In this lesson, students will work in triads to research factual information about the 1906 San Francisco earthquake and fire to use as a basis for their newspaper articles.

In this lesson, students will work in groups and each group will be given a different research/resource. At the end of the lesson, groups will be paired with other groups in order to share their assessment of their findings.

In this lesson, students will work in groups in order to research information about sustainable fishing methods.

In this lesson, students will continue to build ways to determine word meaning, utilizing dictionaries and the thesaurus to determine the meaning of unfamiliar words.

In this lesson, students will have mini lessons on sentence structure and appropriate transitions to improve the flow of their informative consumer guides.

In this lesson, students will work on writing the final copy of their newspaper articles, focusing on sentence structure and appropriate transitions to improve the flow of their writing.

In this lesson, students are introduced to the question that will inform their essay: How does Bud use his rules: to survive or thrive?

In this lesson, students will briefly reread the Cronus myth, which they have already read closely in Lessons 2-3. Students then will write a literary analysis connecting a theme of the Cronus myth to a theme in The Lightning Thief.

In this lesson, students continue to plan for their literary analysis by studying a model essay and determining the theme of The Lightning Thief.

In this lesson, students will make a claim about two adversities faced by people in the Middle Ages and choose where they want to focus their essay.

In this lesson, students will read and listen to "The Thank You Letter" from "Technically, It's Not my Fault." After reading the poem, they listen to its audio version and compare the two experiences.

In this lesson, students begin to practice analyzing the text in writing, aligning "The Hero's Journey" and "The Lightning Thief." This is an initial low-stakes writing task.

In this lesson, students will evaluate the model essay and begin to draft their own essays.

In this lesson, students will work on answering text-dependent questions about a close-reading excerpt that are designed to intentionally scaffold students toward finding appropriate evidence when connecting Percy’s experience to “The Hero’s Journey.”

In this lesson, students will determine rules to live by from the poem "If," how these rules are communicated, and how these rules connect to Bud, Not Buddy.

IN this lesson, very similar in structure to the lesson on Stanza 1, students will determine rules to live by and discuss how those rules are communicated, as well has how they connect to the rules/themes in Bud, Not Buddy.

In this lesson, students will answer more questions independently in order to prepare for the mid-unit assessment.

In this lesson, students dig deeper into paragraphs 6-8 of Steve Jobs' Commencement Address in order to answer text dependent questions.

In this lesson, students will continue to dig deeper into paragraphs 12-14 of Steve Jobs' Commencement Address, using the Odell Forming Evidence Based claims graphic organizer in order to make a claim to answer a question.

In this lesson, students will identify an author or speaker's argument and the claims they make that are supported with evidence.