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- A “defining moment” in editorial writing
- Students will be introduced to the definition mode of writing. Students will learn to define a particular subject by responding in an editorial format. Students will first compose an editorial graphic organizer, which will aid in composing a completed editorial using the writing process. This lesson includes modifications for a Novice Low Limited English student.
- Format: lesson plan (grade 9–10 English Language Arts and English Language Development)
- By Susan Brooks and Carrie Mabry.
- The Legend of the Blue Bonnet
- Students will create their own version/retelling of The Legend of the Blue Bonnet by Tomie dePaola
- Format: lesson plan (grade 2 English Language Arts)
- By Shari Peacock.
- Action chains
- Students learn to elaborate on an event in a narrative by expanding their sentences into action chains. Expanding single actions into an action chain provides the reader with a more detailed picture of an event in a narrative.
- Format: lesson plan (grade 3–5 English Language Arts)
- By DPI Writing Strategies.
- Apple story writing with a buddy
- Students will write a story with a buddy through the use of a computer. Practicing computer skills and correct sentence formation will be emphasized.
- Format: lesson plan (grade 1 Computer/Technology Skills and English Language Arts)
- By Patsy Oswald.
- Awesome action words
- Good writers use precise verbs to make stories interesting and vivid. In this lesson, students will learn to replace boring, redundant, generic verbs with more precise “Awesome Action Words.”
- Format: lesson plan (grade 3–4 English Language Arts and English Language Development)
- By DPI Writing Strategies.
- Cause and effect writing: What it looks like and who reads it
- Students examine the causes and effects presented in a brochure called “Ozone: The Good and the Bad.” They also examine the language of the brochure with regard to audience appropriateness. Students then write their own brochures examine their classmates' brochures for cause and effect and for audience appropriateness.
- Format: lesson plan (grade 9–10 English Language Arts)
- By Michelle Roberts.
- Employment applications and resumés
- In CareerStart lessons: Grade seven, page 1.4
- In this lesson for grade seven, students will discuss the parts of a job application and resumé. Students will complete an application and resumé for either a medical job or a construction job, and will compare and contrast the application materials needed for each of the two kinds of jobs.
- Format: lesson plan (grade 6–8 English Language Arts and Guidance)
- By Anissia Jenkins.Adapted by Kenyatta Bennett and Sonya Rexrode.
- Essays of definition: Lively writing through professional models
- This lesson examines a professional model of a definition paper and asks students to analyze and imitate the structures of using anecdotes and cause and effect to elaborate an essay of definition.
- Format: lesson plan (grade 9–10 English Language Arts)
- By Margaret Ryan.
- Figurative language: Metaphor
- This lesson is a part of a unit on poetry and figurative language. It is designed to teach students the characteristics of metaphor within the context of poetry.
- Format: lesson plan (grade 6 English Language Arts)
- By Nancy Meyers.
- Futuristic airplane and the blind landing
- A lesson plan, divided into two exercises, that teaches students techniques for communicating and observing both detail and directions using written, oral, and visual sources.
- Format: lesson plan (grade 9 English Language Arts)
- By Elaine Cox.
- Great endings
- Sometimes authors end their stories with a memory, a feeling, a wish, or a hope. Other times they end the story by referring back to the language of the beginning. In this lesson, students will examine the characteristics of good endings by reading good endings of narrative picture books. They will then practice writing good endings for their own narratives.
- Format: lesson plan (grade 2–4 English Language Arts)
- By DPI Writing Strategies.
- Improving student essay writing
- English II teachers are constantly searching for strategies to improve students' analytical responses to literature. This lesson is designed for all types of learners, offering various activities for all learning styles. Individual, small group, and whole class activities on essay writing culminate with the student writing his or her own formal response to literature.
This generic writing activity may be used with any literary unit and at any point in your students' development of the writing process. - Format: lesson plan (grade 9–10 English Language Arts)
- By Shawn Parker.
- An integrated poetry unit
- My students have always disliked poetry. The different ways in which this lesson approaches poetry and the connection it makes to their "March Madness" studies seems to make poetry more enjoyable, fun, and relevant for my students. In order to integrate with the sixth grade math and social studies teachers, I teach this unit during the ACC tournament to coincide with the "March Madness" unit that is covered in the math classes.
- Format: lesson plan (grade 6 English Language Arts)
- By Nancy Guthrie.
- Literature-based newspaper: Their Eyes Were Watching God
- Students will create an Eatonville newspaper depicting the characters and events in Zora Neale Hurston's Their Eyes Were Watching God.
- Format: lesson plan (grade 11 English Language Arts)
- By Jennifer Swartz.
- Making patterns make sense
- Students will analyze organizational patterns in analytical writing by reading, Oh, the Places You'll Go! by Dr. Seuss. Students will then apply these patterns to their own writing by creating children's books about success.
- Format: lesson plan (grade 9–10 English Language Arts)
- By Heather Bower.
- MaraLIMAthon
- Kindergarten students will work with an older grade buddy (we worked with 1st grade students) to make predictions, and then over a two-week period, see changes in lima bean growth, and be able to document the lima bean's progress. The buddies will work together to create an illustrated short story about lima bean characters that they create.
- Format: lesson plan (grade K English Language Arts, Mathematics, and Science)
- By Kristi Waddle.
- Oh, the places I will go!
- Students will listen to the story by Dr. Seuss Oh, the Places You'll Go! The students will brainstorm a list of places they would like to go. Places such as nouns and proper nouns will be separated during the listing process. The students will write a response to: "Oh, the places I will go! I will go____________." and illustrate their responses. Each student response will be collected for a class book entitled "Oh, the Places We Will Go!"
- Format: lesson plan (grade 1 English Language Arts)
- Plain Polly: Adding relevant details
- This instructional technique creates a lasting visual image of how relevant details help develop a character and a focus. Students learn to add only details that are related to the main idea of a “Plain Polly” stick figure. These mascots serve as reminders to students to be selective with the details they use to support their main idea.
- Format: lesson plan (grade 3–4 English Language Arts)
- By DPI Writing Strategies.
- Positively poetry
- Students will be learning about and writing limericks. Since limericks follow a strict rhyming pattern and word count, the students will work in partners to create their own limericks.
- Format: lesson plan (grade 2–4 English Language Arts and Information Skills)
- By Maribeth Warren, Pam Purifoy, and Tracy Dagenhart.
- Rest in peace, dead words!
- “Dead words,” by my definition, are words students “use to death” in their writing samples. As Language Arts teachers, we can generate a list of such words a mile long. Examples would include: pretty, nice, bad, a lot, and good. This cooperative learning activity is designed to eliminate those repetitious words by providing students with a word bank/wall they can refer to when given a writing assignment.
- Format: lesson plan (grade 7 English Language Arts)
- By Cynthia Cook.
