Describes an activity used with a fifth-grade mathematics class in which students solved a problem and wrote a convincing argument to prove their solution made sense. (SR)

Proposes four subcategories of alphabet books for use in upper elementary classrooms: enumerative, juxtapositional, narrative, and artistic. Characteristics of each type are described that encourage different kinds of reader involvement and examples of classroom uses and strategies are suggested for specific titles. (LRW)

Considers the relationship between drama and writing. Presents a conversation between two scholars interested in this connection in which they describe various views of the relationship. Suggests classroom activities linking drama and writing. (HB)

Provides an outline for a careful simulation of classroom discussion, intended as both a functional oral language experience and a means of teaching the discussion process. (SR)

Describes how a class of fourth graders effectively used their reading, writing, speaking, and listening skills to take action (regarding the laws governing trophy hunting) and to change a piece of their world. (SR)

Describes a cooperative learning activity in a fifth-grade class in which students researched, wrote, and sponsored classroom resolutions honoring African Americans during Black History Month. Discusses how literacy has the power to connect students with their heritage or with any heritage they choose to connect with. (SR)

Presents hands-on activities to help teach elementary students map skills during Geography Awareness Week. The map skills are made fun by being incorporated into meaningful activities like learning about global resources, tracking the progress of sports teams, and conducting climate experiments in faraway places. (SM)

Examples of real-world customer service situations were observed by business students, who then submitted papers and discussed them in class. Their questionnaire responses indicated the value of developing understanding through such an experiential class activity. (SK)

Describes the activities in a high school English class aimed at instructing students concerning films. Discusses how film study has been radically altered in recent years through the influence of theory. Gives numerous examples of how English teachers might utilize film by focusing on text, viewer, and context. (HB)

Describes the Orange Summer Shakespeare Festival, which offers teenagers from New Jersey (most of them African American) the opportunity to perform Shakespeare for their community and to cocreate an exemplary piece of theater that serves as a forum for the cast to transmute their stories and express their dreams, fears, rage, and joy. (SR)

Discusses 10 brief lessons using the daily newspaper that can add a variety of interesting and worthwhile activities to the English classroom. (RS)

Offers suggestions for writing and performing original plays with secondary students. Argues that classroom plays increase student motivation, improve reading skills, and build character. (SR)

Describes five poetry assignments and presents examples of students' poetry written in response to the assignments. (RS)

Describes the Viva Kids! Program, in an inner-city elementary school in Florida, in which students create and produce their own opera, engendering great enthusiasm and giving students a new sense of responsibility. (SR)

Describes a project in which kindergarten students used maps and computers to create a history on their own community. (SR)