Abecedariums

An abecedarium is a creative way to review any text. Ask students to fold a large piece of paper so that it forms a minimum of 24 squares (could be front and back of the piece of paper). Then they write a letter in each box for each letter of the alphabet. You can give the option for students to only complete 24 of the 26 letters (they may skip 2 letters such as X and Z). Then instruct students to pick an appropriate character name, theme, or symbol to represent each letter of the alphabet. Students must then write a detailed description/explanation for each word. This example abecedarium is for Shakespeare's Macbeth.

Illustrated Quotes

This is a great assignment for any novel, drama, short story or poem study. Students are asked to select a significant quote from the text and graphically represent the theme, character, symbol etc. to which the quotation refers. Illustrated quotes look great on classroom walls!

The images I have included here are student samples from Shakespeare’s Macbeth and Othello.

Illustrated Literary Terms

Illustrated terms are a great way to create a graphic word wall of all the literary terms for your classroom. Once students learn the definitions of the various literary terms and devices, they can brainstorm a symbol to graphically represent the definition of each term and device.

• Provide students with a word sort of all the literary terms being studied. 
• Have students sort the terms into 3 categories: I know, I sort of know, I don’t know.
• Students will complete this with a partner – both partners must agree on the term being placed in the particular category.
• Discuss terms as a class and, as a group, try to move terms into the “I sort of know” or “I know” categories.
• Provide students with a terminology (review) worksheet of all the terms and have them fill it in using the word sort (use the process of elimination).
• Go over the worksheet with the class – write all of the terms on the board.
• Have students come up to the board and circle the term for which you would like to complete an illustrated term card.
• Students must show the teacher the completed card before posting it on the wall.
• Make sure the student can explain his or her symbol (Ask them: How does it represent the definition of the term?)

In order to purchase a Literary Terms Bundle (including review worksheets, word sorts and quizzes), please visit one of the following:

Literary Terms and Devices Bundle
Literary Terms and Devices Bundle (30 terms) - Includes Quizzes
Literary Terms and Devices Bundle (39 terms) - Includes Quizzes

Graphic Poems

To create a graphic poem, students need to combine their visual senses with their ideas. They also need a clear purpose for creating the poem – they must “see” the poem in their mind’s eye before they begin.

As students develop their graphic poems, ask them to keep the following questions in mind:

• What key idea do you want readers/viewers to remember?
• What central image will make this idea memorable?
• What feeling or mood do you want to create? What style and graphic elements (e.g. lettering, layout) will help to create this mood? Remember that you can incorporate photographs and computer generated images as well.
• Will you work alone or with another poet or artist?
• Who is your intended audience?

In order to purchase the entire assignment (with grading rubric, examples, and template) please go to: Graphic Conflict Poem.

Sports Booklets

This project is a great way to teach students the rules and tactics of a given sport.

• Provide each student with a small booklet or have the students make their own.
• Provide students with pens, pencils and markers.
• Instruct students to create a title page for their booklet (usually an image and title pertinent to the sport being studied).
• Then have them title the second page, “Table of Contents”.
• Students then fill in their sport booklets as you go through the rules and tactics each day of the unit. For example, on the first day of the badminton unit you may teach court boundaries and basic rules. Students then complete a page of their booklet on these topics and place the topic heading and page number on the table of contents.
• Students may then use their completed booklet at the end of the unit to study for the quiz or test.

Counter-Ads

Students can “talk back” to deceptive or harmful media messages by creating counter-ads. These are parodies of advertisements, delivering more truthful messages using the same persuasion techniques as real ads. By creating counter-ads, students can apply media literacy skills to communicate positive messages.

The simplest way to create a counter-ad is to alter a real ad (magazine or newspaper ads work best) by changing the text or adding graphic elements; just write or draw over the original ad, or paste new materials onto it. (A simple example: change “Come to Marlboro Country” to “Come to Marlboro’s Graveyard” and add a few tombstones to the landscape.) You can also create a counter-ad by drawing a new image, copying the design and layout of a real ad. Collage techniques work well, too. 

In order to purchase the entire assignment (with grading rubric) please go to: Counter-Ad Assignment.

Character Eulogies

This is a great assignment to do when studying any literary work in which a main character dies. Students must assume a role of another character in the text in order to write a eulogy for the main character. The example that I have provided is from Shakespeare's Othello; this eulogy is for Emilia. Encourage students to: take on a specific role (establish perspective), consider beginning with a significant quotation, and use rhetorical devices to capture attention. Assess students on form, information (content), and tone. I find it helpful to read a couple of example eulogies before beginning this assignment.

In order to purchase the entire assignment (with grading rubric, brainstorming activities and sample eulogies) please go to: Othello Eulogy Assignment.