"Introduction to Poetry" by Billy Collins provides a wonderful place to begin a discussion on how readers approach a poem. Ask students to skim quickly through the poem and write their initial responses in their journals or on paper. What words and images stand out for them? What is their emotional reaction to the poem (e.g., surprise, dismay, anger)? Ask students to share their responses with the class. Then have students read the poem a second time, this time more slowly and carefully, taking note of any figurative language (e.g., simile, metaphor, hyperbole) they encounter. What do they think Collins is saying about the study of poetry? According to Collins, what is the real goal of reading poetry?

Ask students to think about a favorite poem and imagine the perfect way to read it. Where would they be when they read it? Would they read it fast or slow? Out loud or to themselves? Have them compose their own poem about reading poetry. Students can use tools provided by ReadWriteThink to create Acrostic Poems, Diamante Poems, Letter Poems, or Theme Poems.

John Lennon is well known for many songs; however, his most famous song is probably "Imagine," in which he asks his listeners to consider a world without war and violence. After listening to the song or reading the lyrics, ask students to discuss the following questions, depending upon their grade and skill level:

• The speaker refers to himself as a "dreamer." What other words would you use to describe the speaker?
  
  
• Is the world that the speaker imagines possible? What prevents peace from happening? What can be done to try to make it happen? How has September 11 changed your feelings about world peace?
  
  
• Write a stanza of your own for the song that begins with the phrase "Imagine..." Draw a picture below your stanza to illustrate the world you have imagined.

Have students select several books from the Hardy Boys, Nancy Drew, or another series to read. Students can use the Series Books resource from KidsReads.com to find an age-appropriate series that interests them.

Lead a discussion about the shared elements in the books. Have students use the 3-Circle Venn Diagram to compare character, plot, and setting in three books. How do these elements change across the series? In what ways do they remain the same?

Students can also outline their own series, as Stratemeyer did for his syndicate. Have students use the interactive Literary Elements Map to create the characters, settings, and plots for their series. Students can also plan how their characters will change and grow across the series using the Interactive Timeline. Have them select "other" as the unit of measure and type in "book." They can then note ways their characters will change and grow in each book of the series.

Discuss the following statement by Thurgood Marshall with your students: "If the First Amendment means anything, it means that a state has no business telling a man, sitting alone in his house, what books he may read or what films he may watch." Invite students to think about Marshall's statement by considering each piece of the comment. For instance, begin by reading the First Amendment and talking about the civil rights that the amendment guarantees. After exploring the quotation fully, use K-W-L Creator to complete a K-W-L chart with your students and have them use the resources listed below to begin an investigation.

As you share the details of John Chapman's life and his travels, use the Timeline Tool to organize the details that you find in the books and websites that you check. As you work through the details, ask students to look for details that are fact and those that are exaggeration. If desired, use the Venn Diagram tool or Mobile App to organize the information (especially if you are using the stories of Johnny Appleseed as part of a tall tales unit). As extensions, you might track Chapman's journeys on your classroom map or have students use the Theme Poems Interactive to create poems about apples or about Johnny Appleseed. For additional help, see the more tips about Theme Poems and the more tips on the Timeline Tool.

Everyone remembers Shel Silverstein. Ask seniors in high school who their favorite poet is and half will give his name. This activity can begin for middle and high school students by asking them what they remember about Silverstein. For lower grade levels, introduce them to a short verse of his poetry like the one below, and ask them for their general impressions: If you had a giraffe . . . and he stretched another half . . . you would have a giraffe and a half . . . One quality of Silverstein's work is that even though it is often fantastical, it tends to be quite visual. Ask students to draw what they imagine when they read such lines as "If you're a pretender, come sit by my fire" or "Some whatifs crawled inside my ear."

After students have presented their drawings, ask them to write a line or two of their own that continues the passage and matches the flow and style of Silverstein's work. Then have students paraphrase the author's purpose in writing the poem. This is where they will find that though the words of a Silverstein poem are easy enough, the ideas are often difficult to communicate.

For middle and high school students:

• Have students brainstorm a list of conflicts that are happening around the world: Israel-Palestine, Iraq, etc.
• Ask students to generate a list of reasons why people fight: religion, economics, etc.
• Have students form groups and assign each group one reason from the list they generated above. In groups, students should discuss and be ready to present possible solutions that could address the causes. It is important to emphasize that students are not trying to solve a particular world crisis, but rather are trying to identify solutions that can work in general (education, tolerance, debt relief, etc.).
• The groups could then create posters that promote their particular solution. See the lesson plan Designing Effective Poster Presentations for tips and ideas on making posters. For elementary-age students, follow the same process as above, but instead of looking at the world, ask students to focus on conflicts, reasons, and solutions in their school.

Steamboat Willie was one of the earliest animated cartoons, a medium that grew from comic strips and Sunday funnies into a multimillion-dollar business. Invite your students to experiment with cartoon and comic strip drawings by collaborating to create a short, humorous story, with at least one main character that performs an action. When students have completed the short sequence, have them use the Comic Creator or this online tool to make a flipbook.

Students choose one background and repeat it multiple times as they draw their characters' actions from one frame to the next. When they've completed each sequence of drawings, they print out the pages, cut the frames, and staple them together to create a flipbook. By stapling all the pages together in one corner or along one side, students are able to flip the pages of the book quickly, simulating animation. Students can also use the Flipbook Tool to create their product. Allow students to share their flipbooks with their classmates. Teams can also experiment with adding vocals in the background to synchronize with the images.

Begin by brainstorming with students all the various aspects of culture, in this case, Latinx culture. Remind students that culture is not just race and ethnicity but extends to dance, music, art, architecture, education, family dynamics, film, religion, politics, literature, food, holidays, and much more.

Once students have compiled a list of potential topics to research, organize the list into some general categories and have students identify resources they could use to learn more about Latinx culture in their category. Encourage students to think about people in their communities or families who might have personal knowledge of the topics they're researching.

Have students work in groups to research their topics and present the information they find to the class through PowerPoint, a webpage, a display, or tool such as the Flip Book or Stapleless Book.

Even though this day marks the anniversary of a huge disaster, it is called Patriot Day. How does this label change our perceptions about the events of September 11, 2001? Ask students to write their explanation of why this date is now called Patriot Day. An alternative assignment could be to ask students to record their reflections about 9/11. What do they recall about that fateful day? How are their perceptions colored by how the media reported the event? Another alternative might be to explore the various meanings of the word "patriot." Is it possible to be a patriot and still disagree with certain aspects of the government? What is the best way to voice criticism of the government? Perhaps social studies teachers could join in a cross-disciplinary writing assignment about civil disobedience.