Title: Lupita Manana Author: Patricia Beatty Publisher

To help her poverty-stricken family, 13 year-old Lupita enters California as an illegal alien to work in order to earn money for her family.

1. 
   Have students write a postcard to a friend about this book; to the author; to a character in the book; write as if you were the character or author and write to yourself.
   
2. 
   Have students draw a map of Lupita's trip
   
3. 
   Have students write about a story on paper; then passes it to another who responds to what they said; each subsequent respondent "talks" to/about all those before.
   

A feminist novel about an abused and uneducated black woman's struggle for empowerment, the novel was praised for the depth of its female characters and for its eloquent use of Black English vernacular.

1. 
   Show the film version by Stephen Spielberg.
   
2. 
   Have students research and create presentations on the life of Alice Walker.
   
3. 
   Have students write reviews of the film.
   

The Tempest is one of Shakespeare's most suggestive, yet most elusive plays. It is a magical romance, yet deeply embedded in seventeenth-century debates about authority and power. This edition attends to the implications of Prospero's magic, his political and paternal ambitions, and the controversial issue of his "colonialist" control of Caliban. The Tempest was also Shakespeare's response to the new opportunities offered by the Blackfriars theatre, and careful attention is accordingly given to the play's dramatic form, stagecraft, and use of music and spectacle, to demonstrate its uniquely experimental nature.

1. 
   Have students read Edward Albee’s Seascape as a comparison work.
   
2. 
   Have students learn monologues from the script and present them to the class.
   
3. 
   Have students create costume drafts for Caliban. They must explain why they have come up with their ideas. Then show them pictures from past performances.
   

Told in a series of vignettes stunning for their eloquence, Sandra Cisneros's greatly admired novel is that of a young girl growing up in the Latino section of Chicago. Acclaimed by critics, beloved by children, their parents and grandparents, taught everywhere from inner-city grade schools to universities across the country, and translated all over the world, it has entered the canon of coming-of-age classics.

1. 
   Exercise on Symbolism: Define and Find Symbolism
   
2. 
   Use the Internet to Explore the Novel
   
3. 
   Write a Paper Describing How You Are an Individual
   

1. 
   Show the students some pictures of renaissance costumes and then have them illustrate drafts for costumes for the “seven deadly sins” in groups of two/three. A brief synopsis describing the “sin” should be included with each illustration.
   
2. 
   Show clips from the film Bedazzled and discuss how this film compares to the Marlowe play.
   
3. 
   Have students write obituaries for Dr. Faustus.
   

1. 
   Read Anoullie’s Antigone and compare the differences between the two plays.
   
2. 
   Have students research Antigone’s family tree.
   
3. 
   Adapt this myth for a younger audience; make into children’s books or dramatic adaptation on video or live.
   

1. 
   Have students make a list of a certain number of questions they have about a particular character or aspect of the book; use these as the basis for class discussion.
   
2. 
   Have students take a 3x5 card and summarize what happened on one side; on the other, analyze the importance of what happened and the reasons it happened.
   
3. 
   Have students write each other about the book as you read it, having a written conversation about the book.
   

1. Use the story as the basis for a court trial.

1. 
   Read the myth of Antigone to the students. Discuss the differences in the modern version and the myth.
   
2. 
   Individually or in groups, create a storyboard for the play.
   

1. Put a character or other word in the middle of a web; have students brainstorm associations while you write them down; then have them make connections between ideas and discuss or writing about them.

3. 
   Have groups research the family tree of Electra and then create a diagram.
   
4. 
   After reading a story, pair up with others and tell the story as a group, recalling it in order, piecing it together, and clarifying for each other when one gets lost.
   

1. 
   Compare and contrast this play to Electra by Sophocles.
   
2. 
   Have students choose their favorite monologue from the play and then explain what it is about and why it is their favorite.
   
3. 
   Have students make a list of a certain number of questions they have about a particular character or aspect of the book; use these as the basis for class discussion.
   

1. 
   Have students write a page about what it would feel like to be in the author’s shoes.
   
2. 
   Have students research what was going on historically at the time in which this novel was written.
   
3. 
   Have class keep a running journal as they read this novel.
   

1. 
   Have students write poems about passing.
   
2. 
   Have students define passing to the best of their knowledge before reading the book. After reading the book they will re-read their definitions and refine them with any newly acquired knowledge or thoughts.
   
3. 
   Have students create diagrams of the characters including illustrations and written character traits.
   

1. 
   Have students create a collage regarding this novel.
   
2. 
   Have students research Richard Wright on the Internet, for class presentations.
   
3. 
   Have students create a timeline of events happening in the book along with historical happenings (including legal trials) in society at the time of the novel.
   

1. 
   Have students write postcards from the camp to their parents.
   
2. 
   Have students write one page telling of a situation in which they were not exactly truthful.
   
3. 
   View the film as a class and compare/contrast the film to the book afterwards.
   

1. 
   View and discuss the HBO film
   
2. 
   Have students write about how it would change the story if a certain character had made a different decision earlier in the story.
   
3. 
   Have students describe a character as a psychologist or recruiting officer might: what are they like? Examples? Why are they like that?
   

No cloud, no relique of the sunken day

My Friend, and thou, our Sister! we have learnt

And I know a grove

A most gentle Maid,

Farewell, O Warbler! till to-morrow eve,

1. 
   Compare and contrast to the poem The Nightingale by Sir Philip Sydney
   

2. 
   Have students create “mood music” by compiling songs onto CD’s or on tapes.
   

3. 
   Have students create a short story from the poem.
   

Offred can remember the days before, when she lived and made love with her husband Luke; when she played with and protected her daughter; when she had a job, money of her own, and access to knowledge. But all of that is gone now....

1. 
   Have students write a story or journal from the perspective of characters with no real role in the story and show us what they see and think from their perspective.
   
2. 
   Have students talk or write about how it would change the story if a certain character had made a different decision earlier in the story
   

3. 
   Have one student start the reading and goes until they wish to pass; they call on whomever they wish and that person picks up and continues reading for as long as they wish.
   

1. 
   Create a mandala with many levels to connect different aspects of a book, its historical time, and culture.
   
2. 
   Host a talk show: students play the host, author, and cast of characters; allow questions from the audience.
   
3. 
   Have students keep a diary as if you were a character in the story. Write down events that happen during the story and reflect on how they affected the character and why.
   

Shall I compare thee to a Summer's day?

But thy eternal Summer shall not fade

1. 
   Have students use the winter imagery to describe a person.
   
2. 
   Students will create their own sonnets.
   
3. 
   Have students create an individual or class collage around themes in the poem.
   

THE POOL PLAYERS.

SEVEN AT THE GOLDEN SHOVEL.

We real cool. We

Left school. We
Lurk late. We

Strike straight. We

Thin gin. We

Die soon.

1. 
   Pick five adjectives for the poem/character(s), and explain how they apply.
   
2. 
   Have students research Gwendolyn Brooks and choose another play by her to read to the class.
   
3. 
   Re-write the poem from a different point of view.