In this lesson, students will reflect on how following the six-steps of the writing process helped improve their writing. They consider “stars” and “next steps” in the writing process.

In this lesson, first students will be making connections between informational/literary-texts; secondly, the teacher will help scaffold students’ thinking in using elements of mythology to determine the theme.

In this lesson, students will connect the themes from the myths read in the previous lesson to themes in The Lightning Thief.

In this lesson from Expeditionary Learning, students will perform a close reading of Thank You, Mr. Falker by Patricia Polacco. They will answer questions using specific details from the text and explain why they chose those details. Students will also use context clues to access new vocabulary. This is Lesson 2 of 10 from the unit Grade 3 Curriculum Map Unit 2, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-2 .

In this lesson, students work in small groups to analyze various myths alluded to in the Lightning Thief to determine themes for later literary analysis of the central text.

In this lesson, students will continue to cite text-based evidence in order to answer text dependent questions, as well as develop their own claims using details from paragraphs 20-23 of Steve Jobs' speech. Additionally, students will connect the events described by Steve Jobs to those experienced by Bud in Bud, Not Buddy.

In this lesson, students will study formal style examples and use the Quote-sandwich graphic organizer in order to draft the body paragraphs of their essays.

In this lesson, students will draft the ittroductory and concluding paragraphs of their end of unit essay.

In this lesson, students draft an analytical mini-essay using partner talk and graphic organizers to guide their thinking.

In this lesson, students present their research-based claim during class using visual aid to answer the overarching research question: “Do the benefits of DDT outweigh its harmful consequences?”

In this lesson, stduents will review and revise their literary argument essays.

In this lesson, students will review and revise their essays to meet the expectations of the Literary Argument Essay Rubric.

In this assessment, students will write an on-demand essay analyzing the main character of The Lightning Thief using evidence from informational text "The Hero's Journey."

In this lesson, students will work independently to find evidence of Laurence Yep's perspective on being Chinese in Dragonwings.

In this lesson, students will find evidence of Carl Hiaasen’s Perspective in Flush and use it to illustrate perspective.

In this lesson, students will repeat what they have practiced over the past lessons in analyzing point view, using a new excerpt from Chapter 5 of World Without Fish.

In this lesson, students will draft their bulleted list of suggestions for ways to buy fish caught using sustainable fishing methods. Students draft the written content of their informative consumer guide using their Quote Sandwich graphic organizers.

In this lesson, students will draft their newspaper article based on the carefully selected factual information and eyewitness quotes they gathered on their Newspaper-Article-Planning graphic-organizer.

In this lesson, students analyze a model narrative, "The Golden Key", and will complete a final draft of their narratives for the end of unit assessment.

In this lesson, students will address common mistakes and review and revise their argumentative literary essays.