This case shows a teacher observing a student-designed lesson analyzing Tennyson's poem "Tear, Idle, Tears" and Twain's short story "The Story of the Good Little Boy" and students expressing their interpretations of how the authors' purpose, devices, and diction convey their intended themes.

This case shows a teacher facilitating a whole-class discussion about extended metaphors in "Mother to Son" by Langston Hughes and students using their understanding of the metaphors in the poem as models for writing their own extended metaphors.

In this case, a teacher facilitates students discussing different novels focusing on immigration and discrimination and students participate in cooperative learning roles and share their reflections on past and present experiences to make text-to-self connections.

In this case a teacher facilitates a whole group discussion in which students compare two poems - "The Barred Owl" by Richard Wilbur and "The History Teacher" by Billy Collins - in order to analyze connections between poetic form and function and author's purpose.

This case shows a teacher supporting small group poetry analysis and students collaboratively deconstructing the poem, "To The Little Polish Boy with his Hands Up," examining use of literary devices and discussing the impact.

This case shows a teacher leading a whole class discussion about mood and students answering questions about details in different art pieces in order to determine the mood depicted in each piece and make connections to the poem "Sympathy" by Paul Laurence Dunbar.

This case shows a teacher assessing students' and fostering their analyses in small groups and students sharing their rhetorical analyses of Lady Macbeth's argument in Act I, Scene 7 with evidence from the play and real life.

This case shows a teacher facilitating small group discussions about "The Grapes of Wrath" and students discussing the answers to questions about descriptive and analytical word clusters as they relate to the novel.

This case shows a teacher observing students during a Socratic seminar about "The Lottery" and students supporting their ideas with evidence from the text in order to determine the author's purpose.

In this case a teacher poses open-ended questions and students engage in whole and small group discussion in order to analyze literary techniques and themes evident in T.S. Eliot's poem "The Love Song of J. Alfred Prufrock".

In this case the teacher has set the scene for a discussion of the universal themes of responsibility and coming of age and the students lead a dynamic discussion of two letters addressing the education of young people.

This case shows a teacher modeling how to use a Frayer Model for a vocabulary word and students revising written paragraphs on how to make a peanut butter and jelly sandwich after the teacher demonstrates the importance of writing a clear sequence of events.

In this case the teacher is helping students make meaning from reading by helping them formulate "I wonder" questions with a partner and the students use expository text features to look for answers to those, and new, questions.

This case shows a teacher leading a whole class discussion about poetry and students considering different mediums in order to determine the characteristics of poetry.

This case shows a teacher managing small groups of students discussing the essay "Batting Clean-Up and Striking Out" by Dave Barry and students identifying examples of irony in the passage and determining which element of irony each example represents.

This case shows a teacher managing groups of students as they discuss Shakespeare's "Twelfth Night" and students discussing the use of figurative language in order to develop a deeper understanding of the play.

This case shows a teacher observing students participating in a Socratic-style discussion about low-tech and high-tech writing and students sharing their thoughts about the positive and negative aspects of each.

This case shows a teacher guiding students in identifying fiction and nonfiction characteristics and students using paired texts to compare examples of such characteristics.

This case shows a teacher observing students working in small groups and students deeply analyzing Shakespeare's use of diction and literary devices in various scenes of "Hamlet" to enhance their understanding of the characters' actions and motives and to assist them in their production of the play.

This case shows a teacher leading a whole class discussion about persuasive techniques and students sharing examples from advertisements and news articles to develop and demonstrate their understanding of logos, pathos, and ethos.