Describes a project in which students selected seeds from two heirloom varieties of tomatoes, sowed the seeds, harvested the tomatoes, and fermented the seeds. Details are provided for each step of the project and the school address is included so that other students can begin similar projects. (DDR)

Describes a technique that demystifies the creative process and teaches advertising students to understand that creativity is nothing more than taking something ordinary (a product) and looking at it from an extraordinary point of view (an ad). (SR)

Defines "intermediality" as the ability to critically read and write with and across varied symbol systems. Relates it to critical media literacy. Offers rationales for teaching critical media literacy in general, and intermedial instruction in particular. Identifies seven guiding intermedial elements: theory, texts, processes, contexts,…

Considers some challenges of teaching public journalism. Discusses how journalism educators can help students prepare for a career in the service of public life by teaching them how to actively involve citizens in the journalistic processes of gathering information, writing stories, and evaluating performance. Offers teaching applications and…

Argues that helping students become intrigued with stories is an important part in the development of literacy. Notes types of stories to tell, and outlines storytelling strategies. (SR)

Discusses the interdisciplinary use of poetry to enhance instruction in core content areas of the middle school curriculum. Considers how to use a poem instructionally, how to read a poem effectively, and how to locate poems with content applications. Provides an annotated bibliography of poetry volumes for browsing. (JPB)

Suggests that teachers of middle and secondary students use the legal and ethical questions that have evolved around commercial advertising as a springboard to introduce students to the importance of ethical decision making in general. Discusses law versus ethics; why ethics is practically important; and ethical truthfulness. (SR)

Reviews some basic knowledge of phonics all teachers should know. Provides instructional activities to incorporate phonics within a balanced literacy program. Recognizes different approaches to teaching phonics and the importance of phonics. Discusses the use of consonants, blends and digraphs, short vowels, long vowels, and other strange vowel…

Describes an introductory language course for middle school students that begins with a strong foundation in Latin and includes study of an array of second languages to give students a broad understanding of language structure and study. Notes curriculum, projects, and use of the Internet in the classroom. (JPB)

Reflects on the events that occurred during a six-month period in a suburban classroom. Documents the transformation that took place in learning and teaching as students took part in a critical literacy curriculum. Examines the significant curricular changes that occur when the "real world" is allowed to enter classroom discussions and…

Describes how pairing Wordsworth's poem ("Lines Composed a Few Miles Above Tintern Abbey") with a contemporary novel ("The River Why" by David James Duncan) makes the classic poem come alive for students. Argues that, regardless of the poem, Duncan's novel is ideally suited for classroom study. (SR)

Discusses how students need independent word-learning strategies that they can transfer across a wide variety of school and personal texts. Suggests that what appears to work best in word learning is direct instruction in new vocabulary, typically offered prior to reading, through a combination of activities that engage students in discussion and…

Discusses ways to turn information from a business card into an advertisement to be placed in a student publication. Addresses visual interest, typography, and other design issues. Includes several sample advertisements and a classroom activity involving redesigning a business card into an advertisement. (RS)

Presents 24 recipes that can be prepared quickly. Includes sample restaurant reviews from student newspapers; advice on photographing food for student publications; a classroom exercise on food terminology; guidelines for food critics; and comments from professional journalists on writing restaurant reviews and critiquing food. (RS)

Suggests that primary sources and nonfiction offer valuable opportunities for interdisciplinary learning and critical thinking in all fields of study. Finds that the primary sources often provide the most engaging activities for the class. Describes a teacher's use of primary sources and activities she incorporated into her classroom. (SG)