In this lesson, students are taught to use the Haiku format as a way to solidify the theme of their paper.  First students learn about the traditional Haiku structure, and then use the structure to reflect on the cohesiveness of the main ideas in a paper they have written.

In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Module 12.1 includes a shared focus on text analysis and narrative writing. Students read, discuss, and analyze two nonfiction personal narratives, focusing on how the authors use structure, style, and content to craft narratives that develop complex experiences, ideas, and descriptions of individuals. Throughout the module, students learn, practice, and apply narrative writing skills to produce a complete personal essay suitable for use in the college application process.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

The cultural children's story project allows students to explore Native American culture through a new lens by authoring and illustrating children's stories that teach children between the ages of four and six a lesson or tale unique to Native cultural traditions. The exemplar stories are laminated, bound, and given as gifts to an area elementary school with a primarily Native student body. Student authors read the stories to the children, and the books become part of the children's classroom library. The children learn cultural traditions from a young age and see their mentors (often Native students as well) as role models and writers. The authors learn the skills to develop their stories from conception to publication to presentation.Cultural Children's Story Video Lesson

This activity guides students through analyzing the social media postings of five businesses based on a theme of the student's choice. After making their observations of good and bad business practices, students will create their own posts with pictures. 

Great supplemental resource to support teaching caption writing for teachers of journalism or advisors of yearbooks.

This article describes how a high school teacher's approach to teaching "styles of writing" to her students. This lesson ties in reading and writing by taking what might be considered a difficult literary passage (ie: The Great Gatsby by F. Scott Fitgerald) and teach students to write like the author and receive feedback in a "workshop" setting where students receive feedback from one another.

This versatile lesson asks students to characterize and mirror the writing styles of Nathaniel Hawthorne and Ernest Hemingway. With the aid of handouts provided, students first explore and identify each author's respective style then "translate" a passage written by one author into the style of the next. Finally, students use one of Aesop's Fables as a source for a final translation of either author's style. This lesson is easily adaptable to many different authors and purposes.