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 my English 10 classroom, students spend several weeks deciding on, researching, and writing about a career of their choosing. As part of this, they are expected to interview someone that is in their career field and learn more about what is required to have this job. Students also will create an infographic about their career, as well as a presentation that they will present to their peers. Attached is the unit plan for this project.

This webfolio is a follow-up assignment to an Honors English unit on Things Fall Apart by Chinua Achiebe. In this webfolio, students will take on the role of social scientists interested in learning more about the life of Africans in different parts of the continent. They will each have different aspects of African culture and life to research.The webfolio format emphasizes the power of teamwork and the Internet to learn all about an area of Africa. Each team will learn about one region of the continent, and then they will come together to get a better understanding of Africa as a whole by participating in and observing classroom presentations. The culminating project combines individual research and informational genre format into a first-person travel diary, imagining an actual trip through each region of Africa.

"The Lady Sings the Blues" is a multi-modal murder mystery project created as a model for use with freshmen in their final writing unit for Honors English.  In a multi-modal writing project, students can incorporate images, sound (music, podcasts, voice-overs), video, animation, clip art, etc. into their writing. Students will create and publish a variety of genres which will each give clues for the reader to discover "who done it."

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This lesson allows students to explore the different sides associated with the issue of slavery. It can be used for either cross-content lessons between English and Social Studies, as part of an argument unit in English, or as part of a larger unit in Social Studies. The learning objectives for the lesson are that students are able to identify those who are for and against slavery, understand how people used the U.S. Constitution to support their reasons for/against slavery, and the economic argument for or against slavery.

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