Offers brief descriptions from seven English teachers of how and for what purpose they have used an unusual film in their English classroom. (SR)

Pupils need to express themselves in creative processes and products in the language arts curriculum. Too frequently, teachers require behavior which involves conformity on the part of learners. Specific objectives many times delimit pupils' opportunities to express original ideas that come from within the involved learners. Many activities can…

Describes a step-by-step process for opening up the classroom to students in a way that will allow for both freedom and responsibility in reading instruction. (RB)

The collection of 15 teaching ideas from teachers of limited English proficient students focus on language skills and include such suggestions as having older students prepare a slide show to illustrate irregular English verbs for younger students and interviewing parents about their traditions. (DB)

A story, started by the teacher, with each child adding a phrase and illustrating it. (RY)

Examines the who, what, where, how, and why of informal drama instruction in the classroom, arguing that, given the current emphasis on "basics" in education, such instruction can provide one of the most basic educational experiences in language arts. (HTH)

A unit on poetry for gifted students is presented. Five activities focus on distinguishing poetry from prose, poetry from mere rhyme, and examining characteristics of poetry. Excerpts of poems and questions for students are included. (CL)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

Describes a "literary gift exchange" in which students buy or make gifts for other students' favorite literary characters and explain to the class why the gifts are appropriate. Argues that the gift exchange is a good way to end the school year and review the literature studied. (RS)

Defines and discusses the concepts of empowerment and motivation, and clarifies the relationship between them. Shows how language arts teachers can take advantage of both in developing more effective classroom practices. Gives examples of motivationally sound practices from the domain of writing instruction that might also be construed as examples…

Presents nine short pieces written by teachers describing how they relate the visual arts to language learning in their classrooms. (SR)

Describes using a passage from the book "Raney" by Clyde Edgerton as a read-aloud in social studies and language arts classrooms to explore value conflicts, understand cultures, study dialog and to introduce drama. (SR)

Discusses the language learning in "Workshop Pedagogy," an approach used in primary classrooms in Norway and Sweden, in which the instructional sequence and class activities move from the concrete toward the more abstract with concrete expressions given more attention. (SR)

Describes a writing assignment in which students read only the first two paragraphs of Charles Dickens's novel "A Tale of Two Cities" and then, after some brainstorming and prewriting, write a paragraph or two modeled on those, explaining the confusion and turmoil of the present day. Notes how Dickens's expressions become more familiar…

Discusses a five-day Holocaust lesson based around Robert O. Fisch's memoir "Light from the Yellow Star: A Lesson of Love from the Holocaust." Describes class activities as students responded to Fisch's artwork, to his narrative text, living history, living prejudice, and genocide. Concludes that the memoir is an invaluable testimony and…