In this lesson, students will analyze and evaluate their material and adjust and add as necessary in order to develop and communicate an evidence-based perspective.

In this lesson, students will review all the feedback and revise their narrative drafts.

In this lesson, students will use the Research Frame Tool to guide their research and plan their research topic.

In this lesson, students will learn how to identify and incorporate formal style and objective tone into their research writing.

In this lesson, students will focus on refining their papers to reflect a formal and objective tone.

In this lesson, students will analyze and synthesize their research to make claims about inquiry questions and develop the foundation of their evidence-based perspective.

In this research resource, students will use an organized Research Frame in order to guide their research.

In this lesson, students will learn how to conduct searches, evaluate and annotate sources, and keep track of their research. By the end of this lesson set, they will have narrowed their inquiry and gathered their main research information.

In this lesson, students will focus on how Grandin in Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior uses language and tone to develop and refine her central idea that autism has made understanding animals easier.

In this lesson, students will develop more specific inquiry questions in order to frame their research, using a review of the Student Research Plan Handout.

In this lesson, students will continue to work with Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior by Temple Grandin and Catherine Johnson. Students will focus on how to pose inquiry questions based on research topics in order to guide their research.

In this lesson, students finish their reading of Chapter 1 of Animals in Translation, focusing on the problems in the cattle industry. Students will work on their research and investigate further.

In this 3 day, 3 activity lesson, students will learn how to participate in a text-centered discussion and how to create their own, text-dependent questions. Students will work both in groups and on their own in this lesson.

In this lesson, students will use annotation in order to focus on central ideas in Hamlet's last soliloquy, Act 4.4, lines 34-69.

In this lesson, students read Act 3.4, focusing on Hamlet's monologues, including his murder of Polonius, his confrontation with Gertrude, and her repentance.

In this lesson on Hamlet, students will analyze how Shakespeare orders the action and develops his characters through soliloquies.

In this lesson, students will read the end of Claudius's monologue to Hamlet and examine how his character is developed.

In this lesson on Hamlet, students will explore the language of Hamlet's famous "To Be, Or Not to Be" soliloquy.

In this lesson on Hamlet, students will analyze lines 577-607 from Act 2.2, focusing on the meaning of the soliloquy and how Shakespeare uses figurative language to develop the central ideas.