The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.