03.x.html
A curriculum unit on the genre of mysteries for grades 5-8, especially 6th. "Mystery may be new for some students. But when students have the opportunity to interact with different kinds of literature good things happen. Most importantly they have a better chance of becoming life-long learners. They also develop an interest. Students need to be able to read books that capture their imaginations and that appeal to their affective and cognitive needs. By using mysteries students also learn to read more critically. Involvement in this kind of literature requires active reading and necessitates that students interact with the text.
Students' responses to any work of literature are likely to be richer if they can see it in relation to other works, similar or different, as well as to their own life experiences. For this reason, it is helpful from kindergarten on for children to have many experiences with different types of literature. By helping my students to become more familiar with different genres of literature, I will help to increase both their literary understanding and appreciation.
This curriculum unit will teach mystery fiction as a genre of literature to my sixth grade students. I want to instill in my students that they too are detectives of sorts. They have to use clues and problem-solving strategies to read thoroughly. Once students learn reading cues, signals and self- monitoring techniques developed through the unit on mystery, they can apply those same skills to reading for the Connecticut Mastery Test and to real life situations." Excellent
LANGSTON HUGHES AND THE INFLUENCE OF HIS POETRY –
LESSON PLAN
A lesson plan for grades 11-12 on the works of Langston Hughes. Students will read and discuss Hughes’ works. Very Good
AN ADVENTURE IN PURSUING HUCKLEBERRY FINN – WEBQUEST
NEW!http://www.kn.att.com/wired/fil/pages/webhucklebemr.html
A webquest for junior/senior high students on Mark Twain’s "The Adventures of Huckleberry Finn". "This Web Quest will serve several purposes as we begin the study of The Adventures of Huckleberry Finn. First, it will acquaint you with the author, the historical, cultural, and geographical setting of the novel, and the main thrust of the story line. Second, it will heighten your awareness of the controversial nature of the novel and its history as a challenged piece of literature. Last, this entire reading project, starting here, will make you examine your own perspectives on several volatile subjects such as racism, the power of society, and man's inhumanity." Excellent
ANTHEM: A UTOPIAN SOCIETY – WEBQUEST
NEW!http://henry.sandi.net/staff/lgood1/anthem/
A webquest based on the work by Ayn Rand. "You will work with your group of brothers and sisters to create the Utopian Society that Prometheus and Gaea might have envisioned. You will assume the role of the scientist, the philosopher, the historian, or the human rights activist to research your area of expertise concerning the Utopian Society. You will explain the components of the new world order your "family" creates in an essay that you write individually. You will create a three-dimensional model of your Utopian Society." Excellent
APARTHEID IN LITERATURE – WEBQUEST
NEW!http://questgarden.com/13/33/3/070411100733/
A webquest for grades 11-12 as background for reading Athol Fugard’s "Master Harold and the Boys" or Alan Paton’s "Cry the Beloved Country". "You have awakened this morning to find that you have been transported to another time and place. It is 1982 and you are in South Africa. Fortunately, you have arrived in South Africa with a 21st century laptop computer that allows you to access the internet. Unfortunately, this is a society that treats people differently based on the color of their skin.
You
will need to find out what that means in order to survive here. Using the
internet as a resource, answer the following questions to help you understand
the rules of this society and how they came to be. When you have finished
answering these questions, you will be ready to create a guide for future time
travelers to follow when they arrive in this time and place." You’ll
need to replace a couple of links. Excellent
AUTHOR EXPLORATION – WEBQUEST
NEW!http://questgarden.com/22/14/1/060411192348/
A webquest for grades 6-8 on authors. "Have you ever been told by an English teacher to "write about what you know"? Authors often do write about what they "know", and that often means that an author’s life and experiences affect many aspects of a novel. Also, an author’s works are often similar in some ways; this means that when we enjoy a book, we may benefit from and enjoy reading another by the same person. On the other hand, we may also discover that there are styles and genres of literature that we prefer instead. You have just completed a book with your Literature Circle group. You will study the author of the book in order to gain a deeper understanding of his/her life and work and to decide which book would be best for your future reading experiences (pleasure and/or extra credit reading)." You’ll have to replace a couple of links. Excellent
AUTHOR SPOTLIGHT –
WEBQUEST
NEW!
A webquest for grades 6-8 on authors. "Have you ever wondered how your favorite author got the ideas for his or her books? Why they chose to become a writer? Well wonder no more! This webquest will send you on a scavenger hunt to find information about a few children's authors. Once you have read about the children's authors selected for this webquest you will choose one and report your findings in a presentation. Who knows, you may even be inspired to write and maybe even become a future children's author." Excellent
AUTHOR STUDY – WEBQUEST
NEW!
A webquest for grades 9-12 on authors. "Authors do not randomly write their pieces about particular subjects of interest to them. Instead, their writing is passionate and purposeful. Their writing makes powerful statements about history and culture. More often than not, there are connections between the author's life, the historical time period it was written in, and sometimes there are cultural connections as well.
With this in mind, you will take on the role of a historian who will complete an author study. You will research your favorite author and it is your goal to explain the historical and/or cultural connections between 2-3 works this author has written and his/her own life. Along the way, you may make your own connections to the works written by the author, connections to history, and/or cultural connections as well. By the end of your author study, you will be able to present your findings to others who may know very little about the connections between history, culture and this author's works. You will have completed your job as a historian." Excellent
BAT QUEST: IN SEARCH OF STELLALUNA - WEBQUEST
NEW!http://projects.edtech.sandi.net/chavez/batquest/navigator.html
A webquest for primary students on Jannell Cannon’s "Stellaluna". "Stellaluna became lost from her mother when she was a baby. She did not get a chance to learn about who she was. Stellaluna feels very sad because she is not like her bird friends. Stellaluna is a very unique mammal with special gifts. Let's help Stellaluna learn more about being a bat. It will be your quest to learn the facts about bats. You can help teach Stellaluna and others about the special qualities of being a bat." Excellent
BE A GOOD CITIZEN WITH MISS RUMPHIUS – WEBQUEST
NEW!http://www.yorkville.k12.il.us/webquests/webqfreymeier/webqsfreymeier.html
A webquest for grades 2-3 on Barbara Cooney’s "Miss Rumphius". "You and your partner's quest will be to study citizenship through the eyes of author Barbara Cooney's story, Miss Rumphius, and through projects and activities. Be ready to read, visit the web, and complete your tasks to earn a Good Citizenship Award." Excellent
BECOMING AN AUTHOR – WEBQUEST
NEW!http://questgarden.com/106/73/9/100718103042/
A webquest for primary students on authors. "You are going to become an expert of the pattern used in Brown Bear, Brown Bear, What do you See? Make sure you listen and read closely so you can use the pattern you hear to make your own book at the end! This webquest is your chance to develop a pattern book that sounds like Brown Bear, Brown Bear, What do you see?" Excellent
BEOWULF
VS. GRENDEL & CO. – WEBQUEST
NEW!
A webquest on good and evil in literature for high school students based on "Beowulf". "The story of good and evil has existed since the beginning of man's existence. A look at one of the Anglo-Saxons oldest epics, BEOWULF, reveals how this is evident and explains the side of good as depicted in the hero Beowulf and his Northumbrian ways as well as his attempts to help his father's friend, Hrothgar, the King of the Danes. Evil is personified in Grendel, Beowulf's nemesis, the man-eating beast that terrorizes mankind. As long as you can recognize the delicate balance of good and evil which the yin-yang provides the characters that the Anglo-Saxon poet describes in this epic will help you relate to the concept of good and evil." Excellent
CINDERELLA: A MIRROR OF A CULTURE – FAIRY TALES – WEBQUEST
NEW!http://cte.jhu.edu/techacademy/fellows/cheek/webquest/pcindex.html
A webquest for high school students on fairy tales. "I'M A HIGH SCHOOL SENIOR. WHY SHOULD I STUDY FAIRY TALES? WHAT DOES CINDERELLA HAVE TO DO WITH THE CHINESE, EGYPTIAN, INDIAN, SCANDINAVIAN, ZULU, NAVAHO, APPALACHIAN AND JUST ABOUT EVERY OTHER ETHNIC GROUP OR COUNTRY IN THE WORLD??? Folklore mirrors the culture but we can only understand it if we have knowledge of the culture.
Our best known fairy tale, Cinderella, came from 9th century China. Think about what you know about Chinese customs. What was considered the most beautiful part of the female? Was it her face? Her hair? No...it was her feet. Small feet were considered feminine and beautiful. What custom did the Chinese have for maintaining small feet? What importance did small feet play in the identification of the true Cinderella? It is not surprising that in most of the 345 registered Cinderella versions some type of footwear is the actual identification tool.
How do fairy tales meet the criteria or definition of folklore? What was the purpose of folklore? What was the real reason behind the fairy tales? Were they strictly stories or was there an underlying reason for the tale? You will discover this as you read, research and analyze your Cinderella tale and research the country or ethnic group which is associated with the tale. Good luck! Pick apart the tale and find as much as you can on the culture or country associated with your version. Begin to see the relationship of everyday things in people's lives were utilized in telling the tale. Sometimes the relationship will seem far-fetched. That's ok. Remember--just as beauty is in the eyes of the beholder (such as the Chinese and feet) meaning is in the minds of the researcher and critic." Excellent
CLASSIC LITERATURE GOES GRAPHIC – WEBQUEST
NEW!http://questgarden.com/90/78/2/091111112238/
A webquest for grades 9-12 on creating a graphic novel from a classic work. "A lot of young people don't see the point in reading classic literature because the stories don't have anything to do with things they are interested in. Besides, the language is usually so out of date that it's hard for normal people to understand. Right?
Believe it or not, classic literature is still relevant into our modern world. You already know, and LOVE, the stories that they tell. Even if you had never read them, I would bet that you could give me the basic story line of some classic novels like Frankenstein, Dracula, and Dr. Jekyll and Mr. Hyde. Why? Because they have been changed into a form of media more conducive to our society: film. What is another way to get people excited about the classics?" Excellent
THE CRUCIBLE AND McCARTHYISM – WEBQUEST
NEW!http://projects.edtech.sandi.net/hoover/crucible/index.htm
A webquest for 8th grade students on Arthur Miller’s "The Crucible" and McCarthyism. "What caused the mass hysteria of McCarthyism? Why was Arthur Miller under such criticism when he put those events into the context of Arthur Miller's play, "The Crucible", and the Salem witchcraft trials of 1692?" Excellent
A DICKENS OF A QUEST –
WEBQUEST
NEW!
A webquest on Charles Dickens’ "A Tale of Two Cities" for senior high students. "You are a member of Victorian England’s working-class poor, and you have been selected to explain to London’s city magistrates why change needs to be made. Dickens chose to write A Tale of Two Cities about Paris and London so parallels could easily be drawn. The England he presents in the novel is relatively safe and secure when compared to the unrest in France, but England did not stay that way. The England you are living in is ripe for revolution, and Dickens saw that. His novel about the French Revolution is a warning to England, but what are the facts that precipitated this warning. In order to reasonably state your case to the magistrates, you need to think critically about your England. What sort of a world are you living in? What are the conditions? What are the conditions of the poor? What is wrong with society? You will explore one of the following topics to see what was going on in that area to show why change is needed. The topics include: • Public Health - sanitation & environment/sanitary conditions • Social classes and their gap • Living conditions -- upper, middle, and working class. • Working conditions • Lives of children -- child labor and/or education • Roles of women • Crime and punishment in Victorian England • The Workhouse -- what was it and why were so many here
You will then compile your findings into a PowerPoint presentation aimed at convincing the city officials that change must be made." Excellent
DING, DONG THE WITCH IS DEAD – WEBQUEST
NEW!http://projects.edtech.sandi.net/roosevelt/salem/
A webquest for grades 7, 8, or 9 on "The Witch of Blackbird Pond", "The Scarlett Letter" and "The Crucible". "Which witch is which? If you were accused of something you didn't do, how would you defend yourself? Would you ever accuse someone of something just because you heard someone else say it was true? You are part of a team of historical or literary figures, brought together in time, to provide your unique perspective, experience and/or knowledge about the Salem witch hysteria of 1692." Excellent
DR. SEUSS LITERATURE –
WEBQUEST
NEW!
A webquest for K-1 on Dr. Seuss. "You are going to have so much fun learning! After reading stories written by Dr. Seuss, you will work on skills helping you recognize the alphabet, count, read, write, mathematics, science, critical thinking, and physical education. What are we waiting for?" Excellent
ELEMENTS OF LITERATURE – WEBQUEST
NEW!http://questgarden.com/13/38/8/060106152256/
A webquest for middle school students on elements of literature. "As you have already learned, literature includes many important elements to make it interesting and great to read. For example, literature uses PLOT to tell you what's going on, characterization to make you love or hate a character, point of view to decide to whom you should listen, setting for you to understand where you are, and finally, a theme to give you a purpose for your reading.
All of these five characteristics combined create great literature and now it is YOUR TURN to understand, explore and USE these five elements. Remember, these are concepts you will be using throughout most of your life. It is very important that you use this webquest to fully understand each element and its importance. Good Luck!!" You’ll need to replace some links. Excellent
ELIZABETHAN ENGLAND AND SHAKESPEARE – WEBQUEST
NEW!http://www.montgomeryschoolsmd.org/schools/woottonhs/academics/mediacenter/MuchAdoWebquest.html
A webquest for grades 7 and up on Shakespeare and his times. "In order to fully appreciate and understand a work of literature, it is important to acquire background knowledge on the time period in which it was written, the person who wrote it, and a common language with which to discuss it. Studying Elizabethan England, Shakespeare, and literary terms will help you to more fully enjoy Much Ado about Nothing." Excellent
EXISTENTIALISM IN GRAPHIC LITERATURE – WEBQUEST
NEW!http://questgarden.com/102/20/5/100425145747/
A webquest for grades 10-12 on existentialism in literature. "This WebQuest will compare and contrast philosophies on the human condition demonstrated in creative contemporary graphic fiction. The student will be asked to identify and explore examples of this and discuss the existential implications located in various graphic sources." Excellent
EXPLORING LITERATURE – WEBQUEST
NEW!http://questgarden.com/127/66/2/110609080807/
A webquest on literary genres for grades 9-10. "When you are finished with this assignment, you will know many good authors and their stories that you didn't know about before. You will read parts of stories from American, British and World sources and choose 4 that you like best. Then you will design a compare and contrast PowerPoint presentation to share with the class. You will want to share what you like about the stories you reviewed so that your classmates will want to read the stories you like. You will create your own slides featuring your favorites and your teammates will do the same. Then your team will put all of your parts together and write a summary of the whole presentation together." Excellent
THE GIVER – WEBQUEST
NEW!http://www2.franciscan.edu/webquests/thegiver/
A webquest on Lois Lowry’s "The Giver" for grades 7-12. "Jonas’s world is perfect. Everything is under control. There is no war or fear or pain. There are no choices. Every person is assigned a role in the Community.
When Jonas turns twelve he is singled out to receive special training from an old man known as The Giver. The Giver alone holds the memories of true pain and pleasure of life. Now it’s time for Jonas to receive the truth. There is no turning back. As The Giver transfers the memories, Jonas discovers the disturbing truths about his utopian world. This science fiction novel by 1994 Newbery Medal winner Lois Lowry captivated millions of readers. However, many people were frustrated with the ending as they were often left with unanswered questions. What do you think actually happened?" Excellent
THE HOUSE ON MANGO STREET – WEBQUEST
NEW!http://projects.edtech.sandi.net/kearny/myhouse/
A webquest for grades 9-11 on Sandra Cisnero’s "The House on Mango Street". "You are a group of contractors who have just completed the reading of House on Mango Street by Sandra Cisneros, you feel sympathy for her and you want to help her. You must design, build, and furnish a house suitable for Esperanza" Excellent
INTEGRATING THEATRE IN LITERATURE – WEBQUEST
NEW!http://questgarden.com/122/36/7/110323093904/
A webquest on creating theatre from literature for elementary students. "This webQuest will show students how to take books they are reading and turn it into a play. It will integrate theatre arts with language arts teaching students the process of creating a show from set, props, costumes, directing, and stage managing." Excellent
AN INTRODUCTION TO NON-FICTION LITERATURE – WEBQUEST
NEW!http://questgarden.com/75/51/3/100520062738/
A webquest for 9th grade students on non-fiction. "Welcome to the world of Nonfiction! While it may sound less interesting than fiction, there are many genres of nonfiction that are quite interesting. You may discover that truth is more interesting than fiction. Throughout this project, you will be exploring letters from various time periods while creating your own interpretation of each. You will be working individually reading letters published on the web and creating your own fictitious letters. Enjoy the process and try to discover the importance of nonfiction!" Excellent
ISLAND OF MISADVENTURE –
LORD OF THE FLIES – WEBQUEST
NEW!
A webquest on good and evil in literature for high school students based on Golding’s "Lord of the Flies". "Imagine if you will that you have been assigned a case study that needs to be fully examined. As a clinical psychologist you must determine what went wrong with this seemingly innocent group of boys. As you open the file, in this case the William Golding novel LORD OF THE FLIES, your understanding of your case is dependent on your careful reading as it leads you to discover the clues necessary to make a judgment.
The theme of good and evil becomes evident to William Golding's LORD OF THE FLIES when you realize the contrast between a moral philosophy concerning civilization and savagery. Golding provides this by revealing to us the symbols, characters and ultimately the external conflicts of the sinful nature of man. Your WebQuest challenges you to understand the complexities of each of the major characters on the island. In this way you can make your determination of how good deteriorated into evil." Excellent
LANGSTON DICKINSON WHITMAN? – WEBQUEST
A webquest for grade 10 on poets. "The Task You have been asked to return to sometime in the first 250 years of the former United States of America in order to: ● Prove your time machine still works ● Gather together three famous poets from the past ● Ask the three poets to work together on a new poem ● Study them as they work and observe their differing poetic styles ● Return to the present, report on your observations, and present the new poem to Alberto Uthgar Nishihara -and- ● Eat a hamburger You will submit the poem and your report using one of those "retro" computer thingies. So that you don’t shock the citizens of Fresno into the modern era, you will even find some paper and ink using your black market connections in order to print everything out. If you find a hamburger, you will ensure that you leave no trace of it behind. This is your mission!" Excellent
LET’S MEET JAN BRETT – WEBQUEST
NEW!http://www.yorkville.k12.il.us/webquests/webqmeier/webqsmeier.htm
A webquest for grades 1-2 on author Jan Brett. "Have you ever wanted to meet an author? Have you ever wanted to learn how or where authors get ideas to write books? Then follow along and get ready to meet Jan Brett, the author of great children's stories such as The Mitten, The Hat, The Gingerbread Baby, Berloiz the Bear, or Comet's Nine Lives? Now is your chance to be a detective and discover facts about Jan Brett. Read on to find where she lives during the year, other books by Jan Brett, and the ingredients Annie ( a character from a Jan Brett story) uses in her corn cakes." Excellent
THE LIFE AND TIMES OF WILLIAM SHAKESPEARE! – WEBQUEST
NEW!http://www.zunal.com/webquest.php?w=68364
A webquest on Shakespeare for grades 9-12. "Today you will be researching online the life and times of one of the most well-known authors of all time - William Shakespeare. Working in pairs, you will follow the instructions on the process page answering the questions on the handout by following the links provided to the appropriate websites and pages. You will have the entire lesson for this task which is to be completed for home work if necessary. As you research this topic I want you to keep in mind the differences between the audience of Shakespeare's time and you, the audience of today, considering how these differences affect your reaction to the play. We will discuss these ideas in our next lesson." Excellent
LIFE IN SHAKESPEARE’S
TIME – WEBQUEST
NEW!
A webquest for middle school students on Shakespeare. "Once upon a time there was a little boy who was the apple of his parents' eyes. He was the third born (and the only son) but his two older sisters did not live past infancy, so his parents wanted the best of everything for him. They made sure that he went to school so he would be educated, and he had to help his father so he would learn the value of work. He grew up to have the most profound effect on future generations. How do we know his name today? Because he learned to express himself so eloquently, yet simply, that everyone could relate to and repeat his unique phrases. This little boy's name was William Shakespeare.
Was there anything unique in William Shakespeare's early life which helped him to become so articulate and to have so much insight into human behavior? Today you will be comparing Will's life as a young boy living in the 16th century to life of a young boy living in the 20th century. Perhaps you can find some commonalities." We found a lot of broken links. You’ll need to replace them. Good
LITERARY EXPLORER GUIDES – ALSO IN WEBSITES
NEW!http://drb.lifestreamcenter.net/Lessons/#Literary
Links to study guides and webquests on literary topics. Excellent
LITERATURE-BASED PROJECTS – WEBQUESTS
NEW!http://projects.edtech.sandi.net/projects/literature.html
A large collection of webquests on literature-based themes. Excellent
LITERATURE LEARNING WEBQUESTS
NEW!http://eduscapes.com/ladders/themes/webquests.htm
A huge collection of webquests arranged by grade level and by themes such as Character, Plot, etc. Excellent
LITERATURE STUDY WEBQUEST
NEW!http://questgarden.com/117/91/7/110202130044/
A webquest for 12th grade students on American, British and World literature. "This webquest will allow you to explore three different areas of literature: American, British, and World. Within those areas, you will be able to explore different genres, authors, and titles that may be of interest to you!" Links are hard to read (purple on black) but good. Excellent
LOVE IN LITERATURE – WEBQUEST
NEW!http://questgarden.com/75/94/7/090127064608/
A webquest for grades 9-10 on love in literature. "This WebQuest focuses on the theme of love in literature, specifically love in drama. I have designed this WebQuest to be completed around Valentine's Day after a unit on drama. The student will complete a series of assignments that end with them understanding the progression of love throughout literature. Also, the students will complete mini-journal assignments and their own mini-drama." Excellent
MACBETH IS A BAD, BAD MAN: A WEBQUEST ON EVIL IN LITERATURE – WEBQUEST
NEW!http://www.kn.pacbell.com/wired/fil/pages/webevilinra.html
A webquest for senior high literature students on good and evil in literature. "The character of Macbeth that William Shakespeare creates serves as a classic example of a seemingly good man turns bad. The following WebQuest will help you examine three factors that Shakespeare introduces to you the audience. If you are perceptive, you will not only notice them but be able to realize their importance in viewing the decline of Macbeth's character. A number of internet references are provided to assist you with your discovery. Understanding Macbeth is a complex endeavor, and there seems to be a deeper meaning to his degeneration. A quick study will not do justice to the complete picture that Shakespeare paints of Macbeth.
This is particularly true when we use the Internet for our research because many people post their personal opinions or only know a sliver of the whole story. In the following WebQuest, you will use the power of teamwork and the abundant resources on the Internet to learn all about Evil in Literature. Each person on your team will learn one piece of the puzzle and then you will come together to get a better understanding of the topic." Excellent
MEET THE AUTHOR – WEBQUEST
NEW!http://questgarden.com/99/36/4/100325183101/
A webquest for 6th grade students on authors. "According to the policy for inviting speakers to Owen J. Roberts School District, the inviting party (you!) must receive prior administrative approval and must be able to find funding for the total cost of the visit.
Luckily, the West Vincent PTA has generously offered $1500 to fund an author visit. That means your group must plan an author visit within that budget and then persuade the principal and others that your choice is the right one.
Your group must research and select an appropriate author candidate and present your arguments in his or her favor. You must also create a short PowerPoint slide show to complement your oral presentation and to help engage your audience.
Your group will have 5-8 minutes to present your research to a panel including the librarian, the principal, the president of the PTA, and a few teachers. The panel will select an author based on which group is the most accurate, organized, and persuasive! Good luck!!" Excellent
MEET THE AUTHOR MEM FOX – WEBQUEST
NEW!http://questgarden.com/54/88/2/070910191647/
A webquest for 2nd grade students on author Mem Fox. "Are you a great reader? Great readers not only read books, they learn all about authors lives. Get prepared to learn about Mem Fox. Mem Fox is an author that loves to write about animals. Be asking yourself how are her stories similar and how are they different? Do they all have animal characters? When did she become a writer? Get your great reading minds ready..." Excellent
OF MICE AND MEN
– WEBQUEST
NEW!
A webquest on John Steinbeck’s "Of Mice and Men" for 9th grade students. ""The best laid plans of mice and men go oft astray." - Robert Burns This saying so impressed John Steinbeck that he titled his novel after it. What does this saying mean to you? As you read the novel, Of Mice and Men, try to determine the connection to this phrase. What plans, dreams and wishes of the characters were made to go astray? How does this lead to feelings of isolation and loneliness?" Excellent
OF MICE AND MEN: BACK IN TIME – WEBQUEST
NEW!http://www.aacps.org/aacps/boe/INSTR/CURR/COMED/HSWebQuest/OfMiceAndMen/index.htm
A webquest on John Steinbeck’s "Of Mice and Men" for 10th grade students. "Imagine that you are able to step back in time - back to the decade of America’s Great Depression, 1930-1939. What would life be like for someone living then? What kind of education would you have? Where would you shop? What would you wear? What would you do for entertainment: go to the movies, watch television, listen to the radio? Now, what if you could become someone other than yourself?
This is your chance to be someone else, someone different. You will assume the role of a person living in the 1930's. You may be anyone you want: a migrant worker, a dust bowl refugee, a city dweller, or a country farmer. If you wish, you may link your pretend person with someone else's and be brothers or sisters or mother and child. This your chance to assume a role!" We found some broken links. Excellent
THE PERFECT SOCIETY: A WEBQUEST BASED ON THE GIVER – WEBQUEST
NEW!http://www.nelliemuller.com/Theperfectsociety.WebQuest.htm
A webquest on Lois Lowry’s "The Giver" for grades 7-12. "The Team will investigate and uncover why Jonas left the community. They will list the reasons for his leaving and recommend alternatives so this will never happen again. The results of the investigation will be presented in a written report . The committee will create a journal where they will keep track of all the information they disclose from observations and interviews. The information will be added to the appendix of the final report.
The team will collaborate, write their final report, and present it to the elders for review. Once approved, the findings will be presented in the main auditorium using audio and visual effects.
The committees' final written reports and presentations will include suggestions on how to improve the life style of the community so that it becomes a perfect society once again. Both written and presentations will be done in a convincing way so that they capture the attention of the whole community. The presentations can be done by creating a team blog, a website, a PowerPoint presentation, a video film, by creating music and lyrics, a play, or composing a dance." We found a couple of broken links. Excellent
POE WEBQUEST
NEW!
A webquest on Poe for grades 8-12. "The local museum committee has decided to hold a Poe Exhibit. They have narrowed the number of selections to four. You are part of a team that will research Poe's life and works to help the committee decide which of the four they will include in the exhibit. Read all the works assigned by your teacher and choose your favorite to present to the committee." Excellent
POST-APOCALYPTIC LITERATURE – WEBQUEST
NEW!http://questgarden.com/104/42/7/100603075536/
A webquest for grades 9-12 on post-apocalyptic literature. "As we read in Fahrenheit 451 and other apocalyptic stories this semester, we see a great deal of similarities, ideas that can be traced throughout multiple works and our understanding of Utopia. Looking around the web for more resources can only expand our understanding of human nature and our tendencies as a race." Excellent
PUTTING GEORGE ON TRIAL – OF MICE AND MEN IN THE COURTROOM – WEBQUEST
NEW!http://projects.edtech.sandi.net/kearny/trial/
A webquest for 9th grade students on Steinbeck’s "Of Mice and Men". "Why does George kill Lennie? Many of you find this question entering your mind after reading the end of the novel Of Mice and Men. It is up to you to find the answer. Does George pull the trigger out of love or hate? The only way to discover the truth is to take George to court and put him on trial for the murder of Lennie. The trial will determine if George is guilty of manslaughter or murder, the difference between his life and his death." Excellent
A RAISIN IN THE SUN – WEBQUEST
NEW!http://projects.edtech.sandi.net/kearny/raisin/
A webquest for grades 9-12 on Lorraine Hansberry’s "A Raisin in the Sun". "Everyone has had an inspirational dream at one time in his/her life. Some of those dreams are achievable and some are not. If a dream seems achievable, a goal and a plan are set. In Lorraine Hansberry's A Raisin in the Sun, the Younger family is faced with several issues. The setting of the story takes place in the 1950's when African American families had to deal with blatant issues of poverty, segregation and culture. A reflection of Hansberry's personal experience can be seen in A Raisin in the Sun." Excellent
ROLL OF THUNDER, HEAR MY CRY - WEBQUEST
NEW!http://teach.fcps.net/trt8/Rolling%20Thunder/ThunderWebQuest.htm
A webquest for high school students on Mildred Taylor’s "Roll of Thunder, Hear My Cry". "In Mildred Taylor's novel, Roll of Thunder, Hear My Cry, many readers will be exposed to an unfamiliar setting. Most of us have not experienced the effects of slavery or the Great Depression. So, this webquest is prepared to offer you some background to enhance your reading and understanding of the novel. But, in considering the background of this novel and in reading the text, consider modern forms of discrimination, question whether the Civil Rights Act has accomplished its goals, look around and see if there are still lingering effects leftover from the Great Depression today. Look to see how this novel of the past is still with us in our lives today." We found a couple of broken links on this site. Excellent
SEARCHING FOR LOST HORIZON – WEBQUEST
A webquest for 9th grade students on James Hilton’s "Lost Horizon". "On the other side of the world lies a country of mountains and mystery. We know Tibet today mostly for its version of Buddhism and the Dalai Lama, its religious leader who lives in exile. But long ago, Tibet was so remote there were few people who lived there, and most of the cities and settlements were close to some of the highest mountains in the world, where stories were told about places and people who lived in stories and legends. One of these places was Shangri-La.." You’ll need to replace some links. Excellent
SHAKESPEARE - WEBQUEST
NEW!
A webquest on Shakespeare for 9th grade students. "You are a newspaper reporter assigned to review the current production of the Shakespearean play Romeo and Juliet. The Auburn Drama Weekly has asked Ms. Mueller’s ninth grade class to write a newspaper article about the play. Prizes will be awarded for the best article and most creative newspaper. You will work in groups to create a two-page newspaper. You will write one feature article, and one or more of the following: secondary articles, advertisements, cartoons, coupons, crossword puzzles, review of the play, and pictures. Good luck" Excellent
SHAKESPEARE FOR KIDS – WEBQUEST
NEW!http://www.longwood.k12.ny.us/shake1/
A webquest for middle school students on Shakespeare. "So, you think you would like to know a little more about William Shakespeare? You have come to the right place. Hopefully, you have read some of his works (versions written for young people). If not, no problem! You are in for the adventure of your life. Your mission, should you decide to accept it, is to gain as much information about Shakespeare as possible, within the next six weeks or so. Having a good time and getting a good grade are just a couple of fringe benefits. Everything you need can be accessed from the Resources provided in this WebQuest." Very well done. Excellent
STEAM ENGINES AND RABBIT HOLES: HOW DID THE INDUSTRIAL REVOLUTION INFLUENCE LITERATURE? – WEBQUEST
NEW!http://projects.edtech.sandi.net/roosevelt/victorian/
A webquest for 9th grade students on how the Industrial Revolution influenced the literature of that time period and "Alice in Wonderland". . "For this webquest, you will conduct research with a group of classmates to prepare you to be able to successfully write a research paper on how the Industrial Revolution affected the literature of the time." Excellent
TAILING THE SAMURAI’S TALE – A WEBQUEST ON THE SAMURAI’S TALE BY ERIC HAUGAARD – WEBQUEST
NEW!http://edtech.suhsd.k12.ca.us/inprogress/act/dfickett/japan/samuraistale.htm
A webquest for middle school students on "The Samurai’s Tale". "The Samurai's Tale presents a vivid picture of an orphaned boy's life during Japan's civil war era. The events, character relationships, character flaws, noble character traits, and admirable human qualities have an ancient context not fully uncovered within the story. You will approach this WebQuest as an investigative reporter, part archeologist, part detective, and part psychologist. If you are clever at discovering details and making inferences, a greater depth of understanding of the events as well as the characters will unfold. Then you can ponder the question: As we look to this day, how are we like sons of samurai?" Excellent
THEMES AND SYMBOLS IN LITERATURE – WEBQUEST
NEW!http://questgarden.com/122/64/0/110327004815/
A webquest for 6th grade students on themes and symbols in literature. "Students will be able to define & identify themes and symbols in Louis Sachar's "Holes" and other pieces of literature." Excellent
TO BAN OR NOT TO BAN? THE
ULTIMATE BOOK CHALLENGE – WEBQUEST
NEW!
A webquest for 8th grade students on banning books. ""Here's your Situation: You need to visit your school's library to select a book for your Individual Realistic Fiction Reading Unit. Remember, the realistic fiction genre contains stories which could be true but aren't! Here's your Problem: Your selected book may not be available because a concerned parent group has challenged the selection and would like to ban it from the school's library. Here's your Quest: After identifying your role, you will conduct research to find the answers to the following questions: ° How does censorship work? ° Who can challenge a book currently available? ° Can a book really be banned? Why? How? ° Do students have 1st Amendment Rights, too? Here's your Job: Use your information to determine the pros and cons about challenging books and present your case for or against banning your book.
You will: • explain censorship, banning, challenging, and rights, • choose roles and sides of a controversial issue, • research court cases • decide whether to ban or not to ban, • visually represent your findings/case, and • write a social action letter stating your opinions about book banning." You’ll need to replace some links. Excellent
UNDERSTANDING FAHRENHEIT 451 - A RESEARCH GUIDE – ALSO IN LESSON PLANS
NEW!http://www.bydewey.com/451.html#451lesson
A collection of study guides, website links, lesson plans and webquests on Ray Bradbury’s "Fahrenheit 451".
A huge resource. Excellent
WHAT THE DICKENS IS GOING ON? – WEBQUEST
NEW!http://www.yorkville.k12.il.us/webquests/eaton.htm
A webquest for 8th grade students on Charles Dickens and his times. "You will work in teams of four or less to accomplish the given task. In order to be successful you will need to function cooperatively, use your time and resources effectively, and complete the task in as instructed. You will need to use your researching skills, your writing skills, and your presentation skills. Remember previous language arts classes, reading classes, speech and drama classes, art classes, music classes, and history. Somehow you have traveled back in time to 19th century England. You are a team of reporters, photographers and journalists for Time Life. You have managed to meet someone who believes your story." Excellent
WHY STUDY SHAKESPEARE? – WEBQUEST
NEW!http://dana.ucc.nau.edu/~lam37/romeo_juliet/index.htm
A webquest on Shakespeare for 9th grade students. "Your task for the next few weeks is to go through each unit of study and complete the assignments that are listed in each unit. Remember that you have four units to accomplish in the time that you have. You will be in the computer lab three days a week. You will have the whole class period to work, but that only gives you twelve days to accomplish all your tasks. (That means you need to finish one unit a week.) Some personal time at home, at lunch, or after school may be needed to finish all your tasks by the due date." Excellent
WILL THE REAL WILLIAM SHAKESPEARE PLEASE STAND UP – WEBQUEST
NEW!http://www.kn.pacbell.com/wired/fil/pages/webshakespera.html
A webquest for high school students on whether Shakespeare wrote all the works attributed to him. "Welcome members of the jury as you hear a case that has been debated for more than 200 years. Listen with great care as you hear about the man who claims to have written more than 30 plays and produced over 200 sonnets and poems. Listen further as evidence is supplied for contenders that also lay claim to the authorship debate.
Who really wrote William Shakespeare's plays and sonnets? The obvious answer to this question is the actor from Stratford-upon-Avon who goes by the name of William Shakespeare, or is it Shakespeare like it appears on his baptism record and as a signature on his will?
The evidence for the other candidates all seem very persuasive until the next set of evidence is presented which seems to confound the problem. But with all of this information out on the table, conspiracy theorists just might be on to something. Sit back and sift through the evidence and see which authority offers the most conclusive proof in your estimation. In this way you will become more informed and able to formulate an opinion for your judge." Excellent
WILLIAM WILSON (EDGAR ALLAN POE) – WEBQUEST
NEW!http://drb.lifestreamcenter.net/Lessons/poe/index.htmA webquest on Edgar Allan Poe’s short story "William Wilson" for 11th grade students. "The task for you and your
partner is to reflect upon, analyze, annotate and illustrate Edgar Allan Poe's short story, William Wilson. Learn about the author and his writings in order to answer the question: What statement is the author making in this story about human nature and society in general? Explain how events in the story serve to prove or support this statement." Excellent
A WIND IN THE DOOR
- A WEBQUEST ON MADELEINE L’ENGLE NEW!http://drb.lifestreamcenter.net/Lessons/wind/index.htm
A webquest for multiple grade levels on Madeleine L’Engle’s "A Wind in the Door". "Madeleine L'Engle is one of Twentieth Century America's most prolific and respected story-tellers. Her dozens of timeless tales and journals, enjoyed by young and old alike, span over half a century of writing.
After reading A Wrinkle in Time, I am certain that you are left with a taste for more of her writings of the science fiction fantasy genre. If you have not read it, you are still in for a rare treat with A Wind in the Door. So... let us explore more and see where the journey will lead us…" Excellent
AMERICAN POETS – WEBQUEST
NEW!http://www.longwood.k12.ny.us/wq/ltufaropoets/index.html
A webquest for 11th grade students on American poets. "A poem may have more than one interpretation, but those interpretations may not all be equal. As a reader you must look at every detail and determine which interpretation is the best. There are many poets with whom to look at for this project but we will only be researching Master American Poets. Some students will be looking at American poets of the past, while others will look at today's American poets." You’ll need to replace the links. Very Good
AUSTRALIAN LITERATURE – WEBQUEST
NEW!http://questgarden.com/61/94/4/080305093749/
A webquest for middle school students on Australian literature. "You are going to be beginning a unit of study on Australia in your Social Studies class. This assignment will be a joint project for both Social Studies and Language Arts. You will be carrying out research on Australian literature and how it has been influenced by the history of this country. Once you have decided upon a common theme within this type of literature, you will take that theme and use some of the literary techniques you have also been studying to construct a poem." Very Good
AUTHOR INVESTIGATION – WEBQUEST
NEW!http://questgarden.com/85/16/5/090728073202/
A webquest for 2nd grade students on authors. "This is a language arts webquest designed for second grade students. The students will investigate the given authors to complete a final project. For the final project, the students will create a mock interview in which one group member acts as the author, and the other group members act as the journalists." Very Good
DOES THE PUNISHMENT FIT THE CRIME? – WEBQUEST
NEW!http://projects.edtech.sandi.net/mission/roppage/rop.html
A webquest for high school students on Richard Wright’s "Rite of Passage". "In the book, Rite of Passageby Richard Wright, Baldy, leader of The Moochersgang, tells Johnny that he once stabbed a white sailor to death. As careful readers of the book, you should understand what factors lead Baldy to commit this crime. In this web quest, you are going to assume that Baldy has been convicted of the first degree murder of this sailor, and that he has been sentenced to death by the state of New York. Based on your understanding of the novel and information you will glean from this webquest, you will write a letter to me, the governor of New York, persuading me to either reduce Baldy's sentence, or impose the death penalty. You will assume the persona of a character from Rite of Passage in this letter. Also, as a part of this unit, you and a partner will work together to plan and deliver a persuasive presentation outlining your arguments for Baldy's rightful fate." You’ll need to replace the links on this site. Very Good
EDGAR ALLAN POE WEBQUEST
NEW!http://questgarden.com/29/56/0/070809090646/index.htm
A webquest on Poe for 9th grade students. "Now that we have read many of Edgar Allen Poe's strange and creepy stories, we can begin to research this interesting man's actual life history. In this WebQuest, students will research the life of Edgar Allen Poe and further delve into the mysteries of his works." Very Good
EVERYONE’S A STORYTELLER – WEBQUEST
NEW!http://its.guilford.k12.nc.us/webquests/storyteller/storyteller.htm
A webquest for grades 7-12 on stories. "Everyone loves a good story. Childhood memories are filled with bedtime stories and stories of family members and friends. Some of the world's finest writers have recycled old stories. Shakespeare's Hamlet lived an earlier life under the pen of another writer. While great writers use the plot and characters of earlier works, they enrich the tale, making the new telling uniquely their own. Today the authors and illustrators of children's books create beautiful retellings and reinterpretations of legends and tales. When writers such as Paul O. Zelinsky and Robert D. San Souci begin their study of tales of other cultures, they not only research the tale, but also the culture and historical period of the tale. Additionally, the art and even the lay out of the book is carefully considered to create a total reading experience. Stories of the past can still be very much alive today." You’ll need to replace some links. Very Good
FACT OR FICTION: ISLAND OF THE BLUE DOLPHINS – ZIA – LIVING HISTORY – WEBQUEST
NEW!http://projects.edtech.sandi.net/valencia/factorfiction/
A webquest for grades 4-6 on "Island of the Blue Dolphins". "You have read about the Spanish Colonial era in your social studies book, on the internet, and in the books Island of the Blue Dolphins, Zia, and the Lone Woman of Ghala-sat. What parts of these are fact and which are fiction? In this unit you will: Write a letter to Scott O'dell comparing the true facts with his interpretation through historical fiction.
Write a monologue and create a tableau presentation of the Native Americans, padres, and soldiers who lived on the missions during the Spanish Colonial era in history.
Research authentic information to verify your facts from reading historical fiction. The tableau will include a written monologue of each of the individuals represented. This tableau will be video taped and could be sent to other students around the world via the internet. This presentation will depict living history." You’ll need to replace some links. Very Good
HOLES – WEBQUEST
NEW!http://www.columbia.k12.mo.us/pke/kline/holes.html
A webquest for 3rd grade students on Louis Sachar’s "Holes". "After a hard day at school, Stanley Yelnats begins to walk home. Halfway through his journey, a pair of sneakers falls on his head! Stanley gets accused of stealing the sneakers is sentenced to 18 months in jail, or in Camp Green Lake. Stanley chooses Camp Green Lake and his adventure begins! After reading Holes, you and your partner want to let other people know what a great book it is. It's understandable that you can't wait to tell everyone about Stanley's adventures and the characters he meets along the way! Thus, our mission begins! " You’ll need to replace some links. Very Good
LETTERS TO NORA AND TORVALD (A DOLL’S HOUSE) –
WEBQUEST
NEW!
A webquest on Ibsen’s "A Doll’s House". "You will research information about Norway, the setting of the play, and the homeland of the author, Ibsen. You will assume the role of either Nora or Torvald, and write a letter to the other using the information about Norway and your understanding of the character. You will respond to the letter written by your partner.
When you are finished, you will reflect on the process you have undergone to complete the webquest." Very Good
LORD OF THE FLIES
– WEBQUEST NEW!http://www.longwood.k12.ny.us/wq/lmasterjohnlord/index.html
A webquest for middle school students on Golding’s "Lord of the Flies". "Welcome to the Lord of the Flies Web Quest. As in the Lord of the Flies, your plane has crashed into the ocean. You and your friends have survived and manage to make your way to a seemingly deserted island. You have collected some items from the wreckage of the plane, but in order to survive until a rescue plane or ship arrives, you need to set up your "society"." You’ll need to replace some links. Very Good
THE MYSTERIOUS WOMAN IN WHITE: EMILY DICKINSON
WEBQUEST
A webquest for 11th grade students on Emily Dickinson. "You are a young reporter for the Amherst Daily News. You have just been informed that the mysterious woman that used to lower cookies in a basket from her bedroom window to you and the other children of the town has died. Your boss has just given you the assignment to write an article eulogizing this woman, Emily Dickinson, for the newspaper. All that you know about her is that she was the daughter of a prominent lawyer, and that she must have liked children." We found several broken links on this site. Very Good
A QUEST FOR RESPECT WITH THE GROUCHY LADYBUG – WEBQUEST
NEW!http://www.yorkville.k12.il.us/webquests/webqfrey/webqsfrey.html
A webquest for grades 1-2 on Eric Carle’s "The Grouchy Ladybug". "A grouchy ladybug, who is looking for a fight, disrespects everyone she meets. She finally learns good manners and how to respect others. Would you like to help the grouchy ladybug learn about herself and respecting others? It will be your quest to discover the meaning of respect and to become a ladybug expert." You’ll have to replace the ladybug link. Very Good
ROMEO AND JULIET WEBQUEST
NEW!http://www.cttech.org/vinal/lmc/projects/Romeo%20and%20Juliet.htm
A webquest for grades 7-9 on "Romeo and Juliet". Students visit sites and answer questions online. Very Good
SHAKESPEARE’S WORLD: THEN AND NOW – WEBQUEST
NEW!http://edtech.suhsd.k12.ca.us/inprogress/TTQAT/SirPeebs/webshakespear2.html
A webquest on the life and times of Shakespeare for high school students. "Picture this: you and a team of learners are presented with the task of describing an elephant. But instead of looking to an encyclopedia or a zoo exhibit, you are each blindfolded and guided to a real elephant. Each of you touches a different part of the animal: one, the soft and delicate tip of the elephant's trunk; another, the hard tusk of ivory; and a third, the wrinkled hide around the elephant's belly.
Based upon what each of you learned, one thinks an elephant is smooth and soft, another would say an elephant is smooth and hard, while the last would conclude that elephants are rough and soft. What's the truth? When we study complex topics, we are often like the elephant examiners: there's usually a lot more to a topic that we don't learn about after only a quick exploration.
This is particularly true when we use the Internet for our research because many people post their personal opinions or only know a sliver of the whole story. In the following WebQuest, you will use the power of teamwork and the abundant resources on the Internet to learn all about Shakespeare's world. Each person on your team will learn one piece of the puzzle and then you will come together to get a better understanding of the topic." You’ll need to replace some links. Very Good
SWIMMY AND THE DEEP BLUE SEA - WEBQUEST
NEW!http://projects.edtech.sandi.net/hawthorne/swimmy/
A webquest for primary students on Leo Lionni’s "Swimmy". "Swimmy is the story of a little black fish that lives in the ocean. Swimmy describes that there are many wonderful creatures in the sea. There are sea animals like the rainbow jelly medusa, lobsters, strange fish, sea anemones, and eels. Swimmy learns that there are some creatures in the sea that are not so wonderful. These creatures are swift fierce predators that eat other sea creatures. Swimmy does not care for these predators. Your quest is to learn different facts about the creatures of the ocean. So, swim along with Swimmy, and explore the deep blue sea." Very Good
TOUR GUIDE TO SHAKESPEARE’S ENGLAND – WEBQUEST`
NEW!http://www.cesa8.k12.wi.us/teares/math/it/webquests/tourguide/index.htm
A webquest for high school students on Shakespeare’s England. "Tour exciting London, England! Experience Renaissance music! Visit Shakespeare's Globe Theatre as you lure travelers to join your London travel group in Elizabethan times. As tour guides your purpose is to entice visitors through a sales presentation. As a tour guide you will travel with your group to see the sites of London. The highlight of the trip will be attending a Shakespearean play at the Globe Theatre." You’ll need to replace some links. Very Good
WHAT’S YOUR GENRE? – WEBQUEST
NEW!http://www.spart5.k12.sc.us/techtraining/teacher/webquests/Genre/Reading.htm
A webquest for high school students on genres in literature. "You have just landed a job as a literary agent in the Fiction Division of the Rebels Read Publishing House. To explore the field, you must familiarize yourself with the various types of fiction and read about authors and the books they write. Your first assignment on the job involves the creation of a slide presentation for a promotional campaign of an author who has written a book in your favorite genre. You will complete the following: • response journal from readings • list of authors and book titles in your favorite genre(s) • read a book from the genre of your choice and write a booktalk • PowerPoint presentation about an author and a novel" You’ll need to replace the links in this webquest. Very Good
THE GLASS MENAGERIE
WEBQUEST
NEW!
A webquest for high school students on Tennessee Williams’ "The Glass Menagerie". "How can we help Laura develop into a more rounded person? What advice may be given to her if she were dealing with her personality issues in today's society?
We are going to design a self-help magazine for her. You will use the information you gather about the professionals that can help her and the conditions that seem to trouble her. Your job is to help her understand how to work around the issues she faces and lead a normal life. You will be writing these helpful articles as though you are the professionals." We found several broken links. Good
IF I WERE AN AUTHOR – WEBQUEST
NEW!http://questgarden.com/39/80/4/061114105040/
A webquest on literature and authors for grades 6-12. "Part of learning about American Literature is developing an understanding of the many various styles used. One way to do this is to explore various works of writing by many different authors and then become an author yourself. You will do this by developing your own memorable quote that your classmates will remember you by for years to come. Grab your quill pen and lets begin!" You’ll need to replace the links. Good
LANGSTON HUGHES, THE POET – WEBQUEST
A webquest for middle school/junior high students on Langston Hughes. "The Tasks: Each student will be able to: Recognize the poetry of Langston Hughes, Review the history of Langston Hughes, Gain a greater understanding of the poetry of Langston Hughes, and Complete several exciting activities." Most of the links on this site are broken. You’ll need to substitute new ones. Good
READ2KIDS – WEBQUEST
NEW!http://imet.csus.edu/imet2/rowlandm/read2kids/
A webquest for reading tutors on children’s literature. "Listening to literature read aloud is one of the most valuable and pleasurable experiences beginning readers and writers can have. Cross-age and peer tutoring are methods of instruction in which learners help each other and in turn learn by teaching. Put together these two proven learning strategies and you have a formula for a school and community service project that involves reading, public speaking, technology, library and information skills. Do you have what it takes to read2kids?" We found several broken links on this site. Good
A SEPARATE PEACE – WEBQUEST
NEW!http://writeonill.org/seppeacewbq.htm
A webquest on John Knowle’s "A Separate Peace" for grades 7-12. "This purpose of this project is for you to demonstrate how well you understand the concepts we have been talking about in class, and how well you make that understanding your own. You may choose one of three ways to complete the project: construct a web page, do a PowerPoint presentation, or do a traditional paper.
Whichever type of project you choose must have at least three sections: An analysis of the character, or theme, you have chosen, a collection of artifacts from the Internet that explain the personality type of your character, or theme, and, finally, a collection of artifacts that relate to you as the personality type, as well as to the novel, or your personal connection with the theme. If you think there are other sections that your project needs, feel free to include them. While it would be nice if the artifacts came from the time period of the novel, it is not required, but you must be able to relate each artifact to the novel." Good
SHAKESPEARE’S WEBQUEST
NEW!
A webquest on Shakespeare for 6th grade students. "Now here you've got a guide to discover this playwright -his life, plays and the theatre he made famous: The Globe." Good
TRAVELING THE ROAD NOT
TAKEN WITH ROBERT FROST – WEBQUEST
NEW!
A webquest on the work of poet Robert Frost for grades 9-12. "In this WebQuest you will become a tourist traveling in the world of Robert Frost. As you walk down the road not taken, you will discover the man behind the poetry." We found some broken links on this site. Good
WHAT’S BETTER? LITERATURE OR A MOVIE – WEBQUEST
NEW!http://questgarden.com/49/13/7/070404124618/
A webquest for 7th grade students on novels and movies made from them. "Authors of Junior High literature are going on strike because movies are being made about their books and it is ruining their literature. The 7th grade students are going to read a novel, and watch the movie that it is based on, and write a letter to the author for which one they prefer and why? After they write a letter to the author, the students will write a compare and contrast paper between the movie and the book. They will also go online and find 3 book reviews and 3 movie reviews. The students will work with 3 other group member, making it a total of 4 students, to read a book chosen from the list. The students will also present their book to the class giving good description so that other students will have an idea about the book and possible want to read it as well." Doesn’t contain links. Good
WHICH AUTHOR DO YOU LIKE BEST? – WEBQUEST
NEW!http://questgarden.com/68/06/1/080709104431/
A webquest on authors and books for 6th grade students. "We need your HELP! The students at Monaco can decide which famous children's author writes the best book. Since there are many famous children author's to explore, you will be given a famous author to research and create the most interesting group presentation. Then we will be able to decide who our favorite children's author is at Monaco Middle School. You will be working in cooperative groups of four or five to research important information about your author. I know who my favorite children's author is! DO YOU?" You’ll need to replace most of the links. Good
Disclaimer: We are unable to check every link within every website.
Prepared by the Cumberland County AVA Center staff. Please call #856-451-0817 or email:
avacenter@cumbavac.org with questions or suggestions for future web site lists. The site list is also posted on our website http://www.salemcountyava.orgJune 2011
Clipart and Photos from Microsoft Office and Media
Clipart
