If you set up a triad of mirrors into a corner figuration, they act as a kaleidoscope, bouncing light waves back and forth indefinitely, changing the light that your eyes perceive. Although the materials required are very specific and...

Your middle schoolers will show what they know with their bodies when they become the coordinate plane in this conceptual development unit. Starting with the characteristics of the coordinate plane, learners develop their skills by...

After completing a short self-assessment, partners use the provided questions and take turns acting as life coaches.

If you're reading Jez Alborough's Duck in the Truck, use these cute felt pieces to act out the story. The set features a duck, several animals, a truck, a rock, and a boat.

Transform young biologists into grasshoppers, lizards, and hawks as you teach them about food chains in an interactive life science simulation. Working collaboratively to act out three different scenarios involving...

Have your pupils really been reading the directions? Find out with this tricky little test. The first instruction is to read all of the directions quickly, but you'll find that quite a few pupils start acting rather funny just a few...

What would the world be like if each person acted with greater cultural awareness and understanding? Learners consider the impact of cultural diffusion, as well as how global leaders can address some of today's pressing...

By participating in discussions using prompts and statements provided in the lesson plan plan, learners identify the concept of extremism and consider what causes violent acts of extremism in the modern...

How should youngsters act when their parents are on the phone? Using the story slides in this resource, your learners will discover the importance of not interrupting a parent's phone call and how to whisper or play with toys quietly.

How can girls think and act differently than boys? The panels and cards provided here were designed to help learners, particularly teenage boys with high functioning autism, relate to teenage girls and consider the world from their...

Many young people act globally by reducing, reusing, and recycling, Now they take it to the next level by upcycling. Middle schoolers design a proposal to eliminate waste by exploring the new material cycle and applying...

Everyone gets frustrated from time to time. You may not be able to control the way you feel, but you can definitely learn to control the way you act in times of frustration. A helpful activity on self control encourages your class to...

A story about feral girls raised by werewolves will have some interesting character development! Track how the girls and their teachers act, speak, and change with a lesson focused on Karen Russell's "St. Lucy's Home for Girls Raised by...

Class members begin their study of Romeo and Juliet by examining the words Shakespeare chooses in the Prologue to Act I to create the tragic tone of his famous play about star-crossed lovers.

Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...

Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.

Class members continue their study of Romeo and Juliet by watching scenes from Baz Luhrmann’s Romeo + Juliet and then examining the figurative language Shakespeare uses in Act 1, scene 5, lines 92–109 when Romeo and Juliet meet at the ball.

After viewing Baz Luhrmann’s depiction of Romeo and Juliet's marriage, the class listens to a recording of Act 3, Scene 1, lines 59–110. Then, groups consider how Shakespeare develops Romeo’s character through his interactions with...

"O, I am fortune's fool!" As they continue their analysis of Act 3, scene 1, class members consider the role of fate in the events. The lesson concludes with a viewing of a brief portion of Baz Luhrmann’s Romeo + Juliet, in which the...

Readers examine the conversation between Friar Laurence and Romeo in Act 3, scene 3 of Romeo and Juliet and consider how Shakespeare's word choices impact the development of Romeo's character.

After watching the scene from Romeo + Juliet in which Juliet argues with her parents because she does not want to marry Paris, groups do a close reading of Act 4, scene 1, lines 44-88, examining the word choices in the conversation...

"Thus, with a kiss, I die." After viewing a film clip of the events leading up to Romeo's suicide, class members analyze Act 5, scene 3, lines 88-120, in which Romeo drinks the apothecary's poison.

Where does Friar Laurence's loyalty lie? After listening to a reading of Act 4, scene 1, lines 89-126 of Romeo and Juliet, groups examine the details of Friar Laurence's plan.

Romeo and Juliet, Act 5, Scene 3, lines 139-170, is the focus of this day's lesson plan. Readers examine the dramatic irony in Juliet's comments and consider how "lamentable chance" caused by a "greater power" plays a role in the tragedy.