Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Describes a seventh grade language-arts unit on playwriting that provided an outlet for the drama, energy, and creativity inherent in all adolescents and proved to be a highly successful and enjoyable program of study. (MG)

Lists 10 activities used to develop and reinforce the concepts of main idea and generalizing, after describing how a particular teacher connected a favorite meal with the understanding of these concepts. (MG)

Demonstrates a way to encourage students to take risks in their writing. (SR)

Presents a literary review which reflects the importance of including representational drawing in a reading program, followed by a representational drawing evaluation procedure which can readily be used in accordance with existing other reading assessment procedures. (MG)

Addresses the precise planning needed to use graphic organizers in the classroom by offering four instructional suggestions for their use: be authentically prepared; promote interaction among students; use graphic organizers with discrimination; and expand use of graphic organizers. Offers teachers an opportunity to use a graphic organizer…

Describes the serious and pervasive problem of "doublespeak," in which language is used to deceive and manipulate in order to control behavior. Discusses why it is crucial for English teachers at every level to be reminded about doublespeak and to teach students about its perils. Describes ways English teachers can teach about and…

Describes an interdisciplinary unit on robotics that includes teaching parts of a circle, constructing and programming robots, and incorporating language arts. (JOW)

Argues that interactive play increases literacy learning in grades K-12 by fostering a community atmosphere, encouraging teamwork, and reducing the influence of social hierarchies. Outlines three games designed to teach an aspect of English language arts, and describes a vocabulary review game the author has used for years in a variety of classes.…

Four child-crafted book projects help promote students' holiday spirit. The projects, all based on a simple accordion fold, resemble cards but open to reveal more than just a greeting, allowing students to think and write about what the holiday means to them. Projects include a poetry book, a rhyming book, and a memory book. (SM)

Describes how Anna Deveare Smith's "Fires in the Mirror" can be adapted for the secondary level language arts classroom. Describes a storytelling exercise, and then describes the six stages of the project as students adapted personal narrative for performance: theme; obtaining the interview; the peer-editing workshop; preparing for the…

Describes how the Internet can be used to support the active construction of knowledge within classroom, and can be used to create authentic literacy experiences for children. Discusses how literacy and learning are being redefined by the social constructivist perspective and constructivism. Notes specific Web sites. (SR)

Argues that elementary language-arts teachers should expand their definition of "text" to include film, a valuable instructional material. Notes that today's elementary students come to class with a great deal of knowledge about films--prior experiences which teachers can tap into. Discusses the application to film of reader-response theories. (SR)

Describes the ongoing work of a teacher whose Summer Institute for Drama/Teacher Education at the University of Tennessee provides training for both theater and classroom teachers. Focuses on her teaching method--improvisational drama--which simultaneously addresses elements common to fiction and script writing, and now contained in the language…

Describes a fun outdoor assignment whereby secondary school students form into groups of four or five and learn about the importance of narrative setting by drawing on sidewalks with chalk. Reviews the five basic elements of setting: temporal, geographical, cultural, historical, and environmental. (TB)