Describes an autobiography writing assignment. State that the resulting texts are entertaining, enlightening, and contain facts and anecdotes that reflect the personalities of the authors. (RS)

Describes a three-week "Introduction to Language" unit for seventh graders. Notes that students feel ownership of the unit because of the amount of choice and sharing involved. Describes the unit's mini-lessons: human language; origins and development of language; symbols and words; meaning in context; and growth and change in language. (RS)

Describes how one English teacher developed a five-day approach by which William Shakespeare's "Macbeth" was successfully introduced to a seventh-grade class. Argues that it is possible to have such young students read and enjoy Shakespeare. (HB)

Describes how a class of seventh graders learned to use diplomacy and effective interpersonal communication to let their teachers know how they feel. (PRA)

Describes a "change of feeling" writing exercise, in which seventh graders learned to love bats and to write at the same time. (JL)

Suggestions for teaching writing to students in grades seven and eight range from student journals to spelling bingo and other writing games. (DD)

Describes using published journals and books written by adolescents to spark seventh graders' journal writing. (SR)

Presents a day-by-day account of a beginning filmmaking course for a seventh-grade class. (MM)

Examines the advantages and drawbacks of a microcomputer spelling drill program. Presents the actual program and explains how to use it. (MM)

Explains how Sir Joshua Reynolds' paintings and William Blake's etchings enriched the study of Blake's "The Chimney Sweeper" in a seventh-grade class. (JL)

Describes a three-week language-study unit in which students search for the meaning of their names. Describes how students use reference works, create symbolic drawings, read stories and articles, record information in their journals, interview family members, and work in small groups drafting and revising imaginative stories based on their…

Describes in detail a successful unit of study done on the play "Cyrano de Bergerac" that both satisfies particular curricular demands and suits the temperament and interests of young adolescents. (KEH)

Describes a three-week unit, "Television Communication and Critical Thinking," designed to make junior high students more forceful writers and discriminating viewers. Argues that by analyzing television advertising, news, and programming, students learn to think more critically about communication techniques and to use those techniques…