In this lesson, students read the poem Ozymandias by Percy Bysshe Shelley before comparing the statue from the poem to famous monuments from around the world. Students complete a graphic organizer before writing an analytical essay about the poem.

In this lesson, that includes 5 activities, students will focus on investigating an issue and using it as a context for different perspectives, positions, and arguments.

In this lesson, students will learn how to analyze the position, premise, reasoning, evidence, and perspective of arguments.

In this lesson, students will use their Research Frame in order to develop their evidence-based inquiry.

In this lesson, students will develop the ability to express global, evidence-based claims in writing through close reading techniques.

Using Google Docs as a discussion platform for peer review of written work.

In this lab activity, students will calculate their power requirement for climbing a staircase - both by walking and running. At the end of the activity, students will complete a formal lab write up.

This activity can be adapted among grade levels, and involves students practicing describing objects by their properties.

This resource examines five useful prewriting strategies with examples of how to use them.

Students are guided through how to use quotes and quotation marks when writing about a poem. A specific example is given using the poem "Fifteen" by William Stafford. Students are then given guided questions and directions to practice the technique using Sylvia Plath's "Mirror" as a sample text. The students are directed to use specficic textual evidence from the poem to discuss the poem's meaning and figurative language.

Students read an article (which is included in this link) that asserts that all stories across time and medium can be put into one of seven models. Students will then search the newspapers and their own knowledge of books, film, television,etc. to compare and contrast with the nonfiction pieces as well as the article's theory about thematic connections. Any respected newspaper will suffice for this lesson.

This lesson asks students to think critically about their relationship to comedy–in particular, satire–and explore the question of how it helps us interpret global events. Students will read three articles as part of the lesson.

In this lesson, students examine family photos to find hidden clues, answering questions about the photos and writing essays on how photos can be a powerful tool in helping them learn about the past.

Students will examine their preconceptions about Shakespeare and his work. Then, after reading one theater critic's case for reading and seeing Shakespeare, they will use the Times to explore adaptations of a Shakespearean play they are currently studying. Finally, they will use these as a springboard for staging their own scenes from the play in a new way, using an adaptation they have read about as a model.

In this lab, students will investigate the solubility and miscibility of several substances using water as the solvent. Students will submit a lab report that includes predictions, data table, and analysis explaining whether materials were soluble or insoluble in molecular terms and/or drawing molecular diagrams of the substances.

In this activity, students are challenged to find the speed of a battery-powered car. Students will devise their own procedure to measure distance and time and calculate speed over several trials. Students will generate a complete lab write-up to summarize the lab.

This lesson offers students a chance to compare the protagonist of The Catcher in the Rye with the main character from the movie, The Graduate. Students first read and annotate a passage from The Graduate before watching the film and making comparisons between the characters.

In this lesson, students read and discuss paragraphs 11-12 of "An Address by Elizabeth Cady Stanton," focusing on how she introduces and develops ideas using figurative language. Students will also focus on writing responses to the text.

This set of lessons extends over several days. Students work with a partner to read and annotate G.K. Chesterton's "The Fallacy of Success." Students take notes which summarize each section of the text. Students write an objective summary of the text, identifying two claims and determining how those claims are developed in the text.