Can Your Students Survive the Zombie Apocalypse?

 Originally published 4/7/22, but certainly worth the reprint:

This activity is not mine, but rather came from the big, juicy, delicious braaaiiiinnnnnssssss of Rob Bowman & Molly Fleming Schauer.  To my knowledge, it is an activity they willingly shared.  The person I got it from got it from another person. I could not find it on Teacher-Pay-Teachers either.  If you know these individuals or know that they sell this activity, let me know, please, so I can take it down.

I did modify it slightly to fit my classroom needs.

The idea is to get your students to write a paragraph on how to survive the zombie apocalypse.  The student is able to take one person they know with them, two objects from their house, and declare a destination where they are headed to survive.  The students must explain why that person will help them survive and what is it about those two objects that will help them survive.  The location also needs to be thought out and explained how it will help the student survive longer than their classmates.

At this point, the students should then get into groups of three or so and decide which paragraph has the best chance of survival.  Give that student some prize.  The group will then clean up the paragraph, fix the grammar errors, and fix the holes in the survival plan.  Each group will then either present their paragraph to you, the class, or some crack panel of judges you assembled from asking other teachers or admin staff (it's a good lesson to do while being observed and make the ap a part of the judge crew).

I have two versions of it.  The first is closest to the original and is designed for AP Lang (fun practice in arguing a point).

https://docs.google.com/presentation/d/1am4nBKgphcPRANKaMIZMRyDEIluV_IQm2wSDk6KoUQc/edit#slide=id.ge7646c84f0_1_2

The second link is for a regular ed class.  You can use either one for an honors class.  The regular ed one just extends the time allowed to compose the paragraph and gives more guidance to the number of sentences needed for each section.  I know there are differing opinions on guided writing, so if you don't like it, remove that text box.  Personally, my students need the extra guidance.

https://docs.google.com/presentation/d/16pLWKH4M8svcogSUyqZ6FspYs8Kx44SgWVuNmfSo_dY/edit#slide=id.ge7646c84f0_1_2  

This is great to help students understand giving supporting details.  The genius of it is that it will work on almost all age groups.  The original was designed for AP Language and Composition.  However, I mention the idea to my 6th grade daughter (who is not into zombies in the slightest) and she got excited about figuring out who and what she would take.  The she started texting her friends who all got into and tried to be the one who came up with a better solution.  I somehow became the judge when they couldn't decide if something was "doable" or not.  These sixth graders were spending their time thinking out the situation and supporting their assertions like champs.  I may be a bit biased, but I do think my daughter came up with the best location - a high school. Her thought - easy to block off hallways to prevent zombies from getting in, plenty of room, food supplies in the cafeteria, and medical supplies already in the nurse's office.

I can't wait to try it out on my seniors.

Shameless Plug

Teaching ACES step-by-step

Do you have a solid plan for getting your students to answer the constructed response section of state tests or to just be able to form the basic elements of a short answer question?  If not, consider below:

https://www.teacherspayteachers.com/Product/XET-Teaching-ACES-for-Constructed-Responses-12163122

ACES provides a formula for students to think about when formatting a constructed response or short answer question. It is the basic structure for organized writing and is often used to set students up for larger works that will require thesis statements and paragraphs. It is also often used on state testing.

The poem "Ozymandias" is used to break down each component in each lesson.

Teaching this basic structure can be time consuming and irritating for both student and teacher. This pack aims to alleviate some of that stress on both by scaffolding the process and having students practice one element at a time, building upon previous lessons until all elements are mastered.  It can be done in a series of four days or less, if needed, but I prefer to teach this one day a week over four weeks.

After going through the example, students get a chance to practice each part ( lesson one is only A, lesson two is A and C, lesson three is A, C, and E, and the final lesson is A, C, E, and S.

The primary text is "Ozymandias" by Shelley and students will practice on each section using passages from "Fire and Ice" by Frost, The Four Loves by C. S. Lewis, Dune by Herbert, and Invisible Man by Ellison.

Each lesson has a student worksheet to let them practice with a small reading passage.

I created this last year for use with my inclusion class and it worked wonders.  It made it where they could grasp what we were asking for and by breaking it down into chunks, they were not overwhelmed.  I have an honors class this semester and will be using it with them as well.

There Art Thou Happy

One of my least favorite Shakespeare plays is Romeo and Juliet.  The last year that I taught the play I swore that the next time I did, I was going to start in Act V with Romeo stepping over Paris's body and reaching for the poison.

However, a former colleague of mine had a killer lesson idea for Act III scene iii.  Romeo is whining about how awful his life is and the Friar, speaking for us, I guess, has had enough of it.  He lists off a few things that Romeo should be grateful for and ends with this line:

A pack of blessings lights upon thy back: Happiness courts thee in her best array; but, like a misbehav'd and sullen wench, thou pout'st upon they fortune and thy love.  Take heed, for such die miserable.

 Not wanting her students to "die miserable", she has them as a homework assignment, list out their "pack of blessings".  Puts a bit of a positive spin to her class.

Teaching AP Lit (or Honors English): Literary Lenses

This lesson was designed for an AP Lit class, though I think there would be room for it in an honors class also.  I'll walk you through the process to recreate what I did and if you are short on time, I'll give you a link to where I put my final lesson on TPT.

One of the things I wanted to do while teaching AP Lit was to teach different literary lenses (or literary criticisms as they called it when I was in college).  I thought how hard could this be?

Turns out, not as easy as I wanted it to be.  Well, it's not that the information wasn't out there - it was.  It just wasn't already set up in the way I wanted it to be.  What I wanted was to have my students read "Stopping by Woods on a Snowy Evening" and then use the different criticisms to break it apart.  I vaguely remember a lesson like that in college - it was my first exposure to the different criticisms.  Unfortunately, I did not see anything like that.

So I set out on my own to research the various criticisms (It has been decades since I was in college and I typically taught lower level students, so had no need to explain Post Modernism).  I had hung on to that college textbook for decades, but had thrown it out in the past couple of years (of course).  I began researching, hoping that I could find references to my poem of choice, but found only a little directly related to "Stopping by Woods on a Snowy Evening".

So I finally figured I would just do what I would have done in any of those college lit courses thirty years ago and do my own interpretation of the poem using each lens.

I write this poem on the white board with wet erase markers and annotate in class with dry erase so that I can wipe the annotations off while leaving the poem (that blows their minds).  It was also a major factor in me deciding to try this all in two days, rather than potentially spacing it out once a week until done.  I like the two days crash course, but I see value in the once a week method as well.

I decided to start with Reader Response Theory, which is not that valuable as a lens for an actual FRQ, but essential as a starting point for these students to understand what they bring to a text.  Plus I get to draw this amazing picture on my board which makes students wonder why I didn't become an art teacher:

If you are not familiar with the three book theory, in short it goes that Book 1 (or Text 1) is what the author envisioned writing.  Due to changing thoughts, edits, etc., what is produced is Book 2, which is often quite different in many ways from what the author had in mind.  That is the text we all read, but what is important to Reader Response Theory is that all of use have Book 3 in our heads - how we interpret Book 2 due to past life experiences, memories, connections made to other books, distractions around us while reading, prior knowledge, and a whole host of other factors that make our experience with the text unique to us. 

I use this image for all levels of classes - it is great to get them to understand that their experience with the book has merit too.  Once we get them all talking about their memories and feelings with this poem, I explain the significance of that third book which will be so important in our discussions, but can only be discussed by them.  

At this point I take a break to discuss how all the lenses we are about to learn are specific disciplines, but much like how Ultimate Fighting Championship morphed from specific fighting style vs specific fighting style into Mixed Martial Arts, we too are able to merge them together to get the most out of our analysis.

Now for the meat of the lesson - I researched all of the following criticisms:

• Biographical
• Formalism/The New Criticism (I know that these are two distinct criticisms, but they are similar enough for us to merge for an introductory lesson)
• Myth Criticism (my favorite)
• Marxist Theory
• Existentialism
• Post Modernism / Post Structuralism / Deconstruction (again, three different takes, but as they are often paired with each other by scholars, it makes sense to pair them here)
• Freudianism / Psychoanalytic (two terms for the same lens) 
• Feminist Theory
• Queer Theory
• Critical Race Theory 

For each one of these I briefly go over what that lens seeks to accomplish and then we break down the poem looking at it through that lens.   When we are done we have discovered that this poem either means anywhere from a man riding through the woods at night to a man having an adulterous affair to the problems with a social media culture and many more in between! 

I need another picture to break up the text, so here is a page form my notes:

Well, the picture is a block of text, so I don't think it really does what I want it to do.  :)

So why teach this?  

1. It's fun.  
2. This is a college level course and this is what they teach in college literature courses (well, at least they did in the early '90s when I was there - I assume they still do).
3. Once students realize how many different takes there can be in literature, they are less likely to succumb to the imposter syndrome that tells them they don't know enough to put out the "right" answer.  There are many right answers! I want to revel in all of them.

If you follow this path, I promise that you will not be disappointed.  You probably are closer to your college days than I am and have these readily available in your notes already, but if you do not, I do have it up on TPT should you just want to take my notes and play it out in your class. You can find it here:

https://www.teacherspayteachers.com/Product/XET-Literary-Lenses-Criticisms-Theories-Using-Stopping-by-Woods-14242490

I also bundled this with the Archetypes lesson because they pair so well together.  I always use them back to back and follow up with "Hills Like White Elephants".  You can get the bundle pack here: https://www.teacherspayteachers.com/Product/XET-Bundle-Literary-Lenses-Archetypes-14250564 

Doing Something Different with Vocabulary This Year

With my regular level classes, I spend more time on vocabulary terms, but with my AP classes, I used to spend little time and expect the students to learn the words for themselves with a little vocabulary.com and such.  After attending a workshop on teaching reading, one of the time said there sparked me thinking and I've decided to try something a little different. 

This is still an AP class and I do not feel the need to review the definitions of the each word on the list like I would my English II class, but if what I am trying for AP works, I can see myself adapting some of this for the other classes.  Warning - this does take time to prep (though it could be adapted into a lesson where the students do the legwork instead).

The Plan

I want my students to understand the words better - inside and out.  I am going to use my established lists - each of which consists of ten new words plus a selection of words from previous lists plus a few literary terms just to keep those in constant rotation in their minds.  What I am going to do will focus only on the new words and potentially a literary term if it just works extra well.  The first Tuesday of each two week vocabulary list lesson, I will single out about 5-6 words to focus on.  I will focus on wither word parts, connotation, etymology, or Visuwords.

Word Parts

This speaks for itself.  Some words break into word parts quite easily while others do not.  Early in my teaching career we had a program put on us by the district to teach words only in context of word parts.  I dislike one-size-fits-all programs, but I was a young teacher and I did my part.  It worked well sometimes and not so well others - especially when the word meaning changed over time.

Learn That Word has a good list of prefixes and roots and a good list for suffixes, but sometimes it helps to know exactly where those word parts kick in.  Wordsmith is a good site to go to to see not only a definition, but some word parts and background as well.  

As good as they are, I found myself using plain old Google even more.  When you Google the word "definition" and whatever word you are looking up, say, "innate" for example, and you click the SHOW MORE option, this is what you get:

The origin does a fine job quickly showing you the different word parts and gave me a quick chance to see if I wanted to pursue that word for the word part segments.

Connotation

I was really hoping to find a connotation dictionary, but those don't really exist, or at least not in the way I was hoping for.  The idea here is to showcase one or two words and show that while their definition is _____, when it is used, it typically means _____.  These words are great for discerning tone (just think of the difference between "kill" and "slaughter").  One word from our list is "loquacious" and while it means using a lot of words or talkative, the understood meaning is using too many words.  Or think of the difference between "pithy" and "terse" - they both mean using few words, but being pithy is a good thing (short and too the point) while being terse usually means the speaker is angry. 

Etymology

Some words have fun backgrounds that have changed the meaning of the word over time.  There is a good dictionary for that called The Online Etymology Dictionary.  I'll do one to three words from the list.  This takes time to find the words that are going to be interesting enough for me to talk about.  The easy way is to just type the words in the above dictionary until you find a good one.

I like the idea of egregious being used ironically so much it lost its original meaning.  Also, the word "supercilious" spins off from a Latin word for eyebrows, so "supercilious" literally means "haughty eyebrows" which is so fitting for a word that means "looking down on others as inferior to your status".  Don't tell me that kids won't remember "haughty eyebrows"!  While looking for these words I found several that I am looking forward to talking about, such as "pristine" and "simpleton".

Visuwords

I'll use Visuwords for one or two words in the list.  It is a fun site to play with.  When you type in a word, it bubbles out to other words related.  The words and bubbles have elasticity, which is fun to move around a little, but they also help you to see the definition and also sometimes the connotation.  Like "haughty" (sans eyebrows this time):

Here you can see both "disdainful" and "proud" to help students see the word's more complex meaning.

Parting Comments

As for the remaining words on the list, the students are on their own.  I am thinking we will see a better comprehension of what the words mean which will hopefully translate into better retention of the words.  I also think the students seeing the variety of ways we look at a word's meaning will add value to the words we are learning.  

If you have a unique way of introducing your words to your students, share it in the comments!  Or just say "Hi!" in the comments!  I might just say "Howdy" back to you.

Using the Octopus to Start and Finish AP Lit

Flashback to 2022 - I just get hired to teach AP Lit at my new school and I have no idea what I am going to do.   It is June and I have never taught any AP course before.  I scramble. 

The first thing I did was to find a Facebook group that is dedicated to AP Lit teachers (a friend of mine who is an AP Lang teacher put me onto this idea).  I found one and noticed a lot of octopus images and a lot of octopus jokes, but with no real context.  So I started Googling "AP Lit" and "Octopus" to see what I could find and the following link was top of the list:

 Now I'm extra intrigued!  Turns out this was the year of the octopus prompt.  If you are not aware of it, it is a prompt that comes from Linda Hogan's novel People of the Whale (book available here - prompt available here page 90) and is about an octopus that walks into a cave the same time a child is born.  This evidently threw students for a heck of a loop!

Well, I am all about branding, so I decided right then and there that I was going to use octopuses in all my theming.  More importantly, I decided what to do with this prompt.

On day 2 of the class, to set the tone, I spring upon them an in class essay.  This one is all on paper and handwritten (though I do let them type the others later).  If you need the old handwritten sheets, you can get it free here.  I give them an hour in class to do their best work and then I collect them.  I let them know that this is considered the hardest prompt and now that that is behind us, all will be easier from here on out.  I do not tell them what I am going to do with them.  If anyone asks if it will be a grade, I just respond with, "We'll see."  Then I file them away.

Now, setting the tone is great and all, but the best part of this comes months later for me (we are a year long course at my school).  Right before the exam, I break these bad boys out and return them.  Then they can see with their own eyes the progress they have made.  This gives them mega confidence going into the exam and is a good day in class all around.

Feel free to share with me other ideas you have that work great in your classroom!

And if you are looking for more FRQ help, this activity works great for getting students ready for the FRQ#3 - The Deep Dive Journal.

Symbolism - On Purpose, Subconsciously, or English Teacher Nonsense?

 It is a well-known fact that English teachers LOVE symbolism.  So much so that it often becomes a meme involving English teachers going ga-ga over the blue curtains:

I've seen where non-education posts on social media mentions something about English teachers and symbolism and the comments sections would be full of people with not fond memories of their English teacher's obsession with symbols.

Of course we know that symbolism is everywhere.  There is a whole chapter on it in How to Read Literature Like a Professor after all.

Back in 1963 (just one short year after the debut of the greatest literary character of all time - Spider-Man), a young kid sent out a form questionnaire to several authors of the time asking them four questions.  Amazingly, he got back answer.  

Some were thorough, like this one from Ralph Ellison:

And some were snippy like Ayn Rand's:

The Paris Review did an article on the kid and his quest to find out if authors use symbolism or not that I found interesting and thought you might too.  You can read it here: https://www.theparisreview.org/blog/2011/12/05/document-the-symbolism-survey/?fbclid=IwQ0xDSwL4cndjbGNrAvhyZWV4dG4DYWVtAjExAAEeFXjxSsMhetpQKMva-yL4FJaOtxuBtNr08MOjrF2iHunik_P4Jc3FJj7ndYQ_aem_IHcoHwIVr7dTn_HM9NChKw

Shameless Plug: Literature and Lairs - Character Analysis

Character Analysis D&D style!

 

The idea came to me when printing off some character sheets for my daughter's D&D group - this is the perfect platform for dissecting character!  So I started tweaking and realized that while the idea is sound, just modifying the existing D&D character sheet is not going to work for my purposes.  So I started just making one from scratch.  Here are a few partial screen shots - I think it came out pretty good!

So the whole thing is a page front and back, along with a detailed walk-through student instruction sheet.  I plan on having my students roll the die to get the attributes and then finding a character that matches closely (allowing for some tweaks here and there).  I made this for my AP Lit students, but the first practice run-through was on a group of middle schoolers at a Pre-College camp - they loved it!  My objective was to create a platform for character analysis, but the middle schoolers used it to create detailed characters for a creative writing campaign, so I was happy to see that it is quite versatile!

It took way longer to get this sized and laid out than I thought it would take when I first embarked on this idea, but in the end, I think it will become a mainstay in my classes.

Get it here: https://www.teacherspayteachers.com/Product/XET-Literature-Lairs-Character-Analysis-11913326?st=fb14def15bd606f53d6adaa1318e8e4c 

If you try it out, I would love to hear from you.  Drop a comment here or on the TPT site.  Every bit helps!

Mid Term Grade Calculator

 I am overweight.  I know I am.  I also know that me just saying, "I'm going to eat less and lose weight," just won't cut it.  I need a plan.

Students are the same about their grades.  I've also notice that many, especially the lower levels, struggle with understanding how grades actually work.  Let's blame the math teachers on that (one of the pers of being an English teacher, after all).

One thing I have done that works well is I give them this grade calculator.

https://docs.google.com/document/d/1CTYHEEzfn3DcWjRJs5IhOmnijTM4unQt/copy

Many students don't understand that an average of two quarters means the middle.  The math is just for every point your Q3 grade is below your desired grade, you need to be that many points above your desired grade for your Q4 grade, or conversely, for every point over your desired grade, you can go that many points below.

This is based on a semester-long course.  It factors out what grade they need to make before the exam.  

How this helps students - well, if you keep your grade book up to date (and we know all extreme teachers do), students will know what their magic number is (the grade they need to make for Q4) and can watch the grade book.  When it dips below that magic number, they need to act fast.

What about exams?  Well, they are really not as important as they seem.  At my school, the exam is worth 20%, which makes it by far the most weighted single grade in the course; however, the two quarters combined are worth 80%.  They have so much ore weight.  If a student goes into a state test or teacher-made final exam and try their best, they should probably make close to what they are making in the class, plus or minus ten points.  If your district is like mine and uses a 40-40-20, then the exam only impacts the final grade 1 point for every 5 points it strays from the Q3/Q4 average.  In other words, if a kid has a 77 for his average, he will need to make 15 + 77 (92) on the exam in order to move it 3 points to an 80 to get that B.  Conversely, he would need his exam grade to be 35 points lower than a 77 in order to drop it to a 70 - 40 points lower to break into the D category.  

Do the math.  It works!  Give this chart to your kids and help them to find the magic number.  Go further and have them analyze what they are going to do differently to bring that grade up.  Help them find their goal!

Sophistication Fight Club

*Note* The following post is aimed at AP Lit or AP Lang, but can easily work for other reasons in other levels.

Sometimes I am scrolling through Facebook and see a post for school that I want to save until I can sit down on my computer and look at later, so I'll send myself the link to the post.  Sometimes I forget I have done that and it sits in my inbox for many months.  It happened with this particular one on helping students achieve the sophistication point on their AP Exams.

Kristian Kuhn has this great lesson plan for helping students to be aware of how often they use "to be" in their writing.  It's a basic building block of composition. The problem is that when it gets overused, it makes the writing seem rudimentary.  Plus, it is one bugger of a verb to revise.

You can watch his video for yourself:

I was captivated by the idea, but I wanted to incorporate the Rock 'Em Sock 'Em idea even more, so I put the lesson that Kuhn created into this presentation - complete with video fo the robot boxing game:

https://docs.google.com/presentation/d/1MHwfcpBffQs3viusOfBI1vaYzccUFcXsabzUGkTUmWo/copy

And with places for students to input their entries.

I'm trying it out next week.  Let me know if you are or if you have another revision lesson you like!

Don't forget to subscribe to Kuhn's YouTube channel and consider checking out my TPT store.  You might enjoy the Archetypes lesson - I find it super helpful for all levels to understand poetry better.

Finding Specific Textual Examples Using 3-2-2

A few weeks ago, I dreamed up a lesson.  My teacher neighbor said if I am lesson planning in my sleep, I have a problem, and she may be right.  I do this not enough to be often, but enough not to be rare.  Usually when I wake I realize that the lesson actually stinks, but this one might have some merit to it.  I'll find out today during second period!

The lesson is called 3-2-2.  I don't know why.  It was what it was called in my dream.

I'm trying this out with my AP Lit class with The Lord of the Flies, but it could be used with honors or modified for regular.

First, I give the students four blank index cards.  Then I give them a card with a blue prompt.  They will then go and find a specific text example or a quote that illustrates that point then write that on one of their blank cards - but only the quote/example and page number - no rationale for why it was picked.  If they have time, they should try and do two card for the prompt.

I collect those and we do it again with the green prompts.

I collect those as well and then I hand them the red prompt cards.  These cards are more involved and require analysis.  I will allow them to do a blind trade (I will trade for ANY other card to get rid of this one) and then I will allow them to do a trade between them until they either are stuck with the card they have or have managed to find themselves a card they want.  

Since I have chosen https://app.myshortanswer.com/ to be where they write these, I will have them join the activity and type their question into the answer box.

While they are doing this, I will be laying out all of their examples.  Once everyone has had enough time to record their question, they will only use examples that have already been found.  The examples will be first come, first serve and they will need to use two examples to explain their point.  It might turn out that they find the perfect examples.  It may be that they will need to use a bit a creativity to bend these examples to their will.  Either way, they will write their answer using their two examples to prove their point into My Short Answer and we will run the Battle Royale sequence to determine which writers did it best.

Time - It took me about an hour to write out all the cards and I plan on this taking the majority of our class period (which runs an hour and a half).  No grading time needed since I am using My Short Answer for students to evaluate instead of me.

This is practicing analytical thinking, creativity, and serves as a nice review of important details for the first ten chapters.  Hopefully it will work.  Tomorrow we do Who's to Blame, which I know always works.  Let me know if you have ideas on how to improve this activity or if you try it in your classroom!

Also of interest - The Lord of the Flies Survival Game.

Daily Grammar Practice Plan of Attack

Our school wanted to get all the English teachers teaching grammar and in a way that was consistent with each other.  So the program Daily Grammar Practice was chosen.  It's not a bad program.  I like the way I taught grammar better because it was more my style, but it is nice knowing that we are all working toward the same process.

If your school uses DGP, you may find that students feel a little overwhelmed with everything that could possibly be labeled on Monday and Tuesday. I find that by providing some structure and creating a pattern for what to look for, students are able to process it faster and soon will be able to do it without constantly looking at notes.  That's the key to grammar practice - students can recognize it in the wild.

If you want to give it a shot, try it out.  You can get it here: https://docs.google.com/document/d/16m2uuAc4SfNrD-SPqY7WobWJbycEpACzYkpzOq-SpWc/copy

I just made it and haven't classroom tested it long enough to find everything that could be tweaked.  If you have comments on how to make it better, please share them with me either on this post or by shooting me an email.  

Teaching Critical Thinking Skills with Fairy Tales

 I'm going to try something new this semester with my regular/inclusion English II class.  Over the Christmas break, my wife and I picked up a puzzle book (think escape room in a book).  We've done this before and some of those books can be very hard.  This one is not overly hard, but not overly easy either.  A good enough mix.  The book is The Puzzle Book of the Brothers Grimm.

There are four fairy tales that you have to work through - Hansel and Gretel, Little Red Riding Hood, Mother Hulda, and Rapunzel.  The links are to Google Docs I have of the original Grimm's tale. I figured most of my students have probably not read the original, so maybe I'll use those as texts in my class and may add some state test reading comprehension questions to go with them later.  You are welcome to them to use as you would like.  The Hansel and Gretel tale is six pages long, but the other three are only about three pages long. You can buy the puzzle book on Amazon if you are interested.

How does this fit into my class?  Well, my regular level and inclusion classes often struggle with looking past plot level.  Anything to get them thinking critically helps.  Since the puzzles themselves are fairly short, I'm thinking it might be a fun warm-up activity to breaks them into groups of two or three and let them try and figure it out.  Each puzzle comes with three clues (on different pages), so I can factor that in and let them buy the clue with part of their winnings.  In the book, you score 5 "reeds" for each correctly guessed riddle, minus 1 reed for each clue and wrong answer.  I am using "Bobcat Paw Prints" in my class for incentives, so I will just substitute those.  Here is what a typical puzzle looks like:

It's always like this - two page spread and many of the puzzles are visual like this, which I think my regular students will find appealing.  

This may flop, but I've enjoyed figuring out the puzzles for the first fairy tale, so I figured I would go for it!

Teach Pronoun Antecedents with Puns

 The phrase pronoun/antecedent agreement sounds difficult to students, but in reality it is not a hard concept.  Taking the time to teach it, though, is a worthwhile endeavor.  Students are often unclear in their writing and one problem is pronoun/antecedent agreement.  Plus learning how words can be unclear will help them to think out other problems that are not necessarily pronoun related.

The term antecedent just means whatever the pronoun is taking the place of.  When that object/person/place is ambiguous, students get errors in their writing.  To teach them this, show them how these puns are funny because the antecedent is unclear:

She had a boyfriend with a wooden leg, but she broke it off.

I wondered why the baseball was getting bigger, then it hit me.

I borrowed, and then lost, my wife's audio book.  I'll never hear the end of it.

I offered my elderly neighbor $20 to give me a ride up her stair lift.  I think she's going to take me up on it.

The ghost teacher said to the class - watch the board and I'll go through it again.

Who says grammar can't be fun!

Got another good pun to add to the list?  Just drop it in the comments.