Students discuss the rhyming pattern of various types of poetry. With a focus on limericks, they follow the specific rhyme scheme and create a limerick about Newton. They share their poem with the class and write another one related to...

Riddle me this! What do kennings, caesura, and alliteration have to do with the Nowell Codex? Introduce class members to Anglo-Saxon poetry and prepare readers for a study of Beowulf with a series of activities that...

Fifth graders, in groups, explore the the type of reference sources are needed to answer a question. Each group identifies where the material was located, and the teacher records the guess.

Compare and contrast ideas, hopes and dreams with those of Cassie in Faith Ringgold's, Tar Beach. your students can entries in their journals expressing their ideas.

Middle schoolers investigate characters' traits in a specific fable by noticing what they think, say, and do. They study key vocabulary and complete a vocabulary worksheet. They work in groups to discuss how you know if a person is kind.

Third graders investigate guide words. In this library lesson plan, 3rd graders investigate guide words in reference materials and complete an alphabetizing worksheet.

Students preview the novel, "Dragonwings," by Laurence Yep, make connections between the novel previewed and their prior knowledge, other texts, and the world. They utilize graphic representations including charts, graphs, pictures, and...

Students discuss vocabulary words and compare definitions. They read chapters 6-9 of the novel, Dragonwings, and discuss point of view, and complete a plot diagram. Then they review the four types of conflict and identify the conflicts...

First graders explore completing experiments through the scientific method.

First graders reinforce concepts about sun, moon, day, night and sky by playing the Sky Jeopardy game. In the end, 1st graders get to nibble crackers in order to show the different phases of the moon.

Fifth graders explain the three phases of the water cycle in a narraive paragraph where they describe the journey of a single raindrop. They are introduced to five science vocabulary words and personfication.

Students recount details from the book Johnny Appleseed to create their own pop-up book about his life.

Students write a book review of The Diary of Anne Frank. In their reviews they determine whether or not the book should be considered a classic of the twentieth century.

Young scholars, in groups, create lists of vocabulary words related to a particular subject. They are given points for each correctly spelled word that matches a list written by the teacher.

High schoolers practice combining consonant-vowel-consonant sounds to form words. They read closed and silent "e" syllables. Students construct two-syllable words. They arrange syllables to form three and four syllable words.

Fourth graders develop vocabulary to aid in comprehension as they read the novel, Class President.

Students write and discuss the definition of an allegory. They read the story, Jonathan Livingston Seagull, and analyze the style and allegorical elements within the story.

Learners read The Witch of Blackbird Pond, and write a friendly letter to Elizabeth George Speare, the author, discussing their points of interest in the novel with her.

Young scholars discuss words that represent the "big ideas" in Othello and that recur throughout the play. They will be assigned words to track throughout the text, recording which character says the word and in what context.

First graders copy words onto index cards. They glue the index cards onto a large sheet of paper in alphabetical order.

Students brainstorm animals with unusual characteristics such as a giraffe with a short neck or a zebra without stripes. They write paragraphs about their animals and work in peer editing groups to refine their stories.

Learners practice pronunciation of their words and when to stress certain words when speaking. They practice with sentences given to them by the teacher.

Students are introduced to the definition of a fable in that it is a story that has a moral for people to apply in their lives. They then read a fable together so they have a better understanding. Next, students write their own fables.

Students listen to and discuss various fables, and identify the moral and central themes. They write their own personal fables and create illustrations to go with them.