In a thematic study she calls The Hero's Journey, the author introduces the classical archetype of the hero and the journey of the hero with Homer's "The Odyssey." After all, the wily tactician dreams up the idea for the wooden horse trick, thereby winning the war for the Greeks. He visits hell and, against all odds, makes it back. He defeats the…

Imaginations are the best tools people have to avoid future conflicts and unpopular wars. People may never find the panacea to eliminate all violence, but perhaps if students develop their imaginations today, America as a nation can begin to solve more problems with creativity than with fists. Imaginations allow for better decision-making.…

One of the most effective techniques the author has used over the years is drawing thematic connections between works from different eras. When students see themes from classic literature receive fresh new treatments from contemporary authors, they discover the timelessness of great literature and the universality of its themes. In this article,…

Ideas for a thematic unit on the escape from routine; author lists fiction, poetry, and music which contribute to the travel theme. (Author/SP)

One of the most fruitful ways of introducing students to the Shakespearean drama is by comparing its techniques with those of a movie. (Author)

Describes a unit of study on the theme of death used with high school junior and senior literature classes. (TO)

Argues that thematic units may be the best way to avoid the lack of compelling journal writing topics. Argues that themes introduced in a journal writing assignment prior to the study of the text are good preparation for reading. Presents some examples of themes, topics, and accompanying literary works. (RS)

Describes the title project and concludes that students profited both from the thematic approach and from the experience of independent study supported by individual conferences. (JB)

An answer to those who charge the book is obscene, racist or immoral, the article has general applications as well. (SP)

Describes the incorporation of thematic teaching into the author's Reading-Writing Workshop class. Shares a few activities from one coming-of-age unit that increased engagement and helped students generate writing topics that genuinely interested them and related to the same theme. (SG)

Shares the thoughts of two teachers on what they consider to be losses to the English curriculum in recent years: phase-elective English and the thematic unit. (MG)

Outlines some of the psychological concepts important to students and applicable to literature and suggests resources--novels, plays, movies, art--that can be used in teaching about these concepts. (TO)

Reports on the development and content of an English course that used death as a theme in literature. (RL)

Recordings of old radio shows can be used to teach a wide variety of themes. (JH)